Examining the relationship between autistic traits and college adjustment.

Trevisan et al. (2016) asked neurotypical college students to fill out two surveys. One survey measured autistic traits like social discomfort and pragmatic language slips. The other measured college adjustment: making friends, keeping grades, and feeling at home on campus.

The team then looked for links. They wanted to know which autistic traits most strongly predict rough adjustment.

Pragmatic language problems stood out. Students who often said the wrong thing, missed jokes, or interrupted scored lowest on college adjustment. Other traits mattered, but pragmatic slips hurt the most.

Even students without an autism diagnosis felt the sting. Subtle language hiccups alone made campus life harder.

Stice et al. (2019) extend the picture. They show that higher autistic traits lead to loneliness and low social connectedness, which then feed anxiety and depression. Dominic points to pragmatic language as the entry point; VanderBroek shows the emotional fallout that follows.

Garwood et al. (2021) move from traits to diagnosed autism. Their survey of autistic and neurotypical students finds even steeper health and mood problems in the diagnosed group. Together the studies form a slope: mild pragmatic issues in Dominic → deeper loneliness in VanderBroek → full clinical challenges in D et al.

Crosbie (1993) is an early brick in the wall. That study proved pragmatic problems persist into adulthood for autistic people. Dominic now shows these same problems matter even when no diagnosis is present.

You can spot at-risk students early. Add a brief pragmatic-language checklist to intake forms or freshman seminars. When you find high scores, offer small social-cognition groups or peer mentoring that target conversation rules, not just social confidence. A short language tune-up may keep students from sliding toward loneliness, poor grades, or drop-out.