Table A2.

Group 2: Programs, measures, and support actions for college students with disabilities.

Authors	Objectives	Participants	Study Design	Key Findings	Conclusions
Anastopoulos et al. (2021) [23]	Examine the efficacy and feasibility of a cognitive-behavioral therapy program called “ACCESS—Accessing Campus Connections and Empowering Student Success” in college students with Attention-Deficit/Hyperactivity Disorder (ADHD).	A total of 250 college students with disabilities (ADHD and comorbidities) aged 18–30.	Mixed design. Multicenter randomized clinical trial (utilizing interviews, inventories, questionnaires, and scales). Participants were randomly assigned to two groups: one received the ACCESS program immediately, while the other received it after a 1-year delay.	There were no observed improvements in depression and anxiety through latent growth curve analysis. Reliable Change Index (RCI) analyses indicated that immediate ACCESS participants showed significant decreases in overall ADHD symptomatology and were less likely to report worsening depression/anxiety symptoms.	The results of this randomized clinical trial provide strong evidence supporting the efficacy and viability of ACCESS as a treatment for young adults with ADHD attending college.
Kim y Crowley (2021) [24]	Understand the perspectives and experiences of autistic college students with Disability Services Offices (DSOs) and the available support services provided by these DSOs at higher education institutions in the United States.	A total of 27 college students with ASD.	Qualitative design utilizing semi-structured interviews.	Students expressed both positive and negative experiences with the academic and non-academic support provided by the DSOs. It was perceived that DSO staff lacked specific knowledge about ASD and were often inaccessible.	Appropriate resources for DSOs and institution-wide efforts are needed to make college campuses both physically and emotionally accessible to autistic students.
Meeks et al. (2022) [19]	Identify the proportion of requests for academic accommodations across different disability categories.	A total of 27,009 medical students, of which 2438 self-identified as individuals with disabilities (2140 reported disabilities within a single disability category, with cognitive disabilities being the most common (77.3%), followed by chronic health disabilities (15.7%) and motor/sensory disabilities (7.0%)).	Quantitative design. Retrospective survey-based data analysis.	Among students with disabilities, 51.8% requested accommodations (including cognitive, chronic health, and motor/sensory disabilities). A total of 36.1% reported not needing accommodations, and 12.1% did not request them for reasons other than not needing them.	This research found that about half of second-year students self-identifying with disabilities requested accommodations, with a lower proportion among those with cognitive disabilities. Previous studies suggest that students with cognitive disabilities, including those with Attention-Deficit/Hyperactivity Disorder, learning disabilities, and psychological disabilities, face stigma and misinformation about their ability to succeed in medical school. This, coupled with the non-apparent nature of many cognitive disabilities and the fear of stigma, may contribute to the lower frequency of requests within this disability category.
Smith et al. (2019) [25]	Identify specific areas of discomfort associated with the process of requesting accommodations and exploring individual differences related to the visibility of the condition.	A total of 155 university students with disabilities.	Qualitative design. Interviews.	Students with non-apparent disabilities related to mental health reported significantly higher discomfort in disclosing and more negative interactions with their peers compared to students with visible conditions or non-apparent learning difficulties.	Findings highlight the barriers present in systems that require students to provide documentation for accommodations and emphasize the role of peers in fostering inclusive environments.
Sturm y Kasari (2019) [26]	Delve deeper into understanding the population of individuals with ASD to provide valuable insights to higher education institutions seeking to address the increasing need for support services for individuals with ASD.	A total of 4272 students with disabilities, of whom 2211 were university students with ASD.	Quantitative design. The impact of heterogeneity in demographic characteristics and critical psychosocial and academic domains for success in postsecondary education was compared.	University students with ASD reported overall similar rates of ADHD, learning disabilities, and comorbid psychological disorders compared to clinically referred samples. They were more alike than different from their typically developing peers. A comorbid diagnosis of ADHD was associated with higher academic disengagement. Women with ASD and those with any comorbid disorder were more likely to report poorer psychological health.	Findings revealed that self-reported functioning levels in critical domains differed based on comorbid disorders and gender. The results have implications for specific support service recommendations based on unique sources of heterogeneity (e.g., gender, present comorbid disorders).