Abstract
Research has shown there is a positive correlation between self-determination skills and quality of life of college students with autism spectrum disorder (ASD). The purpose of this literature review is to highlight research on self-determination skills, instruments used to measure self-determination skills, and interventions used to teach self-determination skills of college students with ASD in postsecondary settings. The search revealed a dearth of literature on the topic. College students with ASD face many challenges, including problems with executive functioning, social-communication skills, and social-emotional skills, which negatively impact their ability to effectively use self-determination skills. Few instruments have been tailored to measure self-determination skills of students with ASD in higher education. Similarly, there was a scarcity of literature on effective intervention programs that foster self-determination skills in university students with ASD. Implications and suggestions for future research are discussed.
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