Dr. Gary Schaffer, assistant professor of school psychology, co-authored an article published in Focus on Autism and Other Developmental Disabilities titled “Perceptions of Autistic and Nonautistic Postsecondary Students Regarding their Obstacles and Strategies to Academic Success.”
The study surveyed 204 undergraduate students with and without autism. Participants were asked about their perceptions regarding their everyday hindrances and compensatory strategies. Results indicated that procrastination and irregular sleep schedules are significant barriers to academic success for both groups. Autistic students also report challenges related to their diagnosis, such as sensory concerns, difficulties with changes in routine, and apprehension over working with others. Despite these differences, both groups utilize similar compensatory strategies, such as summarizing readings and maintaining routines.
The authors concluded that their findings emphasize the necessity of interventions targeting procrastination and sleep habits for all students and additional supports provided for autistic students in the areas of socialization, group work, and postsecondary classrooms.
“A lot of the research on high school and college students with autism has obtained the perceptions of teachers, parents, and instructors regarding the systemic and personal challenges they encounter and how they compensate for them,” said Dr. Schaffer. “This study went straight to the source of high school and college students, asking them about their experiences, which is paramount to amplifying the voices of neurodiverse students to better understand their needs, support them, and honor their perspectives.”
