The DOI matches its Crossref record; 48 of the 54 references it cites were found in a registry or an index.
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 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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Cites
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Cited by
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Items 101–136 of 136
Challenges, Support, and Progression for Students with Autism in University: A Systematic Review
Smith, M., Armitage, K., Montasem, A., & Ibeachu, C. (2025) · Routledge Open Research · doi:10.12688/routledgeopenres.19371.1 · Cited by 2
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“Several students with ASD showed difficulties in the transition from high school to university (Elias and White, 2018; Elias et al., 2019; Lambe et al., 2019; Sturm and Kasari, 2019).”
Lamash, L., Gal, E., Yaar, E., & Bedell, G. (2023) · Children · doi:10.3390/children10091514 · Cited by 2
Krumpelman, M. L., & Hord, C. (2021) · Education and Training in Autism and Developmental Disabilities · doi:10.1177/215416472105600107 · Cited by 2
“This highlights the possibility of improving these individuals ’ quality of life by developing self-determination skills (White et al., 2018).”
InfluentialØverland, E., Andersen, P. N., Skogli, E. W., Hauge, Å. L., & Pellicano, E. (2025) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-025-07070-w · Cited by 3
McIntyre, N. S., Rentschler, L. F., Tomaszewski, B., & Kraemer, B. R. (2025) · Remedial and Special Education · doi:10.1177/07419325241276170 · Cited by 1
“Much of the research on the experiences of autistic youth in PSE is qualitative and has identified themes centering on successes and challenges (C. Anderson & Butt, 2017; A. H. Anderson et al., 2017; Cai & Richdale, 2016; Cullen, 2015; Dymond et al., 2017; Elias & White, 2018).”
Carolan, M., & Slattery, O. (2025) · Irish Educational Studies · doi:10.1080/03323315.2025.2509522 · Cited by 1
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McLeod, J. D., Cho, Y., Myers, A., Halpern-Manners, A., & Knight, S. (2025) · Journal of American College Health · doi:10.1080/07448481.2025.2476654 · Cited by 1
“52,55,102 Embedded programs often encounter administrative and staff challenges, such as lack of available campus space, limited administrative support, and feelings of disconnection among embedded counselors.”
Aquino, K. C., Cook, K. D., & Bittinger, J. D. (2025) · AERA Open · doi:10.1177/23328584251322511 · Cited by 2
Autistic Students on Liberal Arts Campuses: Successes, Challenges, & Questions
Baker, D., Kim, H., Saperstein, J., & Mast, K. (2024) · Education and Training in Autism and Developmental Disabilities · doi:10.1177/215416472405900309 · Cited by 1
“Preliminary research has documented the experiences of autistic students on college campuses (Elias & White, 2018; McLeod et al., 2019; Shmulsky et al., 2015).”
Autism Spectrum Disorder at Home and in School
Bone, M., & Leppert, M. L. O. (2024) · Pediatric Clinics of North America · doi:10.1016/j.pcl.2024.01.008 · Cited by 2
Fujihara, N., & Yoshioka, S.-I. (2020) · Yonago acta medica · doi:10.33160/yam.2020.02.003 · Cited by 1
Sound walk guide: A transition tool for autism spectrum disorder
Boam, A., & Ahuja, A. (2018) · doi:10.4103/aip.aip_45_18 · Cited by 1
“[6] Another study comparing transition resources for attention deficit hyperactivity disorder (ADHD) versus ASD was excluded as it was an American article and the ADHD diagnostic criteria in America differs from that in the UK.”
BackgroundInfluentialAutism in Higher Education: Access, Challenges, and Support Strategies
Hillier, A. J., White, S. W., & Schena, D. A. (2020) · Springer eBooks · doi:10.1007/978-1-4614-6435-8_102503-1 · Cited by 2
Self-citationUniversities with Autism Initiatives
HURLEY-HANSON, A. E., Giannantonio, C., & Griffiths, A. (2019) · Palgrave explorations in workplace stigma · doi:10.1007/978-3-030-29049-8_6 · Cited by 1
“Cookie-cutter” accommodations: Autistic students' experiences at a hispanic-serving institution
Montenegro, M. C., Razo, N. P., Albert, C., Monroe, R., Landeros, D., Coronado, K., Solis, S., Rodriguez, Y., Agosto, N. M. V., Alliey, N., et al. (2026) · Research in Neurodiversity · doi:10.1016/j.rin.2026.100078
Chou, J. Y.-H., Moody, C. T., Lerner, J. E., Keyler, C., Gonzalez, S. S., Fisher, K. L., & Laugeson, E. A. (2026) · Focus on Autism and Other Developmental Disabilities · doi:10.1177/10883576261484893
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White, S. W. (2026) · doi:10.1093/med-psych/9780197847718.001.0001
Self-citationLöthberg, M., Niman, A., Engström, S., Meyer, J., Wirström, E., Girdler, S. J., Bölte, S., & Jonsson, U. (2026) · Disability and Rehabilitation · doi:10.1080/09638288.2026.2674620
Challenges, Support, and Progression for Autistic Students in University: A Systematic Review
Smith, M., Armitage, K., Montasem, A., & Ibeachu, C. (2026) · Routledge Open Research · doi:10.12688/routledgeopenres.19371.2
Assessing Functional Cognition in Autistic Adults: The Weekly Calendar Planning Activity
Sullivan, A. C., Vas, A. K., Tierney, S., & Toglia, J. (2026) · American Journal of Occupational Therapy · doi:10.5014/ajot.2026.051340
“…processes that facilitate goal-oriented, future-focused actions, such as initiating goals, planning, organizing, managing time, solving problems, exercising self-control, self-motivating, and regulating emotions (Craig et al., 2016; Demetriou et al., 2019; Elias & White, 2018; Hume et al., 2014).”
Robeson, M., Chassin, V., Albright, J., Lewis, C., Baxter, A., & Zlomke, K. (2026) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2025.105203
Voices of Korean Youth with Developmental Disabilities: Transition to Adulthood
Han, M., Jung, S., Seo, H., Kim, N., Bae, Y., & Kim, J. (2025) · International Journal of Disability Development and Education · doi:10.1080/1034912x.2025.2543247
“The transition from adolescence to adulthood includes significant changes and challenges in the sociological domain (e.g. education, employment, cohabitation, relationships) and the psychological domain (e.g. independence and autonomy) (Arnett, 2000; Elias & White, 2017; Scales et al., 2016).”
Pagán, A., Loveland, K., & Acierno, R. (2025) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-025-06961-2
Major, T. B., & Sasso, P. A. (2025) · Community College Review · doi:10.1177/00915521251338818
Kruck, J., Dell'Armi, M., & Cilia, F. (2024) · L’Année de la recherche en sciences de l’éducation · doi:10.3917/arse.241.0219
Rispoli, K. M., Curtiss, S., & Naguib, S. (2024) · Disability and Rehabilitation · doi:10.1080/09638288.2024.2365415
“Recent research sur-veying families of autistic youth accordingly identified these issues as being among the highest prioritized by caregivers [46].”
Corrigendum: Compassionate pedagogy for neurodiversity in higher education: a conceptual analysis
Hamilton, L. G., & Petty, S. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1345256
Nah, Y., Lee, R., & Chen, S. A. (2023) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-023-06119-y · Cited by 1
“…spectrum due to the introduction of new social landscapes and the withdrawal of structured social supports that were present during elementary school (Elias & White, 2017). descriptive and explanatory information’, and ‘factual information with descriptive, explanatory, and directive information’).”
Benefits of Life Skill Based Education for Neurodiverse Adults: An Integrative Review and Analysis
Ravichandren, N., & O'Connor, A. N. (2021) · World Journal of Educational Research · doi:10.22158/wjer.v8n4p21 · Cited by 1
“Of the limited data that is available in however, it is reported that students with ASD/ADHD combined type are the most vulnerable to full, meaningful participation than those with or without other disabilities (Elias & White, 2018; Mulholland, 2017).”
BackgroundStepped Transition in Education Program for Students with ASD (STEPS)
White, S. W. (2021) · Encyclopedia of Autism Spectrum Disorders · doi:10.1007/978-3-319-91280-6_102225
Self-citationAutism in Higher Education: Access, Challenges, and Support Strategies
Hillier, A. J., White, S. W., & Schena, D. A. (2021) · Springer eBooks · doi:10.1007/978-3-319-91280-6_102503 · Cited by 1
Self-citationChay, P. Y., Yam, S.-Y.-A., Cheok, C., & Magiati, I. (2020) · Research in Autism · doi:10.1016/j.rasd.2019.101451
Secondary and Postsecondary Students with Autism Spectrum Disorder
Skafle, I., Øien, R. A., & Nordahl-Hansen, A. (2020) · Encyclopedia of Autism Spectrum Disorders · doi:10.1007/978-1-4614-6435-8_102202-1
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Stello, C. N. (2019) · doi:10.12794/metadc1505143
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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