Supporting Autistic College Students

THE ALLIANCE Resources for Programs by Programs Supporting Autistic College Students

through the The Alliance of Autism College to Employment Programs (aka The Alliance) is an association for research-minded practitioners dedicated to autistic college students' success and building inclusive campus communities.

The Alliance conducted a nationwide online survey study that assessed the anxiety levels, needs, and concerns of autistic undergraduate students regarding a variety of COVID-19 pandemic-related factors. This tip sheet explains the results and provides examples to help support students.

Student Age Students’ Fall 2020 Enrollment 9.1% 1% 4% 13% 23% other 14.3% 26% 51 seniors Male 23.4% juniors 75% 56% 22 23.4% sophomores Female 9 credits or less 29.9% first year students Under 18 10 to 15 credits 19-24 16 credits or more 25-29 Co-op/Internship 3 88.3% 11.7% Non-binary Returned to same school Transferred

Survey respondents… Ethnicity American 1.3% . 43% had a GPA of 3.6 or above Indian/Alaskan

Native . 70% participated in an autistic support program Asian 10.5% 76 students responded o Of those, 35% preferred a combination of in- person and online support Black 6.5% from 14 states Latinx 3.9% . Resided at home: White 85.5% o 48.7% before COVID-19 restrictions Other 2.6% o 47.4% during COVID-19 restrictions

For more information about the

Alliance Steering Committee Members: Brian Freedman, University of Delaware Alliance, email Laurie Ackles, Rochester Institute of Technology Pam Lubbers, University of Delaware Amy Edwards, Drexel University Sara Sanders Gardner, Bellevue College [email protected] Cherie Fishbaugh, West Chester University Jane Thierfeld Brown, College Autism Spectrum Research conducted by: Jessica Monahan, PhD, University of Delaware Suggested citation: Monahan, J., Ackles, L., Edwards, A., Fishbaugh, C., Freedman, B., Lubbers, P., Sanders Kelsey Baldwin, MA, University of Delaware Gardner, S., & Thierfeld Brown, J. (2020). Supporting Autistic College Students through the COVID-19 Brealyn Garrison, University of Delaware Pandemic. College Autism Spectrum.

Figure 1. Quantitative survey data. Respondents rated their level of anxiety for each of the eight factors using the following scale: 0=not anxious at all, 1=somewhat anxious, 2=anxious, 3=very anxious. Respondents were most z anxious about…

Responses to Questions about COVID-19 Related Concerns • Contracting COVID-19 • Spreading COVID-19 Somewhat anxious Anxious Very anxious 100% Respondents were least anxious about… 90% • Wearing Masks 80% • Social Distancing 70% 60% 50% 40% 30% 20% 10% 0% In-personIn-person OnlineOnline classes Wearing SocialSocial Contracting SpreadingSpreading Transportation RequirementRequirement classes*classes classes masksmasks distancing COVIDCOVID-19-19 COVIDCOVID-19-19 to inin-person-person toto quarantine quarantine classes*classes

Number of respondents who answered these survey questions ranged from 63 to 76

Figure 2. Qualitative survey data. Respondents answered three open-ended questions. The three most prevalent themes for each item are shown below.

What are some ways your support program or university can help you be successful (academically, socially, and emotionally) during the semester?

• Academic Support and Considerations • General Support • Social Support

What are some of the concerns you have about online classes?

• Attendance and Work Completion • Logistics (how to access classes and learn online) • Quality of Learning

What are some of the concerns you have about in person classes?

• Catching COVID-19 • Miscellaneous (uncertainty, hesitancy, general ambivalence, etc.) • Others Not Following Safety Procedures

For more information about the Alliance Steering Committee Members: Brian Freedman, University of Delaware Alliance, please email Laurie Ackles, Rochester Institute of Technology Pam Lubbers, University of Delaware Amy Edwards, Drexel University Sara Sanders Gardner, Bellevue College [email protected] Cherie Fishbaugh, West Chester University Jane Thierfeld Brown, College Autism Spectrum Research conducted by: Jessica Monahan, PhD, University of Delaware Suggested citation: Monahan, J., Ackles, L., Edwards, A., Fishbaugh, C., Freedman, B., Lubbers, P., Sanders Kelsey Baldwin, MA, University of Delaware Gardner, S., & Thierfeld Brown, J. (2020). Supporting Autistic College Students through the COVID-19 Brealyn Garrison, University of Delaware Pandemic. College Autism Spectrum.

Supporting Autistic THE ALLIANCE College Students through the Resources for Programs by Programs

ACADEMIC SUPPORT

To Provide…

Support for Executive Access to Staff Tutoring Opportunities Check -Ins Functioning

For… Providing an easy way Keeping lines of Continuing access to Creating regularly for the student and communication open, tutoring services, scheduled virtual check- support person to plan reaching a support encouraging use of ins (individual or group) the term, set academic person in case of urgent existing academic to ensure the student is and social goals, break need, getting answers to supports, determining on track, understands down each course and questions that feel barriers that may exist, their weekly plan, has integrate into a total urgent, supporting supporting student in the opportunity to plan for the term that access to other scheduling and connect with others, and includes all courses, resources attending tutoring is working to build and review progress as responsibility and the term continues interdependence

Use/Suggest…

Planning apps, or Schedule Academic support Virtual meeting processes appointments online services platforms o Google Docs, Sheets, Calendar Text message app Online tutoring Breakout rooms for My Study Life information sharing or o Virtual office hours Faculty office hours teamwork Learning Support person Teaching Management System Visual supports such available via chat assistants/GA (e.g., Blackboard, as checklists, during work hours Canvas, etc.) calendars, agendas, Assignment trackers Remote staff can whiteboards, and utilize Google Voice in applicable handouts Goal setting place of office phone Backwards planning to ensure staff are readily available to students by phone

For more information about the Alliance Steering Committee Members: Brian Freedman, University of Delaware Alliance, please email Laurie Ackles, Rochester Institute of Technology Pam Lubbers, University of Delaware [email protected] Amy Edwards, Drexel University Sara Sanders Gardner, Bellevue College Cherie Fishbaugh, West Chester University Jane Thierfeld Brown, College Autism Spectrum Research conducted by: Jessica Monahan, PhD, University of Delaware Suggested citation: Monahan, J., Ackles, L., Edwards, A., Fishbaugh, C., Freedman, B., Lubbers, P., Sanders Kelsey Baldwin, MA, University of Delaware Gardner, S., & Thierfeld Brown, J. (2020). Supporting Autistic College Students through the COVID-19 Brealyn Garrison, University of Delaware Pandemic. College Autism Spectrum.

Supporting Autistic THE ALLIANCE College Students Resources for Programs through the by Programs

WELLNESS AND HEALTH SUPPORT To Provide…

Anxiety Management Mental Breaks COVID-19 Preparedness

For…

Helping students manage the Encouraging technology and Providing reassurance, anxiety that can hinder success study breaks to help prevent information, and resources about feeling drained or overwhelmed COVID and related institution

safety plan

Use/Suggest… Mental health counseling Activity (e.g., exercise, Institutions’ online training re: change of scenery, COVID-19 precautions and Mindfulness (e.g., meditation, journaling, drawing) trusted sources (e.g., CDC) breathing, yoga, apps) Schedules for breaks (e.g., Staying healthy (in light of Identify triggers and calming focus keeper, Pomodoro COVID concerns) through strategies focus timer) discussion, workshops, Self-care routine (e.g., sleep, Social connection (e.g., call, information-sharing nutrition, movement) talk, text, video chat)

SOCIAL SUPPORT

To Provide…

Virtual Engagement Events Social Networks

For… Staying connected and socially engaged Staying active and connecting with peers who have similar interests

Use/Suggest… Gaming platforms (e.g., Kahoot, Jackbox, Campus clubs/organization (e.g., interest, service, Scriblio, Xbox-live) Greek life) Group chats (e.g., Group Me, Discord) Campus events and activities (e.g., campus life, residence life) Watch parties (e.g., Netflix, Disney+) Connections with academic groups and peers with

similar majors (e.g., study groups, academic clubs)