Evaluating Supports for Autistic Populations in Postsecondary Education: A Synthesis of Extant Literature and a Single-Case Experimental Design

Abstract

Autistic individuals are enrolling in postsecondary education at increasing rates but continue to experience lower completion rates than their peers, often experiencing challenges including but not limited to social engagement, mental well-being, and sense of belonging. This dissertation includes three manuscripts. The first manuscript was a PRISMA-aligned, systematic review of 15 single-case experimental design (SCED) studies implementing interventions that targeted social, academic, and adaptive behaviors for autistic students enrolled in postsecondary education. Generally, positive outcomes were observed; however, the review revealed significant methodological variability and limitations across the literature, including inconsistent reporting and limited generalizability. Informed by the review, the second manuscript was a meta-analysis of 14 SCED studies to analyze the average effect and explore the heterogeneity. Results indicated a moderate-to-large average effect, albeit with significant heterogeneity. Moderator analyses revealed that intervention effects were stronger under certain, with evidence of potential publication bias identified in the analysis. Results of the meta-analysis guided the development of the third manuscript. A multiple baseline across participants design was implemented to evaluate the Program for the Education and Enrichment of Relational Skills for Young Adults (PEERS®-YA) intervention, using experience sampling methodology (ESM) to collect highly ecological daily data to assess the intervention’s effect on participants’ sense of belonging and overall positivity. Findings were inconclusive, with visual and statistical analyses not demonstrating a functional relation. However, both participants showed gains on pre-post measures of campus connectedness and reported high social validity for the program. Collectively, these studies indicate that while interventions for autistic undergraduates show promise, their effectiveness is variable. The dissertation underscores the importance of methodological rigor, the need for individualized supports, and the critical value of reporting null or inconclusive findings to build a more balanced and authentic evidence base.