Abstract
The findings from a systematic literature review of 24 empirical studies of interventions for post-secondary students with autism spectrum disorder (ASD) are reported in this study. A diverse range of interventions were examined, many of which appeared feasible and high rates of participant satisfaction were also reported. Differing responses within and among interventions may point to the possible need for individualized supports. Few studies analyzed a specific academic support despite many students with ASD indicating they prefer these supports and that they find them useful. This may highlight the need for participant preferences to be given more consideration when designing supports. Most studies were of poor quality, however, so any conclusions are tentative. Directions for future research were discussed.
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AA developed the study aims and research questions, searched the databases, selected the studies, extracted and analysed the data, prepared the tables and figure, and drafted the manuscript as part of her doctoral dissertation. MC, JS, and SC participated in the development of the study aims and research questions, conducted interrater reliability on study selection, data extraction and analysis, and provided feedback on the manuscript. All authors read and approved the final version of the manuscript.
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Anderson, A.H., Stephenson, J., Carter, M. et al. A Systematic Literature Review of Empirical Research on Postsecondary Students with Autism Spectrum Disorder. J Autism Dev Disord 49, 1531–1558 (2019). https://doi.org/10.1007/s10803-018-3840-2
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DOI: https://doi.org/10.1007/s10803-018-3840-2