Bronfenbrenner’s bioecological theoryprovides a valuable framework for understanding the complex experiences of autistic students transitioning to higher education.
This model considers the interactions between various environmental systems that influence an individual’s development. For autistic students, these systems include:
By examining these interconnected levels, we can better comprehend the multifaceted challenges and supports that shape autistic students’ transition experiences, informing more effective and holistic support strategies.
Key Points
Rationale
This systematic literature review was conducted to provide an updated synthesis of research on the experiences of students with autism spectrum disorder (ASD) and their family members during the transition to higher education.
The rationale for this study stems from several key factors:
By addressing these gaps in the literature and providing an updated synthesis of research on transition experiences, this review aims to inform best practices for supporting students with ASD as they enter higher education.
The next step is to use this synthesized knowledge to develop more effective, individualized transition support strategies and policies.
Method
Thissystematic literature reviewfollowed the PRISMA guidelines (Moher et al., 2009) to ensure a comprehensive and transparent search and analysis process.
Databases searched
Six databases were systematically searched in August 2017: Medline, CINAHL, ProQuest (limited to articles only), PsycINFO, Scopus, and Informit.
Search strategy and terms
The search strategy employed a combination of free text and subject heading terms (e.g., MeSH terms) combined using Boolean operators.
Examples of subject heading terms included:
Medline:
PsycINFO:
Free text search terms included synonyms for each keyword, such as:
Inclusion and exclusion criteria
Inclusion criteria:
Exclusion criteria:
Statistical measures
As this was a qualitative systematic review, no statistical analyses were conducted. The quality of included studies was assessed using the McMasters Critical Review form: Qualitative Studies (Letts et al., 2007).
Two independent reviewers (AN and MB) conducted the quality assessment, with scores ranging from 11 to 19 points out of a possible 21.
Results
After title and abstract screening, 526 articles were excluded. Full-text review of the remaining 71 articles resulted in 60 exclusions. The final review included 11 articles meeting all inclusion criteria.
Study Characteristics:
Participant Characteristics:
Key Findings
Results were categorized according to the bioecological theory model:
Insight
This systematic review provides valuable insights into the complex, multi-level factors influencing the experiences of students with ASD and their families during the transition to higher education.
Key findings highlight the need for:
The application of the bioecological theory model highlights the interconnected nature of various factors influencing transition outcomes.
Further research is needed to:
Strengths
The study had several methodological strengths:
Limitations
Several limitations should be considered when interpreting the results of this review:
These limitations highlight the need for larger, more diverse, and longitudinal studies to further validate and expand upon the findings of this review.
Implications
The findings of this systematic review have significant implications for practice, policy, and future research:
By addressing these implications, stakeholders can work towards creating more inclusive, supportive higher education environments that promote successful transitions and positive outcomes for students with ASD.
References
Primary reference
Nuske, A., Rillotta, F., Bellon, M., & Richdale, A. (2019). Transition to higher education for students with autism: A systematic literature review.Journal of Diversity in Higher Education, 12(3), 280–295.https://doi.org/10.1037/dhe0000108
Other references
Adreon, D., & Durocher, J. S. (2007). Evaluating the college transition needs of individuals with high-functioning autism spectrum disorders.Intervention in school and clinic,42(5), 271-279.https://doi.org/10.1177/10534512070420050201
Alverson, C. Y., Lindstrom, L. E., & Hirano, K. A. (2019). High school to college: Transition experiences of young adults with autism.Focus on autism and other developmental disabilities,34(1), 52-64.https://doi.org/10.1177/1088357615611880
Anderson, A. H., Stephenson, J., & Carter, M. (2017). A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education.Research in Autism Spectrum Disorders,39, 33-53.https://doi.org/10.1016/j.rasd.2017.04.002
Anderson, C., & Butt, C. (2017). Young adults on the autism spectrum at college: Successes and stumbling blocks.Journal of Autism and Developmental Disorders,47, 3029-3039.https://doi.org/10.1007/s10803-017-3218-x
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
Brown, K. R., & Coomes, M. D. (2016). A spectrum of support: Current and best practices for students with autism spectrum disorder (ASD) at community colleges.Community College Journal of Research and Practice,40(6), 465-479.https://doi.org/10.1080/10668926.2015.1067171
Cai, R. Y., & Richdale, A. L. (2016). Educational experiences and needs of higher education students with autism spectrum disorder.Journal of autism and developmental disorders,46, 31-41.https://doi.org/10.1007/s10803-015-2535-1
Christensen, D. L. (2016). Prevalence and characteristics of autism spectrum disorder among children aged 8 years—autism and developmental disabilities monitoring network, 11 sites, United States, 2012.MMWR. Surveillance summaries,65.
Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin, K., … & Vaughn, S. (2014). Addressing the academic needs of adolescents with autism spectrum disorder in secondary education.Remedial and Special Education,35(2), 68-79.https://doi.org/10.1177/0741932513518823
Gelbar, N. W., Smith, I., & Reichow, B. (2014). Systematic review of articles describing experience and supports of individuals with autism enrolled in college and university programs.Journal of autism and developmental disorders,44, 2593-2601.https://doi.org/10.1007/s10803-014-2135-5
Knott, F., & Taylor, A. (2014). Life at university with Asperger syndrome: A comparison of student and staff perspectives.International Journal of Inclusive Education,18(4), 411-426.https://doi.org/10.1080/13603116.2013.781236
Letts, L., Wilkins, S., Law, M., Stewart, D., Bosch, J., & Westmorland, M. (2007). Guidelines for critical review form: Qualitative studies (Version 2.0).McMaster university occupational therapy evidence-based practice research group, 1-12.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2010). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement.International journal of surgery,8(5), 336-341.https://doi.org/10.1016/j.ijsu.2010.02.007
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Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
