Barnhill, G. P. (2016). Supporting students with Asperger Syndrome on college campuses: Current practices . Focus on Autism and Other Developmental Disabilities , 31 (1), 3–15. https://doi.org/10.1177/1088357614523121

First published online (March 2014)

Emphasis in this summary was placed on supports with academics, including course examinations; extra time on exams and alternate testing sites were identified as two of the most commonly provided test accommodations.

Disability services personnel in 30 U.S. higher education institutions responded to a survey about supports for students with Asperger Syndrome (AS) and autism spectrum disorder (ASD).

The survey had 20 items, and incorporated questions about the demographics and other aspects of the university setting, about supports for students with Asperger Syndrome (AS) and autism spectrum disorder (ASD), and about outcomes including graduation data and support services features such as program effectiveness.

Survey results provided information about current support practices for students with Asperger Syndrome (AS) and autism spectrum disorder (ASD). Half of the postsecondary institutions had more than 30 students with AS and ASD, and all had more than five; only nine institutions had more than 30 students receiving support services in their programs, indicating that not all students with AS and ASD sought support from Disability Services offices. Less than half of the institutions had provided specific support services for more than five years for students with AS and ASD. Two of the most common supports—provided by 29 of the 30 institutions—for students with AS and ASD were the examination accommodations of extended time and alternate site. Some also provided oral delivery of examinations. Other findings included that most institutions did not have outcomes data such as graduation rates for students with AS and ASD. Substantial detail was reported about support program features that increased effectiveness. Limitations of the study were reported, and future research directions were suggested.