Date of Award

Spring 2025

Project Type

Thesis

Program or Major

Communication Sciences and Disorders

Degree Name

Master of Science

First Advisor

Kathryn Greenslade

Second Advisor

Jill Thorson

Third Advisor

Patricia Prelock

Abstract

The prevalence of students identifying as neurodivergent in higher education settings has increased over the years (Dwyer et al., 2023; Stolzenberg et al., 2020). At the post-secondary level, social communication and executive functioning demands increase, with students who are neurodivergent often experiencing difficulty keeping up with homework assignments, exam studying, and other academic tasks (Advokat et al., 2011). The current study seeks to conduct a scoping review to identify programs used by post-secondary institutions to support the social communication and executive functioning skills of students who are neurodivergent, with the goal of improving academic performance and/or research lab integration. Once identified, we aim to document program strategies that are effective in supporting the growing population of students who are neurodivergent and to provide recommendations to post-secondary institutions.Arksey and O’Malley's (2005) methodological framework were used to guide this scoping review. Four databases (Academic Search Ultimate (EBSCOhost), CINAHL Complete (EBSCOhost), APA PsycINFO (EBSCOhost), and PubMed were searched using keyword combinations and subject terms, guided by the PICO format. All identified references were imported into the systematic review tool, Covidence (2024), where duplicates were removed. Two researchers independently completed title and abstract screening, full-text review, and extraction. Data extraction for quantitative articles was completed in Covidence using an extraction table, while qualitative articles were extracted into a separate table in Excel (2025). Critical appraisal/quality analyses was completed for all references. Disagreements at the screening, full-text review, data extraction, and critical appraisal/quality analysis level were discussed with a third researcher, the lab mentor. Consensus results were reported in all cases. Of the 20 studies targeting social communication, 11 were effective; five were moderately effective. Of the 19 studies targeting executive functioning, 15 were effective; three were moderately effective. Effective supports included peer mentoring/coaching, social groups, elements of CBT strategies, transition programs, and more. Longer programs and those that included ingredients such as setting goals, Universal Design for Learning components, feedback, and modeling were found to be the most effective. Effective programs were associated with improved academic outcomes, including better retention/graduation rates and grade point averages; however, the impact of such programs on research lab integration was not addressed. Therefore, accessible supports and programs for post-secondary students who are neurodivergent can foster success in social communication and executive functioning, with positive downstream impacts on academics.

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