Citation

Pinder-Amaker S. Harv. Rev. Psychiatry 2014; 22(2): 125-137.

Copyright

(Copyright © 2014, President and Fellows of Harvard College, Publisher Lippincott Williams and Wilkins)

DOI

10.1097/HRP.0000000000000032

PMID

unavailable

Abstract

The number of students entering college with high-functioning autism spectrum disorders (ASDs) is expected to surge in coming years. The diagnostic features and psychiatric risks of ASD, coupled with the transitions and stresses that define college life, present extraordinary challenges for these students, their parents, and institutions of higher education. This article applies a bioecological framework for conceptualizing the systemic strengths and barriers at the secondary and postsecondary levels of education in supporting students with ASD. This theoretical orientation is used to illustrate the importance of offering services and programs in a more coordinated and fluid manner within and between systems to support students more effectively. Evidence-based programs, practices, and interventions associated with successful academic and mental health outcomes for youth and young adults with ASD, as well as for college students with mental health and other challenges, are reviewed for their applicability to the target population. It is proposed that more fluid transitions and improved mental health and academic outcomes for college students with ASD can be achieved by integrating elements from secondary and postsecondary educational systems and also from existing, effective approaches with youth and young adults. Building upon the disjointed, but promising, evidence from youth, young adult, and college mental health literatures, recommendations for developing more effective transition plans for students with ASD are proposed. © 2014 President and Fellows of Harvard College.

Language: en

Keywords

Humans; Adult; adult; human; standards; student; Students; social interaction; suicide; health education; Young Adult; autism; depression; college student; Evidence-Based Practice; comorbidity; social isolation; psychology; Mental Health Services; African American; review; mental disease; mental health care; disease predisposition; sexual behavior; high risk population; priority journal; mental health service; health service; academic achievement; anxiety disorder; Hispanic; mental stress; employment; high school; race difference; Caucasian; Health Services Needs and Demand; independence; systems theory; learned helplessness; stalking; evidence based practice; help seeking behavior; Secondary education; intelligence test; sexual development; Student Health Services; special education; young adult; sexual misconduct; health disparity; Child Development Disorders, Pervasive; Asperger's disorder; social stigma; Americans with disabilities act; bioecological systems theory; College student mental health; Ecological systems theory; High-functioning autism spectrum disorder; individuals with disabilities education act; peer rejection; Postsecondary education