Autism goes to college: understanding the needs of a student population on the rise
Open accessAbstract
Understanding the needs of adolescents and emerging adults with Autism Spectrum Disorder (ASD) with respect to transition to postsecondary education is critical to development of user-informed transition programming. Parents of adolescents and emerging adults with ASD (n = 52) and ADHD (n = 47) completed an online survey. Social interaction training and independent living training were services frequently requested by parents in the ASD group. Additionally, parents of postsecondary students with ASD endorsed distinct challenges with self-advocacy, managing emotions, and managing personal/adaptive skills relative to postsecondary students with ADHD. The profile of parent-reported difficulties and needed services compared to transition to postsecondary education for students with ASD is distinguishable from that for ADHD, suggesting individualized transition planning and in-college supports.
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Many neurodivergent students describe having to act as self-advocates to make others understand their difference, which can contribute to disenfranchisement from university communities.
“Many neurodivergent students describe having to act as self-advocates in order make others understand their difference, which can contribute to disenfranchisement from university communities (Fabri and Andrews, 2016; Elias and White, 2018).”
From Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis (2023) · cites this paper as Elias and White, 2018
The Results and Discussion (page numbers unavailable) identify self-advocacy difficulties among students with ASD, but these are parent-reported findings, not students’ own descriptions. The paper does not say students self-advocate to make others understand their difference or that doing so contributes to disenfranchisement from university communities. (LLM, conf=0.86)
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Autistic Traits and College Adjustment
McLeod, J. D., & Anderson, E. M. (2022) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-022-05632-w · Cited by 23 · see citing works
Social competence as a predictor of adult outcomes in autism spectrum disorder
Clarke, E. M., & Lord, C. (2023) · Development and Psychopathology · doi:10.1017/s0954579423000664 · Cited by 26 · see citing works
Autistic Young Adults’, Parents’, and Practitioners’ Expectations of the Transition to Adulthood
Curtiss, S., Lee, G. K., Chun, J., Lee, H., Kuo, H.-J., & Ami-Narh, D. (2020) · Career Development and Transition for Exceptional Individuals · doi:10.1177/2165143420967662 · Cited by 18 · see citing works
“Our results highlighted the need to elicit input across different stakeholders to make services more efficient and effective, as suggested by some of the existing literature (e.g., Accardo et al., 2019; Elias & White, 2018).”
ResultThe Transition to Adulthood for Young People with Autism Spectrum Disorder
Wisner-Carlson, R., Uram, S., & Flis, T. (2020) · Child and Adolescent Psychiatric Clinics of North America · doi:10.1016/j.chc.2019.12.002 · Cited by 22 · see citing works
Rispoli, K. M., Mathes, N. E., & Malcolm, A. L. (2019) · School psychologist · doi:10.1037/spq0000283 · Cited by 18 · see citing works
Universal Design for Learning (UDL) in simulation-based health professions education
Doyle, A. J., O'Toole, M., Cassidy, D., & Condron, C. (2025) · Advances in Simulation · doi:10.1186/s41077-025-00361-3 · Cited by 17 · see citing works
“Supporting these learners to develop self-reflection skills is therefore essential [68].”
Exploring the learning experiences of neurodivergent college students in STEM courses
Wang, K. D., McCool, J. T., & Wieman, C. (2024) · Journal of Research in Special Educational Needs · doi:10.1111/1471-3802.12650 · Cited by 15 · see citing works
“From parents’ perspective, the perceived challenges for autistic college students include self-advocacy, managing emotions, and managing personal/adaptive skills, while the perceived challenges for students with ADHD are primarily attention and time management (Elias & White, 2018).”
BackgroundExecutive Functioning Supports for College Students with an Autism Spectrum Disorder
Stark, M. D., & Lindo, E. J. (2022) · Review Journal of Autism and Developmental Disorders · doi:10.1007/s40489-022-00311-z · Cited by 17 · see citing works
“The provision of interventions supporting this population in EF and self-regulation is believed to have promise (Adreon & Durocher, 2007; Elias & White, 2018).”
BackgroundAdvancing Mental Health Supports for Autistic Postsecondary Students: A Call for Research
Gunin, G. B., Gravino, A., & Bal, V. H. (2021) · Autism in Adulthood · doi:10.1089/aut.2020.0044 · Cited by 18 · see citing works
“19,31 Of particular concern are the rates of suicidal ideation and behaviors that may be present in autistic adults in PSE, with one study finding that 53.6% of students thought about suicide in the past year, and that 40% of students contemplated a suicide plan during their lifetime.”
InfluentialPreliminary Investigation of a Self-monitoring Application for a Postsecondary Student with Autism
Huffman, J. M., Bross, L. A., Watson, E. K., Wills, H. P., & Mason, R. A. (2019) · Advances in Neurodevelopmental Disorders · doi:10.1007/s41252-019-00124-y · Cited by 17 · see citing works
Bevens, W., Stoeckl, S., Schueller, S. M., Kim, J., Cha, B. S., Chwa, C., Stadnick, N., Best, N. C., & Sorkin, D. H. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1408837 · Cited by 16 · see citing works
“In the context of these students reporting barriers to access and limitations associated with support services in academic environments (Davis et al., 2021; Pesonen et al., 2021), institutions must address these shortcomings to support this growing population of students (Elias and White, 2018).”
Supports for Postsecondary Students with Autism Spectrum Disorder: A Systematic Review
Widman, C. J., & Lopez-Reyna, N. A. (2020) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-020-04409-3 · Cited by 16 · see citing works
Prospective College Students With Autism Spectrum Disorder: Parent Perspectives
Hillier, A. J., Ryan, J., Buckingham, A., Schena, D. A., Queenan, A., Dottolo, A. L., & Abreu, M. (2020) · Psychological Reports · doi:10.1177/0033294120905517 · Cited by 18 · see citing works
“I have to charge my social battery”: Perspectives from autistic young adults on Quality of Life
Øverland, E., Hauge, Å. L., Orm, S., Øie, M. G., Skogli, E. W., Pellicano, E., & Andersen, P. N. (2024) · Autism · doi:10.1177/13623613241245578 · Cited by 18 · see citing works
“Interdependence, as described by Matthews et al. (2021) and also found in the study of Elias and White (2018) was also evident with some of our participants.”
ResultUse of allied‐health services and medication among adults with ASD in Latin America
Torres, A., Lecusay, D., Valdez, D., Rosoli, A., Garrido, G., Cukier, S., Paula, C. S., García, R. N., Rattazzi, A., & Montiel‐Nava, C. (2021) · Autism Research · doi:10.1002/aur.2583 · Cited by 25 · see citing works
Supporting the needs of college students with autism spectrum disorder
Chandrasekhar, T. (2019) · Journal of American College Health · doi:10.1080/07448481.2019.1686003 · Cited by 14 · see citing works
Autism in the Classroom: Educational Issues across the Lifespan
Bolourian, Y., Stavropoulos, K. K. M., & Blacher, J. (2019) · IntechOpen eBooks · doi:10.5772/intechopen.84790 · Cited by 33 · see citing works
“Many of the challenges noted above are similar to other “invisible disorders,” primarily attention-deficit/hyperactivity disorder (ADHD; [60, 64, 65]).”
Autism Support in a Community College Setting: Ideas from Intersectionality
Shmulsky, S., & Gobbo, K. (2018) · Community College Journal of Research and Practice · doi:10.1080/10668926.2018.1522278 · Cited by 14 · see citing works
Transitioning on from Secondary School for Autistic Students: A Systematic Review
White, L. M., Adams, D., Simpson, K., & Malone, S. (2024) · Autism in Adulthood · doi:10.1089/aut.2023.0193 · Cited by 12 · see citing works
A scoping review of supports on college and university campuses for autistic post-secondary students
Nelson, H., Switalsky, D., Ciesielski, J., Brown, H. M., Ryan, J., Stothers, M., Coombs, E., Crerear, A., Devlin, C., Bendevis, C., et al. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1179865 · Cited by 12 · see citing works
Brief Report: Creation of a Transition Readiness Scale for Adolescents with ASD
Elias, R., Conner, C. M., & White, S. (2022) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-022-05449-7 · Cited by 12 · see citing works
“…educators, and students with ASD report that self-advocacy, self-determination, executive functioning, social-communication skills, managing emotions, and adaptive skills were areas of weakness encountered in the college setting (Alverson et al., 2019; Elias & White, 2017; Elias et al., 2019).”
BackgroundSelf-citationSupporting Effective Transitions From University to Post-graduation for Autistic Students
Lucas, R., Cage, E., & James, A. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.768429 · Cited by 12 · see citing works
Executive Function Brain Network Activation Predicts Driving Hazard Detection in ADHD
Bednarz, H. M., Stavrinos, D., Svancara, A. M., Sherrod, G., McManus, B., Deshpande, H., & Kana, R. K. (2021) · Brain Topography · doi:10.1007/s10548-021-00877-7 · Cited by 15 · see citing works
Harkness, K., Bray, S., & Murias, K. (2024) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2024.104691 · Cited by 9 · see citing works
The transition to college: lived experiences of academically talented students with autism
Austermann, Q., Gelbar, N., Reis, S., & Madaus, J. W. (2023) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2023.1125904 · Cited by 11 · see citing works
“, (4, 8, 9, 10)] none could be found that were specific to students who have ASD and academic talents and who matriculated at very competitive colleges.”
BackgroundMethodResultInfluentialKalantari, N., Bagale, A., & Motti, V. G. (2025) · Interacting with Computers · doi:10.1093/iwc/iwaf037 · Cited by 15 · see citing works
Santhanam, S., & Wilson, K. (2024) · American Journal of Speech-Language Pathology · doi:10.1044/2024_ajslp-22-00381 · Cited by 10 · see citing works
Bal, V., Mournet, A. M., Glascock, T., Shinall, J., Gunin, G., Jadav, N., Zhang, H., Brennan, E., Istvan, E., & Kleiman, E. M. (2023) · Autism · doi:10.1177/13623613231186035 · Cited by 10 · see citing works
“Changes associated with PSE, such as increased workload, new social dynamics, and a potentially different location all are likely to create increased stress and more frequent instances that require the use of healthy coping skills (Elias & White, 2018; Gunin et al., 2021; Jackson et al., 2018).”
BackgroundUnderstanding the Needs of Autistic Post-Secondary Students
Schembri-Mutch, T. M., McCrimmon, A. W., & Zwiers, M. L. (2023) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-023-06010-w · Cited by 12 · see citing works
“Elias and White (2018) and Bolourian et al. (2018) investigated needs of autistic students and those with AD/ HD, but further investigation regarding the attentional concerns of autistic students is warranted.”
Speech-Language Pathologist's Role in Understanding and Promoting Self-Advocacy in Autistic Adults.
Santhanam, S., & Bellon-Harn, M. L. (2022) · American Journal of Speech-Language Pathology · doi:10.1044/2021_ajslp-21-00223 · Cited by 10 · see citing works
Lang, N., & Persico, L. (2019) · Journal of Geoscience education · doi:10.1080/10899995.2019.1625996 · Cited by 10 · see citing works
Vocational Interventions for Individuals with ASD: Umbrella Review
Tincani, M., Ji, H., Upthegrove, M., Garrison, E., West, M., Hantula, D. A., Vucetic, S., & Dragut, E. (2023) · Review Journal of Autism and Developmental Disorders · doi:10.1007/s40489-023-00368-4 · Cited by 9 · see citing works
Transition to Adulthood: Executive Functions and Independent Living Skills in Autistic Young Adults
Sullivan, A., Vas, A., & Johnson, W. L. (2024) · Occupational Therapy In Health Care · doi:10.1080/07380577.2024.2441230 · Cited by 8 · see citing works
“…functioning deficits are common in autistic individuals and are hypothesized as an important factor contributing to poor outcomes during the transition to adulthood as the complexities and expectations of independent living increases (Elias & White, 2018; Hume et al., 2014; Wallace et al., 2016).”
Aquino, K. C., & Scott, S. (2023) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph20054297 · Cited by 7
Veneruso, M., Varallo, G., Franceschini, C., Mercante, A., Rossetti, M., Rebuttini, A., Mantovani, A., Musetti, A., Castelnuovo, G., Nobili, L., et al. (2022) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2022.104259 · Cited by 7 · see citing works
Kennedy, L. J., Richdale, A. L., & Lawson, L. P. (2025) · Autism in Adulthood · doi:10.1089/aut.2024.0118 · Cited by 8 · see citing works
“The literature on supports use by ADHD students is scant, with studies focused on interventions such as coaching, 32 or on student characteristics, 31,75 rather than students ’ use of disability supports.”
Describing Outcomes in Autistic Young Adults One Year After High School Graduation
Orsmond, G., Krishnan, S. G., Munsell, E. G. S., Cohn, E. S., & Coster, W. J. (2024) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-023-06152-x · Cited by 6 · see citing works
Ridgely, N. C., Pallathra, A. A., Raffaele, C., Rothwell, C., & Rich, B. A. (2022) · Focus on Autism and other developmental disabilities · doi:10.1177/10883576221133484 · Cited by 6 · see citing works
“As such, it is imperative that autistic students have better access to support services, particularly those that target the improvement in social competence, as this appears to be a top priority for both students and their families (Elias & White, 2018; White et al., 2016).”
BackgroundAutism training at a small liberal arts college: librarian perceptions and takeaways
Robinson, B., & Anderson, A. M. (2022) · Public Services Quarterly · doi:10.1080/15228959.2021.1988808 · Cited by 6 · see citing works
White, S., Smith, I. C., & Brewe, A. M. (2021) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-021-05145-y · Cited by 6 · see citing works
Self-citationAlcantud-Marín, F., & Alonso-Esteban, Y. (2021) · Siglo Cero: Revista Española sobre Discapacidad Intelectual · doi:10.14201/scero202152283100 · Cited by 6 · see citing works
The Transition to Adulthood for Young People with Autism Spectrum Disorder
Wisner-Carlson, R., Uram, S., & Flis, T. (2020) · Psychiatric Clinics of North America · doi:10.1016/j.psc.2020.08.005 · Cited by 12 · see citing works
Integrating Chatbots: Supporting the College Transition for Autistic Students in Texas
Lee, H., Peña, H., Li, Y.-F., & Cheak-Zamora, N. (2025) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-025-06909-6 · Cited by 5 · see citing works
“…et al., 2018; Lei et al., 2020), deficits in daily living skills (Anderson et al., 2018; Duncan et al., 2021), social interactions or communication difficulties (Shaw et al., 2025), and challenges with executive functioning (Alverson et al., 2019; Elias & White, 2018; Hillier et al., 2021).”
The role of mentorship on social engagement among adolescents with autism spectrum disorders
Feeney, K. E., & Burke, S. (2021) · Research in Autism Spectrum Disorders · doi:10.1016/j.rasd.2021.101842 · Cited by 5 · see citing works
Perryman, T., Ricks, L., & Cash-Baskett, L. (2020) · Language, Speech & Hearing Services in Schools · doi:10.1044/2020_lshss-19-00048 · Cited by 5 · see citing works
Neilson, S., O’Kelly, J., Doyle, J. K., Kenny, N., O’Neill, C., Butler, S., & McDonald, J. (2025) · Autism in Adulthood · doi:10.1177/25739581251362835 · Cited by 4 · see citing works
“32 Previous research has indicated that some supports may have utility in supporting positive transition experiences for autistic students into higher education.”
Adaptive Behavior, Self-Determination, and Health in Autistic Young Adults
Tomaszewski, B., Dawalt, L., Hume, K. A., Rentschler, L. F., & Steinbrenner, J. D. (2025) · Remedial and special education · doi:10.1177/07419325251316817 · Cited by 4 · see citing works
“Among autistic young adults without intellectual disability, higher levels of self-reported self-determination have been associated with higher perceptions of life satisfaction (White et al., 2018) and lower levels of anxiety symptoms (Capriola-Hall et al., 2021).”
Experiences of Parental Caregivers of Adults with Autism in Navigating the World of Employment
Marsack-Topolewski, C., & Samuel, P. S. (2024) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-024-06381-8 · Cited by 4 · see citing works
“Professionals should be aware of the unique support needs of adults with ASD and their caregivers (Elias & White, 2018; Turcotte et al., 2016).”
Howorth, S. K., Rooks-Ellis, D. L., Cobo-Lewis, A. B., Taylor, J. P., & Moody, C. T. (2022) · Career Development and Transition for Exceptional Individuals · doi:10.1177/21651434221098411 · Cited by 7 · see citing works
Ahmed, S., Hossain, M. M., Pragner, C., Kimball, M., Shrivastava, A., Gildner, J., McCulloch, S., & Sharmin, M. (2022) · International Conference on Human Factors in Computing Systems · doi:10.1145/3491102.3517788 · Cited by 4 · see citing works
“dents in their studies, Elias and White wanted to know the perspective of the parents of students with ASD and Attention Deficit Hyperactivity Disorder (ADHD) [13].”
BackgroundMethodInfluentialAutistic College Students and COVID-19: Anxiety, Support Needs and Responses by Specialized Programs
Monahan, J. L., Ackles, L., Edwards, A. D., Freedman, B., Lubbers, P., Gardner, S., Fishbaugh, C., & Brown, J. T. (2021) · doi:10.26077/a318-fd3a · Cited by 4
“Armed with the knowledge that college students with autism already faced increased social difficulties and challenges (Elias & White, 2017), program staff explored creative ways to keep students socially connected (Davis, 2020).”
BackgroundPostsecondary Education for Students with ASD: Essential Support Systems
Lowinger, S. (2019) · Autism and child psychopathology series · doi:10.1007/978-3-030-28833-4_6 · Cited by 6 · see citing works
What do the records say: Autism spectrum disorder and higher education.
Cox, J., Tass, E., Vogeler, H. A., Andrus, E. S., Frandsen, C., Gabrielsen, T. P., Orton, A., Probst, R., McKinnon, K., Heath, J., et al. (2026) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2026.105306 · Cited by 3 · see citing works
Kennedy, L. J., Richdale, A. L., Gore, K., & Lawson, L. P. (2025) · Neurodiversity · doi:10.1177/27546330251352326 · Cited by 4 · see citing works
“…cit/hyperactivity disorder (ADHD) is emerging, although it tends to focus on interventions (e.g. cognitive behavioural therapy mentoring) (Anastopoulos & King, 2015) or student characteristics (Clince et al., 2016; DuPaul et al., 2017; Elias & White, 2018) rather than support usage or experiences.”
Pilot trial of a community-based transition support program for autistic adults
Brewe, A. M., & White, S. W. (2025) · Neurodiversity · doi:10.1177/27546330251319884 · Cited by 3 · see citing works
“…(SD; e.g. skills for self-advocacy, goal-setting), and self-regulation (SR; e.g. skills for managing daily challenges and stress, executive functioning, and changes in routines; Cai & Richdale, 2016; Elias et al., 2019; Elias & White, 2018; Sosnowy et al., 2018; White et al., 2016).”
Self-citationBross, L. A., Wall, E., Pinczynski, M., Anderson, A., Williams, T., Wood, C. L., & Spooner, F. (2024) · Journal of Developmental and Physical Disabilities · doi:10.1007/s10882-024-09979-z · Cited by 3 · see citing works
“Given the increasing number of young adults with IDD pursuing degrees, certificates, and/or participating in 18–21 transition programs on university campuses (Elias & White, 2018; Grigal et al., 2018), additional peer-mediated intervention research is needed for older learners.”
Bui, H. N. T., Marsh, N. P., & Chronis-Tuscano, A. M. (2024) · Nature Mental Health · doi:10.1038/s44220-024-00234-0 · Cited by 3 · see citing works
“…parents MI must integrate effective strategies to counteract these established, negative patterns of communication, such as components from communication training 45 or existing work on young adults with autism spectrum disorder 46 ; however, such work has yet to be adapted for ADHD populations.”
Nelson, C. M., White, S., Stoppelbein, L., Paul, M. L., Armstrong, M. L., & Morett, L. M. (2023) · Education and Training in Autism and Developmental Disabilities · doi:10.1177/215416472305800302 · Cited by 3 · see citing works
“As it has been demonstrated that young adults with autism struggle with skills associated with self-determination (e.g., independence; Elias & White, 2018), ASD severity predicts self-determination (White et al., 2021), and self-determination is an important skill for achieving goals (e.g.,…”
Self-citationA Qualitative Examination of the Impact of COVID-19 on Transition Services for Autistic Youth
Albright, J., Fok, M., Lucia, E. D., & Scarpa, A. (2023) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-023-06009-3 · Cited by 3 · see citing works
“Similar methodological approaches have been used in other qualitative examinations of stakeholder perspectives on school-based services for autistic youth (Elias et al., 2019; Elias and White, 2018; White et al., 2016; Williams et al., 2021).”
Lu, M., Pang, F.-F., Peng, T., Liu, Y., & Wang, R. (2023) · International Journal of Developmental Disabilities · doi:10.1080/20473869.2023.2181273 · Cited by 3 · see citing works
“Given the rising number of students with autism or high levels of autistic traits enrolled in universities there has been a call for research on the challenges associated with autistic traits as well as the subsequent individualized transition planning and in-college supports (Elias and White 2018).”
Kulzer, J. L., Beck, K. B., Trabert, C., Meyer, E. C., Colacci, J., Pramuka, M., & McCue, M. P. (2023) · Journal of Vocational Rehabilitation · doi:10.3233/jvr-230005 · Cited by 6 · see citing works
“Consistentwithourclinicalexpe-rience,researchshowsthatforcollegestudentswith ASD,interpersonalcompetenceandemotionalreg-ulationareidentifiedasprimaryareasofdifficulty (Elias et al., 2019; Elias & White, 2018; White et al., 2011).”
College Students’ Perceptions of Peers with Autism
Wang, P., Tipton, L. A., & Phung, J. N. (2022) · Contemporary School Psychology · doi:10.1007/s40688-022-00416-6 · Cited by 3 · see citing works
“…of research exploring the outcomes and supports for students with high-functioning autism (HFA) in college settings (e.g., Bolourian et al., 2018; Cai & Richdale, 2016; Couzens et al., 2015; Elias & White, 2017; Gelbar et al., 2015; Howlin et al., 2004; Newman et al., 2009; Zeedyk et al., 2019).”
BackgroundSelf-Monitoring to Support the Goals of Students With Autism on College Campuses
Watson, E. K., Bross, L. A., & Huffman, J. M. (2021) · Teaching Exceptional Children · doi:10.1177/00400599211052580 · Cited by 3
“For example, college students with ASD report challenges with self-advocacy skills and managing their emotions (Elias & White, 2018).”
BackgroundParental caregivers’ use of support networks for adults with autism by educational status
Marsack-Topolewski, C. (2020) · Journal of Family Social Work · doi:10.1080/10522158.2020.1777239 · Cited by 3 · see citing works
“Understanding the unique social support needs of adults with ASD and their caregivers is important as more individuals with ASD reach adulthood (Elias & White, 2018; Turcotte et al., 2016).”
BackgroundAutism Beyond Early Intensive Behavioral Intervention
Rosales, R., Hirst, E. S. J., Garcia, Y. A., & Rehfeldt, R. (2019) · Advances in Neurodevelopmental Disorders · doi:10.1007/s41252-019-00134-w · Cited by 3 · see citing works
- Authors
- Elias, R., & White, S. W.
- Affiliations
- Virginia Tech (US)
- Corresponding author
- Elias, Rebecca
- Venue
- Journal of Autism and Developmental Disorders
- Published
- 2017-03-02
- Volume
- 48
- Issue
- 3
- Pages
- 732-746
- ISSN
- 0162-3257 (ISSN-L)
- 1573-3432
- PMC
- PMC5581732
- OpenAlex
- W2593606071
- Cited by
- 175
- References
- 54
- Citations by year
- 2026: 10 · 2025: 20 · 2024: 29 · 2023: 19 · 2022: 18 · 2021: 23 · 2020: 18 · 2019: 20 · 2018: 14 · 2017: 4
- FWCI
- 35.15
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Autism and Developmental Disorders (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of Mental Health (R34MH104337)
- Virginia Tech Graduate Research Development Program
- Topics
- Social Sciences › Safety Research › Disability Education and Employment
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Clinical Psychology › Family and Disability Support Research
- Keywords
- autism spectrum disorder, attention deficit hyperactivity disorder, transition to postsecondary education, emerging adults, transition planning, parental attitudes, social interaction training, self-advocacy, emotional management, adaptive skills
- MeSH terms
- Autism Spectrum Disorder, Adolescent, Adult, Aged, Emotions, Female, Humans, Male, Middle Aged, Parents, Surveys and Questionnaires, Students, Universities, Needs Assessment, Young Adult
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