Exploring Autism Support Programs at Four-Year Institutions in the United States

Abstract

As increasing numbers of autistic students pursue four-year college degrees in the United States, many institutions have responded by developing autism support programs (ASPs). However, there remains limited research exploring what these programs offer, how decisions about services are made, and how administrators evaluate the impact of their work. Using a combination of survey data (n = 52) and follow-up interviews (n = 6) with ASP administrators, this study examined the types of supports being provided, the factors influencing programmatic decision-making, and administrators’ perceptions of which practices are most and least beneficial for their students. The results showed that while academic and social supports are widely prioritized, other essential areas, such as mental health, independent living, and career development, receive less consistent attention. Additionally, most decision-making processes were informed by staff collaboration, student feedback, and professional networks, though many programs continue to face barriers related to funding, staffing, and institutional backing. This study contributes to the limited body of research on ASPs and offers practical, real-world insights that can inform future research and improve the ways in which colleges and universities support autistic students.