Advising Students with Autism Spectrum Disorder: Best Practices for Student Success

Abstract

As of 2014, one in sixty-eight children in the United States received a diagnosis of Autism Spectrum Disorder (ASD) (Bednarchyk, 2014). As the prevalence of this learning disability rises within the general population, increased numbers of students with ASD enter institutions of higher education across the United States (Hansen, 2011). This data mean faculty and staff working at colleges and universities require knowledge of best practices to best serve these students. In particular, advisers are positioned well to learn how to work with students with ASD and facilitate their academic success. This article provides background information about ASD, characteristics of students with ASD in higher education, a model for advising students with ASD, and best practices for working with this student population. Readers can utilize this article as a means to spark discussion within offices and institutions about training needed to better serve students with ASD.