The Impact of Autism Spectrum Disorders in Higher Education: An Exploratory Study

Background: Enrollment in a chosen course of study at an institution of higher education has been seen as a rite of passage for many young adults in the United States. Between 1999 and 2009, the number of 18- to 24-year-olds in the U.S. increased from 26.7 million to 30.4 million, an increase of 14 percent, and the percentage of 18- to 24-year-olds enrolled in college rose from 36 percent in 1999 to 41 percent in 2009 (National Center for Education Statistics, 2011). However, little is known about perceived needs of students on with autism spectrum disorder, or what constitutes the most appropriate accommodations for students on the autism spectrum at the college level

Objectives: The authors of this study sought to identify the specific needs of college students with an autism spectrum disorder, and more importantly how high school transition planning and college disability offices can better serve these students (academic, social, etc.) from college and university offices of disability services across Utah were asked to participate. Data from this study was obtained through the use of a survey created for this study.

Methods: Subjects in the current study have been recruited from four 2-4 year institutions located in a large metropolitan area in the Intermountain West offering undergraduate education. Undergraduate students were contacted using the college or university disability office at each respective institution. Each subject must have been presently enrolled at least half-time at the college or university with a current diagnosis of autism or Asperger’s Disorder, and they had to be registered with their school’s office of disability services.  

Results: The mean age of participants was 23.60 (SD=6.924), with a minimum age of 18 and a maximum age of 47. The majority of participants were male (n=22, 73.3%) with fewer females (n=7, 23.3%). The mean total SRS-2 t-score for all participants was 68.2(SD=13.45), suggesting for the present sample that a majority of participants readily acknowledge deficits in reciprocal social behavior. There are implications for everyday social interactions occurring in a college or university setting (e.g., group projects, presentations) that may impair or impact likelihood of success, degree completion, etc. The means for the SRS-2 treatment subscales and DSM-5 compatibles scales are as follows: social awareness (M= 63.83, SD=11.82), social cognition (M=63.80-, SD=12.10), social communication (M=64.27, SD=15.32), social motivation (M= 64.87, SD=9.74), restricted interests and repetitive behavior (M=68.73, SD=14.27).

Conclusions: Results from this study indicate a substantial number of students with ASD self acknowledge difficulties in reciprocal social interaction in college environments. A large percentage of students are seeking degrees in science and math, with fewer pursuing social science or humanities degrees. Further evaluation of data regarding effective accommodations reported by this sample and potential influence of social support networks (family, peers, etc.) is forthcoming Some difficulty in recruiting available participants was noted, given the initial estimates of students with an ASD diagnosis initially provided. More research is needed in the area of autism spectrum disorders in higher education in order to establish best practices for these individuals.