In a US study, Elias and White (2017) note the increasing number of students with a diagnosis of autism spectrum disorder (ASD) attending postsecondary education settings and sought to investigate the support needs of these students. Students in postsecondary education face considerable challenges generally as they navigate high academic expectations and increasing levels of independence as they transition into adulthood. It was expected that students with neurodevelopmental disorders such as ASD would face additional hurdles and hence have specific support needs. In investigating the unique needs of students with ASD the authors undertook a comparison with another group of students with a neurodevelopmental disorder – those with attention deficit hyperactivity disorder (ADHD). Individuals with ASD and those with ADHD demonstrate overlapping problems in educational settings including difficulties with executive functioning and poor academic and social outcomes. The study sought information from parents of students with ASD and ADHD attending postsecondary educational settings to identify the challenges and support needs of these students.
Parent report was provided through an online survey distributed across the US targeting parents of students aged between 16 and 25 years of age with a diagnosis of ASD or ADHD. Both quantitative and qualitative data was collected including demographic information and questions focusing on three domains: difficulties experienced by the student; postsecondary educational support needs; and strengths and assets. An autism screening measure and a measure of executive functioning were administered to characterise the students based on symptom presentation. A total of 99 parents participated – 52 parents of a student with ASD and 47 of a student with ADHD. The two groups differed significantly on symptoms of ASD but consistent with previous research did not differ significantly on executive functioning.
Qualitative findings indicated that parents of students with ASD reported social problems as the area of most difficulty for their son or daughter with capacity for intimacy the second highest area of concern. Parents of students with ADHD reported quite different concerns citing instrumental independence (e.g., organisation, problem-solving, time-management) as the primary difficulty experienced by their son or daughter, followed by managing anxiety. Similarly quantitative data found parents of students with ASD most concerned about social interaction while parents of students with ADHD identified attention as the top challenge.
The authors conclude that consistent with the primary symptomatology for ASD, students in postsecondary education with a diagnosis of ASD continue to struggle with social relationships and social skills. As such, they have unique needs and require specific supports in educational settings that are different from those of other students, including students with ADHD with whom they share some symptomatology.
doi:10.1007/s10803-017-3075-7
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