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Autism Goes to College: Understanding the Needs of a Student Population on the Rise
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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 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
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Cited by
Sorted by citations
University students with autism: the social and academic experiences of university in the UK
Gurbuz, E., Hanley, M., & Riby, D. M. (2019) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-018-3741-4 · Cited by 232
Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis
Hamilton, L. G., & Petty, S. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1093290 · Cited by 185
“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).”
BackgroundJackson, S. L. J., Hart, L., Brown, J. T., & Volkmar, F. R. (2017) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-017-3315-x · Cited by 186
“Initial research suggests that students with ASD possess a fairly unique profile of challenges and needs compared to students with other disabilities such as ADHD (Elias and White 2017).”
Conner, C. M., White, S. W., Beck, K. B., Golt, J., Smith, I. C., & Mazefsky, C. A. (2019) · Autism · doi:10.1177/1362361318810709 · Cited by 150
“with ASD themselves as one of the primary challenges to a successful college transition (Elias and White, 2018; White et al., 2016).”
BackgroundSelf-citationDevelopment of a College Transition and Support Program for Students with Autism Spectrum Disorder
White, S., Elias, R., Capriola-Hall, N. N., Smith, I. C., Conner, C. M., Asselin, S. B., Howlin, P., Getzel, E. E., & Mazefsky, C. A. (2017) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-017-3236-8 · Cited by 124
“…postsecondary students with ASD and those contemplating high school graduation and matriculation into college, four separate studies were undertaken (Duke et al. 2013; Elias and White 2017; Elias et al. 2017; White et al. 2016a) to ensure that the final program addressed consumer-perceived needs.”
Self-citationAutism and the University Experience: Narratives from Students with Neurodevelopmental Disorders
Bolourian, Y., Zeedyk, S. M., & Blacher, J. (2018) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-018-3599-5 · Cited by 98
Adults with Autism: Changes in Understanding Since DSM-111
Howlin, P. (2021) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-020-04847-z · Cited by 157
Autism and the transition to university from the student perspective
Lambe, S., Russell, A., Butler, C., Fletcher, S., Ashwin, C., & Brosnan, M. (2019) · Autism · doi:10.1177/1362361318803935 · Cited by 84
“Less work has been done documenting the views of students preparing to make the transition; much of the work in this area has focussed on the views of parents and educators (Elias et al., 2017; Elias and White, 2017; Gobbo and Shmulsky, 2014; White et al., 2016).”
BackgroundHotez, E., Shane‐Simpson, C., Obeid, R., DeNigris, D., Siller, M., Costikas, C., Pickens, J., Massa, A., Giannola, M., D’Onofrio, J., et al. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.00046 · Cited by 127
“As increasing numbers of students with Autism Spectrum Disorder (ASD) enter college, they face unique challenges that impact their ability to succeed in college, including difficulties self-advocating, self-regulating, forging and maintaining social relationships, and taking care of daily needs amidst competing time d…”
BackgroundKingsbury, C. G., Sibert, E. C., Killingback, Z., & Atchison, C. L. (2020) · Journal of Geoscience Education · doi:10.1080/10899995.2020.1768017 · Cited by 79
Transition to higher education for students with autism: A systematic literature review.
Nuske, A., Rillotta, F., Bellon, M., & Richdale, A. (2019) · Journal of Diversity in Higher Education · doi:10.1037/dhe0000108 · Cited by 82
Improving Transition to Adulthood for Students with Autism: A Randomized Controlled Trial of STEPS
White, S., Smith, I. C., Miyazaki, Y., Conner, C. M., Elias, R., & Capriola-Hall, N. N. (2019) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374416.2019.1669157 · Cited by 69
“Development included focus groups and nationwide surveys with students with ASD, their parents, and educators (Elias & White, 2017; White et al., 2016a).”
BackgroundSelf-citationCollege Access, Success and Equity for Students on the Autism Spectrum
Accardo, A. L., Bean, K. M., Cook, B. A., Gillies, A., Edgington, R., Kuder, S. J., & Bomgardner, E. M. (2019) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-019-04205-8 · Cited by 95
University life with ASD: Faculty knowledge and student needs
Zeedyk, S. M., Bolourian, Y., & Blacher, J. (2018) · Autism · doi:10.1177/1362361318774148 · Cited by 81
Educator perspectives on the postsecondary transition difficulties of students with autism
Elias, R., Muskett, A., & White, S. (2017) · Autism · doi:10.1177/1362361317726246 · Cited by 50
“The perceived environmental and intrapersonal difficulties identified by educators relate closely to postsecondary challenges identified by parents and students with ASD themselves (Cai and Richdale, 2016; Elias and White, 2017).”
BackgroundMethodInfluentialSelf-citationPreface: Special Issue—College Experiences for Students with Autism Spectrum Disorder
Jackson, S. L. J., Hart, L., & Volkmar, F. R. (2018) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-018-3463-7 · Cited by 47
“The Special Issue concludes with a systematic review of evidence-based services for college students with ASD that have had explicit evaluations of their efficacy in the literature (similar to the two preceding articles), and an article describing parental perceptions of the challenges facing college students with ASD…”
BackgroundInfluentialThe role of emotion regulation on co-occurring psychopathology in emerging adults with ASD
Charlton, A. S., Smith, I. C., Mazefsky, C. A., & White, S. W. (2020) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-019-03983-5 · Cited by 47
Self-citation“It’s the fear of the unknown”: transition from higher education for young autistic adults
Vincent, J. (2019) · Autism · doi:10.1177/1362361318822498 · Cited by 44
Flegenheimer, C., & Scherf, K. S. (2021) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-021-05088-4 · Cited by 62
The health of college students on the autism spectrum as compared to their neurotypical peers
McLeod, J., Hawbaker, A., & Meanwell, E. (2020) · Autism · doi:10.1177/1362361320926070 · Cited by 40
Autistics working in academia: What are the barriers and facilitators?
Jones, S. C. (2022) · Autism · doi:10.1177/13623613221118158 · Cited by 40
Hees, V. V., Roeyers, H., & Mol, J. D. (2018) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-018-3593-y · Cited by 56
“2015) and from the parents (e.g. Elias and White 2017; Morrison et al.”
BackgroundChiu, H. T., Ip, I. N., Ching, F. N. Y., Wong, B. P.-H., Lui, W.-H., Tse, C.-S., & Wong, S. W. H. (2024) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-022-05847-x · Cited by 32
“It has been shown that impairments in ER maintains as a challenge for ASD individuals as they transition to college (Elias & White, 2018), and thus understanding the role of ER in ASD adolescents is critical for elucidating the developmental trajectories into adulthood.”
Evidence-Based Interventions in Autism
Anixt, J. S., Ehrhardt, J., & Duncan, A. W. (2024) · Pediatric Clinics of North America · doi:10.1016/j.pcl.2024.01.001 · Cited by 44
Pesonen, H., Waltz, M., Fabri, M., Lahdelma, M., & Syurina, E. V. (2020) · European Journal of Special Needs Education · doi:10.1080/08856257.2020.1769982 · Cited by 32
Capriola-Hall, N. N., Brewe, A. M., Golt, J., & White, S. (2020) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-020-04549-6 · Cited by 31
Self-citationLei, J., Brosnan, M., Ashwin, C., & Russell, A. (2020) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-020-04391-w · Cited by 34
Students with Autism Spectrum Disorders and Their First-Year College Experiences
Petcu, S. D., Zhang, D., & Li, Y. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph182211822 · Cited by 30
“Thus, the low rate of disability disclosure and underutilization of accommodations and support services may contribute to a lower degree-completion rate [30].”
BackgroundGillespie‐Lynch, K., Hotez, E., Zajic, M. C., Riccio, A., DeNigris, D., Kofner, B., Bublitz, D., Gaggi, N. L., & Luca, K. (2020) · Autism · doi:10.1177/1362361320929453 · Cited by 52
Short Report: Social Perception of High School Students with ASD in Norway
Skafle, I., Nordahl‐Hansen, A., & Øien, R. A. (2019) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-019-04281-w · Cited by 30
“There is an increasing number of students with ASD enrolling in inclusive schools and colleges than ever before (Elias and White 2018), and even though there is an increasing number of papers on the subject, the empirical body of knowledge is still scarce.”
BackgroundRobeson, M., Brasil, K. M., Adams, H. C., & Zlomke, K. R. (2024) · Autism · doi:10.1177/13623613241240183 · Cited by 25
“Autistic college students often face barriers to academic and social success due to differences in social and communication abilities (Elias & White, 2018).”
Ciurana, M. B., & García, M. O. M. (2023) · Studies in Higher Education · doi:10.1080/03075079.2023.2259932 · Cited by 30
“Regarding speci fi c studies on the learning of students with ASD at university, to the best of our knowledge, the literature is scarce (Anderson, Carter, and Stephenson 2018; Elias and White 2018; Green 2009).”
BackgroundJonsson, U., Coco, C., Fridell, A., Brown, S., Berggren, S., Hirvikoski, T., & Bölte, S. (2019) · Scandinavian Journal of Occupational Therapy · doi:10.1080/11038128.2019.1695933 · Cited by 27
“While the support needs have been found to differ somewhat between young adults with ASD and ADHD [53], both conditions are linked to major functional impairment [15,16] and adverse long-term outcomes [5 – 11].”
BackgroundAutistic undergraduate students’ transition and adjustment to higher education institutions
Kim, S. Y., Crowley, S., & Bottema‐Beutel, K. (2021) · Research in Autism Spectrum Disorders · doi:10.1016/j.rasd.2021.101883 · Cited by 21
Bottema‐Beutel, K., Kim, S. Y., & Miele, D. (2018) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-018-3769-5 · Cited by 21
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
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
Autistic Young Adults’, Parents’, and Practitioners’ Expectations of the Transition to Adulthood
Curtiss, S. L., Lee, G. K., Chun, J., Lee, H.-K., Kuo, H. J., & Ami-Narh, D. (2020) · Career Development and Transition for Exceptional Individuals · doi:10.1177/2165143420967662 · Cited by 23
“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 26
Rispoli, K. M., Mathes, N. E., & Malcolm, A. L. (2019) · School psychologist · doi:10.1037/spq0000283 · Cited by 18
Universal Design for Learning (UDL) in simulation-based health professions education
Doyle, A. J., O’Toole, M., Cassidy, D., & Condron, C. M. (2025) · Advances in Simulation · doi:10.1186/s41077-025-00361-3 · Cited by 29
“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 25
“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 25
“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 22
“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
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
“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
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
“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 21
“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
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 20
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
“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 27
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
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
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
“…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
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 17
Harkness, K., Bray, S., & Murias, K. (2024) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2024.104691 · Cited by 9
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
“, (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
Santhanam, S., & Wilson, K. (2024) · American Journal of Speech-Language Pathology · doi:10.1044/2024_ajslp-22-00381 · Cited by 10
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
“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
“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. P., & Bellon-Harn, M. L. (2022) · American Journal of Speech-Language Pathology · doi:10.1044/2021_ajslp-21-00223 · Cited by 16
Lang, N., & Persico, L. (2019) · Journal of Geoscience education · doi:10.1080/10899995.2019.1625996 · Cited by 10
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
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
“…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. S. (2023) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph20054297 · Cited by 20
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
Kennedy, L. J., Richdale, A. L., & Lawson, L. P. (2025) · Autism in Adulthood · doi:10.1089/aut.2024.0118 · Cited by 8
“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
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
“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 & Access Services Quarterly · doi:10.1080/15228959.2021.1988808 · Cited by 6
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
Self-citationAlcantud-Marín, F., & Alonso-Esteban, Y. (2021) · Siglo Cero: Revista Española sobre Discapacidad Intelectual · doi:10.14201/scero202152283100 · Cited by 6
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 15
Integrating Chatbots: Supporting the College Transition for Autistic Students in Texas
Lee, H. B., Peña, H., Li, Y.-F., & Cheak‐Zamora, N. (2025) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-025-06909-6 · Cited by 3
“…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
Perryman, T., Ricks, L., & Cash-Baskett, L. (2020) · Language Speech and Hearing Services in Schools · doi:10.1044/2020_lshss-19-00048 · Cited by 17
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
“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
“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
“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
Ahmed, S., Hossain, M. M., Pragner, C., Kimball, M., Shrivastava, A., Gildner, J., McCulloch, S., & Sharmin, M. (2022) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3491102.3517788 · Cited by 5
“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. H., Lubbers, P. W., Gardner, S. S., Fishbaugh, C. A., & Brown, J. T. (2021) · Digital Commons - USU (Utah State University) · 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
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
Kennedy, L. J., Richdale, A. L., Gore, K., & Lawson, L. P. (2025) · Neurodiversity · doi:10.1177/27546330251352326 · Cited by 4
“…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
“…(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. R., Wood, C. L., & Spooner, F. (2024) · Journal of Developmental and Physical Disabilities · doi:10.1007/s10882-024-09979-z · Cited by 6
“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
“…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
“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., DeLucia, E. A., & Scarpa, A. (2023) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-023-06009-3 · Cited by 6
“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., Peng, T., Liu, Y., & Wang, R. (2023) · International Journal of Developmental Disabilities · doi:10.1080/20473869.2023.2181273 · Cited by 6
“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
“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
“…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
“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
Metadata
- 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 › Education › 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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