1. Tammy Mabey and Beth Howard
Inclusive Practices and Practical Tips for Advising Students on the Autism Spectrum
Tammy Mabey and Beth Howard

2. Learning Outcomes/Objectives
Advisors will gain an understanding of Autism Spectrum Disorder and current prevalence.
Develop an understanding of how Autism Spectrum Disorder can impact a student within a higher educational setting.
Identify advising best practices for working with neurodiverse student populations, both for college completion and successful transition into the workforce.
Understand that inclusive practices/advising strategies developed for one group or population most typically benefit all students in unpredicted but positive ways.
This presentation will highlight some of the ways in which small but effective changes in practice can have far-reaching impact.

3. Short Documentary Film about Nick Mabey
A 28-year-old man on the Autism Spectrum with a degree in Chemical Engineering and is struggling to find a job in his field. This is his story, told by his mom, Tammy.
“I Can Show You” - (2017, October 09).

4. What is autism? Basic Terms Definition & Characteristics
“Autism spectrum disorders (ASD) are characterized by social-interaction difficulties, communication challenges and a tendency to engage in repetitive behaviors. However, symptoms and their severity vary widely across these three core areas. Taken together, they may result in relatively mild challenges for someone on the high functioning end of the autism spectrum. For others, symptoms may be more severe, as when repetitive behaviors and lack of spoken language interfere with everyday life” (Autism Speaks, 2012).
Basic Terms
Autism Spectrum Disorder (ASD)
Neurotypical (Neurodiverse)
DSM V
“Asperger’s Syndrome”
(Autism Speaks, 2012)

5. Statistics National Estimates of Prevalence
In the 1970s and 1980s, approximately 1 of every 2,000 children were diagnosed with autism (Doheny).
In 2016, prevalence of autism estimated to be 1 of 68 children in the U.S (Autism Society, 2018).
In 2018, prevalence is now 1 of 59 children (Autism Society, 2018).
Higher Education – Prevalence and Completion
Each year, approximately 50,000 Americans with autism enter adulthood and about 1/3 attend college after high school (Buechler, 2017).
University of Utah (total enrollment about 30,000)
– 39
– 40

6. Statistics Fewer than 20% graduate from college (Buechler, 2017).
Unemployment rates
In 2015, the United Nations stated that an estimated 80% are unemployed or underemployed (United Nations, 2015).
In 2018, the statistic has been updated to approximately 70% (Autism Society, 2018)

7. Let’s crunch some numbers:
So if each year, approximately 50,000 Americans with autism enter adulthood and about 1/3 attend college after high school (Buechler, 2017), that means that the number would be around 16,500 of those individuals are attending college.
50,000 X .33 = 16,500 attending college
16,500 x .20 = 3300 complete a degree
3300 x .70 = 2310 will be unemployed or underemployed
3300 x .30 = 990 will find full-time/gainful employment
50,000 x .70 = 35,000 overall

8. Comparison:
The birthrate in 2000 was approximately 4.05 million (Martin et al., 2002).
Take out the 50,000 individuals who are on the spectrum.
Of those 4 million left, approx. 69.7% will attend college (U.S. Department of Labor, 2017).
Approximately 2.8 million
Six-year graduation rate in 2015 (students who started in 2009) was estimated to be 59% (National Center for Education Statistics, 2017).
Approximately 1.6 million
In 2016, about 78.8% of year olds with a Bachelor’s or higher degree had a year-round, full-time job (U.S. Department of Education, 2017)
Approximately 1.3 million
Unemployment was about 3.9% in April 2018 (U.S. Department of Labor, 2018)
4 million x 3.9% = 156,000

10. “When asked about the increased incidence rate, Scott Badesch, President/CEO of the Autism Society of America, stated, “Today’s announcement by the CDC of the increase of the incidence of autism is not surprising to the Autism Society. We are constantly seeing increased requests and need for services. What is surprising to us is that, despite the increase in the number of people with an autism diagnosis, our nation appears to continue to accept that 70% of autistic adults are unemployed or underemployed and that as many are forced to live below poverty. “We should not accept that over 50% of students with an autism diagnosis do not graduate high school on time or do not graduate at all. Autism remains a have and have not disorder; those with money are often able to get needed services, while those with limited resources are often denied services and put on waiting lists for up to eight or more years for government supported services.” - Scott Badesch, President/CEO of the Autism Society of America (Autism Society, 2018)

11. Where did this video come from?
Award of Recognition for short documentary, I Can Show You, Accolade Global Film Competition (2017)
Award of Merit for short documentary, I Can Show You, Awareness Fest (2017)
Award of Recognition for short documentary, I Can Show You, Impact DOCS Awards (2017)
Film Screening of short documentary, I Can Show You, The Block Film Festival (2017)

12. What can we learn about advising practices from Nick’s story?
“In terms of college, sense of belonging refers to students’ perceived social support on campus, a feeling or a sensation of connectedness, the experience of mattering or cared about, accepted, respected, valued by and important to the group or others on campus.”
-Terrell L. Strayhorn, College Students’ Sense of Belonging, 2012, p

13. How does Sense of Belonging apply to neurodiverse students?
“…the importance of a college students’ sense of belonging as a critical dimension of their success.”
Terrell L. Strayhorn, College Students’ Sense of Belonging, 2012, p. 121.
How does Sense of Belonging apply to neurodiverse students?
Impact on Retention

14. What an advisor might see. What are some additional resources?
What if a student doesn’t disclose?
What are some additional resources?
Campus Resources
Looking for campus allies (TRiO, ODoS)
For some specific tips, see:

15. Interact with Audience Question
Regardless of what kind of advising strategy you use: developmental, proactive, prescriptive, etc. What do you do that might enhance the quality of the interaction and better support the student?

16. What can advisors do? Strategies Be aware of black and white thinking.
Be concrete in instructions (maybe write down in order).
Allow them time to process what you are saying and to respond to your questions. (Even if they pause, allow them time to respond).
Listen for the “hidden” messages.

17. Why are these best practices applicable to all students?

18. “The world needs all types of minds.”
“In dealing with autism, I'm certainly not saying we should lose sight of the need to work on deficits, But the focus on deficits is so intense and so automatic that people lose sight of the strengths.”
- Temple Grandin and Richard Panek, The Autistic Brain: Thinking Across the Spectrum, 2013.

19. General Discussion/Questions
What did you learn?
What surprised you?
Can you see direct applications to your advising practices?
Are there other campus resources that might be useful to you?
Looking back on your interactions with this population, knowing what you know now, how will this change your context in interactions?

20. Resources
“I Can Show You” - (2017, October 09).
Regional resources – look for the resources specific for your area
Where they can hear from other family members about strategies, resources, support
Tammy Mabey
Beth Howard

21. References
69.7 percent of 2016 high school graduates enrolled in college in October (2017, May 22). Retrieved from
Autism Society. (2018, April 26) CDC Autism Incidence Rate Statement from the Autism Society. Retrieved from
Autism Speaks. Home. (2012, July 25). Retrieved from
Autism Spectrum Disorder (ASD). (2018, April 26). Retrieved from
Buechler, A. (2017, November 02). College students with autism have low graduation rate. Retrieved from
Doheny, K. (n.d.). Autism Cases on the Rise; Reason for Increase a Mystery. Retrieved from
Grandin, T., & Panek, R. (2013). The autistic brain: Thinking across the spectrum. Boston: Houghton Mifflin Harcourt.

22. References
Martin, J., Hamilton, B., Ventura, S., Menacker, F. and Park, M. (2002). National Vital Statistics Reports - Births: Final Data for th ed. [ebook] p.1. Available at: [Accessed 20 Sep. 2018].
Promoting the autism advantage on World Autism Awareness Day | DESANews - United Nations Department of Economic and Social Affairs. (n.d.). Retrieved from
Strayhorn, T. L. (2012). College Students Sense of Belonging. Routledge.
The NCES Fast Facts Tool provides quick answers to many education questions (National Center for Education Statistics). (n.d.). Retrieved from
The NCES Fast Facts Tool provides quick answers to many education questions (National Center for Education Statistics). (n.d.). Retrieved from
Unemployment rate 2.1 percent for college grads, 4.3 percent for high school grads in April (2018, May 10). Retrieved from