A mixed method analysis of autistic college students’ experiences

Authors

Abstract

Objective: Previous research has suggested that autistic college students experience lower degree completion, along with social and mental health challenges. Other recent work has shown similar outcomes between autistic and non-autistic students. Participants: Participants in this study were autistic college students. Methods: We implemented a mixed methods approach including thematic analysis of interviews conducted at the end of the semester, along with weekly surveys, capturing autistic students’ college experiences in real time. Qualitative findings were integrated with quantitative analysis of standardized measures of campus connectedness, student satisfaction and student adjustment to college. Results: Weekly surveys were generally positive with most not reporting any challenges. End of semester interviews reflected similar results. Feelings of belonging on campus and college satisfaction were high. Conclusion: Gathering first-hand accounts on a weekly basis provided a unique account of autistic students’ experiences, and while not the case for all, many were successfully navigating the demands of college life.

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