Document Type
Honors Thesis
Abstract
As students with autism spectrum disorder (ASD) are increasingly represented in higher education, these students need to have their needs met, and many institutions lack the resources to do so. This systematic review synthesizes research on the experiences of students with autism in college, focusing on barriers, support services, and institutional interventions. A comprehensive search of peer-reviewed studies published between 2012 and 2025 identified 17 relevant articles. Findings reveal that students often experience difficulties with social integration, executive functioning, sensory sensitivities, and mental health, all of which can affect academic performance and retention. Evidence suggests that individualized supports, mentoring, structured accommodations, and faculty training can improve outcomes; however, institutional support remains inconsistent. To address these gaps, this review further explored the concepts of Applied Behavioral Analysis (ABA) and its potential benefits for students with autism in the collegiate setting. This review emphasizes the significance of a comprehensive, autism-informed approach in higher education and offers implications for counseling practice, policy development, and future research.
Repository Citation
Webber, Katie, "Autism in Higher Education: A Systematic Review" (2025). Honors Theses - Providence Campus. 76.
https://scholarsarchive.jwu.edu/student_scholarship/76
