Psychosocial and Computer-Assisted Intervention for College Students with Autism Spectrum Disorder: Preliminary Support for Feasibility
Open accessAbstract
The number of young adults with Autism Spectrum Disorders (ASD) enrolled in higher education institutions has steadily increased over the last decade. Despite this, there has been little research on how to most effectively support this growing population. The current study presents data from a pilot trial of two novel intervention programs developed for college students with ASD. In this small randomized controlled trial, college students with ASD (n = 8) were assigned to one of two new programs - either an intervention based on a virtual reality-Brain-Computer Interface for ASD (BCI-ASD) or a psychosocial intervention, the College and Living Success (CLS) program. Preliminary evidence supports the feasibility and acceptability of both programs, although behavioral outcomes were inconsistent across participants and interventions. Results indicate that expanded research on psychosocial and computer-assisted intervention approaches for this population is warranted, given the preliminary support found in this pilot study.
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In that RCT, behavioural outcomes were insignificant and differed across participants and interventions.
“Behavioural outcomes were insigni fi cant and differed across participants and interventions.”
From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as White et al., 2016
In that RCT, no change was detected in adaption to college, academic adjustment, attachment, personal-emotional adjustment or social adjustment.
“No change was detected in adaption to college, academic adjustment, attachment, personal -emotional adjustment or social adjustment.”
From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as White et al., 2016
In a randomised controlled trial comparing a psychosocial training programme to a computerised programme, participants reported both treatment programmes to be feasible, acceptable and enjoyable.
“Participants reported both treatment programmes to be feasible, acceptable and enjoyable.”
From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as White et al., 2016
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Virtual reality in the diagnostic and therapy for mental disorders: A systematic review
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- Authors
- White, S. W., Richey, J. A., Gracanin, D., Coffman, M., Elias, R., Laconte, S., & Ollendick, T. H.
- Affiliations
- Virginia Tech (US)
- Virginia Polytechnic Institute and State University
- Carilion Clinic (US)
- Corresponding author
- White, Susan W.
- ORCID
- Venue
- Education and Training in Autism and Developmental Disabilities
- Publisher
- SAGE Publications
- Published
- 2016-09
- Volume
- 51
- Issue
- 3
- Pages
- 307-317
- ISSN
- 2154-1647 (ISSN-L)
- 3068-1391
- PMC
- PMC5241080
- OpenAlex
- W2547718966
- Cited by
- 59
- References
- 5
- Citations by year
- 2026: 2 · 2025: 6 · 2024: 3 · 2023: 8 · 2022: 6 · 2021: 12 · 2020: 7 · 2019: 3 · 2018: 5 · 2017: 7
- FWCI
- 3.18
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Education and Training in Autism and Developmental Disabilities (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- PubMed
- Funders
- National Institute of Mental Health (R21MH100268, R33MH100268)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Psychology › Clinical Psychology › Family and Disability Support Research
- Keywords
- autism spectrum disorder, university students, psychosocial interventions, computer-based intervention, brain-computer interface, virtual reality, feasibility, acceptability, young adults with autism, transition to higher education
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