Maximizing Success: A Multi‐Pronged Process to Support Individuals With Autism Spectrum Disorder in the Higher Education Context

ABSTRACT Autistic individuals enter postsecondary learning contexts at increasing rates, yet in lower numbers than neurotypical peers. Graduation rates for autistic individuals attending college/university hover around 39% and rates of attrition for autistic individuals are linked to factors unique to autism spectrum disorder (ASD). This paper introduces a multi‐pronged conceptual framework for supporting autistic individuals as they prepare for and engage in higher education learning contexts. Evidence from the extant literature is used to explore how high schools can optimize transition plans to enhance postsecondary success, how higher education settings can maximize support systems for autistic students, and self‐advocacy strategies for autistic individuals as they plan for and navigate the complex systems of college/university settings. Specific focus is placed on areas of need and support strategies in academics, social‐emotional, and safety keeping in mind the nuances of autistic individuals either transitioning to or currently engaged in higher learning contexts. This multi‐pronged framework allows for a holistic approach various stakeholders including autistic individuals, families/caretakers, peers, clinicians, educators, policy makers, administrators, and support staff may draw upon with the overall goal of success and personal fulfillment for autistic individuals who are striving to learn and grow in college/university settings.