What Works for College Students with Autism Spectrum Disorder.

Kuder et al. (2018) hunted for studies about college students with autism.

They kept only eight papers.

All tested CBT, social-skills groups, transition coaching, or classroom tweaks.

CBT and social-skills packages looked helpful, but the pile of proof is tiny.

Most studies had few kids and weak designs.

The team says “promising, proceed with caution.”

Unwin et al. (2016) saw the same thin evidence for CBT in adults with intellectual disability.

Their weak-positive note matches Jay’s view: CBT is doable, just not well-studied.

LaPoint et al. (2025) asked high-school staff why transition plans fail.

They list barriers Jay never measured—like parents who disengage or teachers who lack autism training.

Use their barrier list to design stronger campus programs.

Curiel et al. (2023) show 13 behavior-analytic tools that already boost quiz scores in regular college classes.

Pair those tools with Jay’s CBT or coaching to give autistic students a double layer of support.

You can start CBT or social-skills groups tomorrow—just track your own data.

Add response cards or group contingencies from Curiel’s list to make lectures easier.

Use Crowley’s barrier checklist when you meet with campus disability staff.

You will build the stronger evidence base Jay says we still need.