Students with autism spectrum disorder in college: Results from a preliminary mixed methods needs analysis

• Limited interpersonal competence is a central challenge of secondary/postsecondary students with ASD.
• Managing competing demands and poor emotional regulation are also challenges.
• School personnel cited greater self-advocacy as a primary student need.

BackgroundThere is a growing call for empirically based programming to support the success of students with autism spectrum disorder (ASD) as they transition to college.AimsThe purpose of this study was to identify the needs and challenges faced by adolescents and young adults with ASD in postsecondary education.MethodsA mixed methods approach was taken to explore the needs of college-bound and college-enrolled students with ASD. Primary stakeholders (i.e., parents, educators/support staff from secondary and postsecondary institutions, and students) participated in an online survey (n = 67) and focus groups (n = 15).ResultsAcross the stakeholder groups, commonly identified areas of difficulty included limited interpersonal competence, managing competing demands in postsecondary education, and poor emotional regulation. There was a high degree of agreement across stakeholders in the identified needs and challenges.ImplicationsFindings from this preliminary needs analysis will inform the development of programming to support students with ASD.