Understanding the Academic Success of Academically Talented College Students with Autism Spectrum Disorders.
Sally M Reis, Nicholas W Gelbar, Joseph W Madaus
PMID 34676485WHAT IT FOUND
Academically talented college students with autism credited success to advanced classes, interest-driven clubs, and residential programs.
Many noted that schools recognized their disability but missed their gifts, leaving them without support for their strengths.
Key findings
01Most participants reported that their academic talents were not formally recognized in school, even though they had disabilities identified.
02Participants credited advanced classes, extracurricular activities, and residential programs for supporting their social skills and academic success.
03Only a minority of participants understood the intersection of their autism and academic strengths during high school.
STILL TO COME
How it was doneWhat they found
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What it does not show
Participants were recruited from competitive colleges and may be more motivated and socially able than other students with autism. All data were self-reported, which can include inaccuracies. The sample was primarily male and white, limiting generalizability to other groups. The study describes experiences of students who were already successful; it does not test whether specific interventions caused that success.
Declared interests
Funded by the US Department of Education. No other conflicts of interest were declared.
The easy way to misread this
Do not treat the reported benefits of advanced classes and residential programs as evidence that these interventions cause academic success. This study describes the experiences of students who were already successful and does not compare them to those who did not participate in these activities.