Understanding Autism Spectrum Disorder Among University Students

Autism Spectrum Disorder (ASD) is a developmental disability that affects social interaction, communication, and sensory perception. ASD is characterised by repetitive, stereotyped behaviour and is usually stable from childhood to adulthood. The abilities and needs of people with ASD vary and can evolve over time.

The prevalence of ASD is estimated to be about 1 in 100 children, with boys being nearly four times more likely to be diagnosed with the condition than girls. In the US, about 1 in 54 school-aged children are diagnosed with ASD.

ASD presents challenges for students in higher education. They face both social and academic challenges, including difficulties with group work, oral presentations, and social interaction. Academic barriers include problems with abstract or ambiguous concepts, diverse points of view, and written expression. Poor executive functioning can also cause students with ASD to mismanage time, procrastinate, and become overly focused on detail, resulting in exam stress and anxiety.

The few longitudinal studies on ASD students' degree completion show that within eight years of leaving high school, 39% of ASD students graduated with a postsecondary degree, compared to 41% of students with any condition and 52% of the general population. ASD students who graduate tend to have better income and employment opportunities than ASD non-graduates.

Research suggests that timely access to early evidence-based psychosocial interventions can improve the ability of ASD children to communicate effectively and interact socially.

University students with ASD face challenges in the domain of social integration

University students with Autism Spectrum Disorder (ASD) face challenges in the domain of social integration, which can negatively impact their academic success, involvement within the university, and overall well-being. These challenges are often related to the core deficits associated with ASD, such as difficulties in interpersonal skills, self-regulation, and atypical social motivation.

Social Skills Deficits

University students with ASD often experience challenges in social interactions and making friends. They may have difficulty initiating conversations, expressing themselves effectively, and understanding social norms and non-verbal communication. These challenges can impede the formation of meaningful social connections and lead to feelings of isolation and loneliness.

Limited Social Motivation

Students with ASD may have a desire for social interaction and friendship but struggle to put their knowledge about friendships into practice. They may have a hard time initiating social interactions and often prefer solitary activities or have unique interests that hinder their ability to engage with peers. This can further contribute to feelings of loneliness and social isolation.

Academic Challenges

While university students with ASD may excel academically and have strong memory and analytical skills, they often face challenges in group work, time management, and organizational skills. They may also struggle with the transition to independent living and adapting to new routines, which can impact their social integration.

Sensory Overload and Sensitivity to Change

Students with ASD can be sensitive to sensory stimuli, such as noisy environments, which can affect their academic performance and motivation to participate in social events. They may also have difficulty with changes in routine, which can make it challenging to adapt to the new and unpredictable nature of university life.

Mental Health Issues

The social challenges and isolation experienced by university students with ASD can contribute to mental health issues such as anxiety and depression. The stress of navigating social interactions and the transition to university life can further exacerbate these mental health concerns.

Support and Awareness

University students with ASD often require additional support to succeed academically and socially. This may include mentoring, disability services, and academic accommodations. However, many students may not disclose their ASD diagnosis or seek out available support services. There is also a need for greater awareness and understanding of ASD among university staff and students to create a more inclusive and supportive environment.

University students with ASD face challenges in the domain of self-determination

Autonomy

University students with ASD face challenges in the domain of autonomy, which refers to their ability to self-regulate and initiate actions. For example, students with ASD may struggle with developing a sense of independence and accountability, managing their own expectations, and coping with transitional changes. They may also have a strong sense of persistence and self-determination to succeed academically, but this can sometimes come at the cost of socialising.

Competence

University students with ASD face challenges in the domain of competence, which refers to having the knowledge, skills and understanding to achieve desirable outcomes. For instance, students with ASD may have executive functioning difficulties, such as poor cognitive flexibility, time management and organisation skills, which can make it hard for them to engage with multiple goals concurrently. They may also struggle with self-regulation, psychological empowerment and self-realisation, and have lower levels of risk-taking or social aspects of self-confidence.

Relatedness

University students with ASD face challenges in the domain of relatedness, which refers to the development of a secure and satisfying social network. For example, students with ASD may have social and communication difficulties, which can make it hard for them to initiate social interactions, express themselves to others, and make new friends. They may also experience social isolation and loneliness, and have a lack of motivation to initiate social interaction to maintain pre-university friendships.

University students with ASD face challenges in the domain of self-regulation

Social Functioning

Students with ASD face challenges in social functioning, including difficulties with social interactions, loneliness, and lack of interpersonal skills. They may also experience social isolation, bullying, and stigmatization. These challenges can be further exacerbated by mental health issues such as anxiety and depression, which are more prevalent among students with ASD.

Academic Functioning

Students with ASD may struggle with academic functioning, including time management, group work, and motivation for studying. They may also have difficulty adapting to new routines and environments, which can impact their ability to navigate social and academic demands.

ASD-Related Issues

ASD-related issues, such as sensory overload and sensitivity to change, can further impact the ability of students with ASD to navigate social and academic environments. These issues can also influence their mental health and well-being.

Support and Awareness of ASD

Students with ASD may not receive adequate support or accommodations from their institutions. They may also face challenges in self-advocacy and disclosing their diagnosis, which can impact their access to support services. There is a need for increased awareness and acceptance of ASD among staff and students to create a more inclusive and supportive environment.

Strategies for Support

To address these challenges, universities can provide explicit and concrete instructions, establish routines and breaks, reduce sensory issues, and support transitions by creating teams of staff who are familiar with the student's needs. Capitalizing on the strengths of students with ASD, such as their academic skills and motivation, can also help improve their overall functioning.

University students with ASD face challenges in the domain of academic demands

University students with Autism Spectrum Disorder (ASD) face challenges in the domain of academic demands. These challenges are often related to the core deficits associated with ASD, such as difficulties with interpersonal skills, self-regulation, and lower self-esteem. The transition to university life can be particularly difficult for students with ASD, as they must navigate new social and academic demands while also managing their ASD symptoms.

One of the main challenges faced by university students with ASD is the increased demand for social interaction and communication. These students often struggle with social skills, such as initiating conversations, expressing themselves to others, and making new friends. They may also feel anxious in social situations and prefer to be alone. This can lead to social isolation and loneliness, which can further impact their academic performance.

Another challenge for university students with ASD is the need for structure and routine. These students often rely on established routines to feel safe and predictability to manage their symptoms. However, the university environment can be unpredictable and overwhelming, with noisy and crowded lectures, social activities, and changing schedules. This can cause anxiety and stress, making it difficult for students with ASD to focus on their academic work.

In addition to social and communication challenges, university students with ASD may also struggle with executive functioning and self-regulation. They may have difficulty with time management, organization, and prioritizing their work. They may also struggle with group work and presentations, as well as with processing and absorbing new information. These challenges can impact their academic performance and motivation to study.

To support university students with ASD, it is important to provide explicit and concrete instructions, establish routines and breaks, reduce sensory issues, and create teams to support transitions. It is also crucial to capitalize on their strengths, such as memory, focus, and analytical skills, and provide accommodations such as visual schedules, alternative assessment methods, and specialized rooms. By addressing these challenges and providing appropriate support, universities can help students with ASD succeed academically and socially.

University students with ASD face challenges in the domain of transition to adulthood/independence

Social Interaction

Students with ASD face challenges in social interaction, such as making friends, social participation, and social isolation. They also face challenges in social motivation, such as a lack of motivation to form friendships. These challenges are due to the core deficits associated with ASD, such as difficulties with interpersonal skills, self-regulation, and lower self-esteem.

Self-Determination

Students with ASD also face challenges in self-determination, such as self-advocacy, time management, and organization of materials. They may also have uncertainty about their future and may need help with advocating for needed accommodations. These challenges are due to the limited self-knowledge and self-awareness of students with ASD.

Self-Regulation

Students with ASD face challenges in self-regulation, such as managing intense emotions, academic stress, and attention. They may also have problems with executive functioning, such as time management and organization of materials. These challenges are due to deficits in self-regulation and executive functioning that are common in ASD.

Frequently asked questions