The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 207

Collaborative Support

crowds (Madriaga, 2010) and benefit from assistance in identifying safe spaces where they
can escape from the stresses of communal
living and the often overwhelming stimuli of
residence halls. During early arrival programs,
peer mentors can help students identify alternatives to busy dining facilities, alternative
routes that allow them to navigate around
crowded walkways, and study spaces with
minimal distractions and noise.
Students on the autism spectrum are vulnerable to environmental stressors and often
anxious about the unpredictable social environment in college (VanBergeijk & Shtayermman, 2005). Therefore, identifying useful
resources, such as health and counseling services, as well as providing support services
prior to the start of college, is imperative for
this population (Glennon, 2001). Identifying
tutoring and academic support centers can
also be important in building comfort and lessening the anxiety associated with the transition to college or the start of a new academic
year. Students on the autism spectrum often
crave structure, routine, and order (Glennon,
2001), and early arrival allows them to establish routines that will be critical to their consistent academic and social success. Routines
related to daily personal hygiene, study habits,
and physical wellness are important to establish early on. Likewise, having time to develop
these routines prior to the arrival of the rest of
the community is important to the transition
success of these students.

LOGISTICAL CONSIDERATIONS
Often overlooked, logistical considerations can
have an overwhelming effect, both positive and
negative, on students with ASD. Students who

openly disclose to disability support personnel or residence life and housing staff prior to
their arrival can receive support in navigating
the complexities of residential options. One of
the most important logistical factors impacting students with ASD is the decision about
their preferred type of living arrangement. For
many of these students, sharing a room can be
extremely difficult. Awkward eye contact, odd
mannerisms, or inappropriate body language
can be misinterpreted by roommates as signs
of disinterest or anger (Adreon & Durocher,
2007). Intense, often unusual, interests and
monopolizing behaviors can cause roommates
and others to avoid interacting with these students (Adreon & Durocher, 2007). In addition, difficulties in understanding humor and

Students on the autism spectrum
are vulnerable to environmental
stressors and often anxious
about the unpredictable social
environment in college.

sarcasm put students on the spectrum at risk
for being teased or bullied (Adreon & Durocher, 2007). To avoid this, a common approach
might be to assign students with ASD to single
rooms. However, although it is important to
have private space available as a retreat, separating these students from the community is
not always beneficial and can lead to feelings
of isolation (Adreon & Durocher, 2007). One
alternative is suite-style housing. This arrangeV o l u m e 4 0 , No. 1 • 2 0 1 3

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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1