Accardo, A. L., Kuder, S. J., & Woodruff, J. (2019). Accommodations and support services preferred by college students with autism spectrum disorder . Autism: The International Journal of Research and Practice , 23 (3), 574–583. https://doi.org/10.1177/1362361318760490

Academic accommodations and other support services available at the postsecondary level were investigated; exam accommodations were emphasized in this summary. Extended time on course exams and individual administration of exams at disability services center were studied. [This study was subsequently followed by and expanded to a study by Accardo, Bean, Cook, Gillies, Edgington, Kuder, & Bomgardner (2019)]

Postsecondary students with autism (n=23) from a university in New Jersey (U.S.) participated. Demographic information including sex (male/female) and age were reported, along with year/s at the university, number of credits, academic major, and cumulative grade point average (GPA). University population demographics and other information were also reported.

Along with various demographic and other experiential questions, survey items pertained to incidence of use and preferences for various supports, along with ranking the most-preferred supports; exam accommodations are emphasized in the Findings summary. Three survey respondents were also interviewed, discussing most and least helpful services, and which would they like to receive (but did not receive).

Extended time during course exams was used by 19 respondents (83%), and identified by 16 (70%) as one of their three most preferred supports or services. Individual administration of exams, at the disability services center, was used by 10 respondents (43%), and identified by 6 (26%) as one of their three most preferred supports or services. A majority of respondents also reported using other academic supports such as copies of notes (70%) and priority class registration (65%); copies of notes were identified by 13 (57%) as one of their three most preferred supports or services. Student interviews provided information about the overall helpfulness of extended exam time, with one participant indicating that it permits them the opportunity for careful reading of exam items. Completing exams individually at the disability services center was not always helpful, in that participants found it better to check with professors directly for item clarifications during the classroom exams, and disliked the delay in grading time for exams taken at the disability services center. Participants identified no additional exam accommodations comments or needs; they offered feedback to improve note-taking as a classroom accommodation. Limitations of the study were reported, and future research possibilities were suggested.