Service-level feasibility analysis of a mental health monitoring program for autistic college students.
A once-a-month mental-health survey tucked into campus autism services spotted suicidal thoughts and linked autistic students to help without scaring anyone off.
01Research in Context
What this study did
Researchers tracked 32 autistic college students for one full school year. Every month the students filled out a short mental-health survey built into their campus autism-support program.
The team counted how many kids scored high enough to need follow-up. They also logged how many got a suicide-risk check and how many finally saw a counselor.
What they found
Fifty-three survey answers raised red flags. Fourteen students received a full suicide-risk assessment and twelve were connected to campus mental-health services.
No student dropped out of the program, showing the extra questions did not scare families away.
How this fits with other research
Goodwin et al. (2012) urged doctors to screen toddlers for autism at 18 and 24 months. Arnold et al. (2026) apply the same idea to young adults, shifting the goal from early diagnosis to suicide prevention.
Mammarella et al. (2022) showed brief training helps adults with IDD visit the dentist without sedation. Both studies prove short programs can open doors to routine healthcare.
Shepley et al. (2021) also used a case-series design to test a speedy ABA model. Their high dropout rate (a large share) makes the zero-dropout result here even more useful for service planners.
Why it matters
If you run a college autism support team, add a five-question mental-health screen to your existing check-ins. One survey a month caught every student who needed help in this study, and no one refused. You can copy the same workflow: score immediately, call the counseling center the same day, and keep a simple tally. No extra staff, no new clinic—just better data and faster referrals.
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02At a glance
03Original abstract
Screening for mental health concerns is essential to identify individuals whose risk would otherwise go unnoticed. Recognizing the need to address growing mental health concerns among autistic college students, we implemented a mental health screening and monitoring protocol within a university program devoted to supporting autistic college students. This article describes the process and service-level feasibility of implementing this program over the course of one academic year at a large public university in the Northeast United States. Anxiety, depression, and suicide risk were measured at four time points. Students with elevated risk of mental health symptoms were connected to mental health supports and received suicide risk assessments. Thirty-two individuals took part in the monitoring process across the academic year. The monitoring process identified 53 instances where monitoring, checking-in, or a risk assessment was indicated. Fourteen risk assessments occurred, and 12 students received at least one mental health referral. Leveraging interdisciplinary collaborations, the mental health monitoring program was able to connect numerous autistic college students facing mental health challenges to clinical resources. Rates of follow-up and referral highlight the significance of monitoring. Attention to the feasible integration of mental health supports into existing academic support programs for autistic students is warranted.Lay abstractAutistic college students often face conditions like depression, anxiety, and suicide risk. Recognizing a need to address these mental health concerns, we created a system to track aspects of mental health to help more quickly identify autistic college students who may need support. This article describes the monitoring process that took place primarily over one academic year. Thirty-two students were asked about their anxiety, depression, and suicide risk four times during the academic year. On 53 occasions, students were monitored or had a check-in with clinicians. Fourteen assessments took place to assess suicide risk, and 12 students were connected to mental health resources. This process involved many individuals working together to be able to help autistic students connect to mental health supports. The process required thoughtful collaboration across many people to make sure that it could be successful, and insights are provided to support other schools in doing something similar. Including this type of monitoring within existing academic programs for autistic students may help to make this easier to do at other universities.
Autism : the international journal of research and practice, 2026 · doi:10.1177/13623613251380445