Pathways to academic success: specific strength-based teaching and support strategies for twice exceptional high school students with autism spectrum disorder

Abstract

The number of students with ASD also identified as academically talented has been increasing over the last few decades. Unfortunately, little empirical research exists about this population of students. In this qualitative study, 40 college and university students with ASD who were identified as academically advanced and talented and enrolled in competitive colleges and universities were interviewed about academic experiences and teaching strategies that contributed to their success. Several findings related to specific strength-based teaching and support strategies perceived by participants as contributing to their academic success. These included identifying their academic talents; interest-based extracurricular activities based; specific challenge based honors and advanced classes in areas of interest and strength; opportunities for advanced, interest-based academic experiences; participation in residential programs during high school; strong and positive relationships with teachers and counselors; developing compensation strategies that can be applied to all of these areas; and overcoming anxiety while building social connections.