Book Reviews

Rachel M. McMullin and Kerry R. Walton. Supporting Students on the Autism Spectrum: A Practical Guide for Academic Libraries. Santa Barbara, CA: Libraries Unlimited, 2019. 144p. Paper, $52.00 (ISBN 978-1-4408-6396-7). LC 2018-59561.

Academic librarians may have noticed an increasing number of students with autism or ASD (autism spectrum disorder) on their campuses in recent years. In fact, the rate of diagnosis of ASD in the U.S. population grew from 1 in 150 in the year 2000 to 1 in 88 in 2008 (see “Data & Statistics on Autism Spectrum Disorder, Centers for Disease Control web page: https://www.cdc.gov/ncbddd/autism/data.html), and many of those persons with autism who were diagnosed in 2008 are now of college age. Academic libraries serve diverse student populations, and students with neurodiversity (a classification term that includes students with autism) represent a group that could benefit from an intentional approach to support. While a sizable literature related to autism and ASD exists, including some research concerning academic libraries, authors Rachel M. McMullin and Kerry R. Walton identified a need for academic librarians to have access to practical information and advice for supporting students with autism.

The book begins by identifying cognitive traits and social and communications styles that librarians may note when working with a student with ASD. Because not all students with ASD display all these characteristics, and students may display a range of behaviors, librarians can best serve by treating the students as individuals with their own personalities. This strikingly commonsense advice actually works well with all students, because a librarian cannot know with certainty whether a student has an ASD diagnosis or not, unless that student self-declares. While students with ASD report a high level of academic success in college, they struggle communicating in new social situations, and also with skills like time management and multitasking. In working with students with ASD, the library and librarians can provide a supportive and stable environment for these students.

Librarians can take into account the sensory needs of students with ASD when designing or remodeling library spaces. Library spaces provide students with ASD a safe place for social interactions with peers, as well as also having quiet places with reduced auditory and visual stimuli to minimize distractions when studying. Some students with ASD find background stimuli overwhelming—including noises like the hum of fluorescent lighting, HVAC systems, or computer fans; smells or odors like a bustling coffee shop; certain types of color choices for walls and furniture; and the feel of certain fabrics. By applying the standards of Universal Design in the planning of library spaces, librarians can create a physical space with greater consideration for inclusivity of all students.

The authors devote chapters to both research assistance via the reference desk and the reference interview, and instruction for classes that may include students with ASD. Because of the social nature of the reference interaction, students with ASD (and the librarians working with them) struggle at times to develop the type of back-and-forth dialogue familiar to the experienced reference librarian. McMullin and Walton provide concrete and practical communications strategies for working with students with ASD to improve reference transaction success. For example, because students with ASD have difficulty taking notes as a librarian speaks with them, the librarian can provide the student with notes of their discussion and can, through those notes, help the student visualize the research process and possible deadlines. Adapting library instruction in light of the Principles of Universal Design for Instruction (UDI) can help librarians work with all students, including those students with ASD, and the book provides several examples of applying a particular UDI principle to specific aspects of instructional planning.

The chapter on employing student workers with ASD provides great information for academic libraries. As McMullin and Walton note, “…young adults on the autism spectrum have a lower rate of employment even compared to young adults with other disabilities [authors’ emphasis].” Their experience suggests that this should not be the case. While individual student workers with ASD at their library have their own personalities, strengths, and weaknesses, these are characteristics a supervisor needs to take into consideration with any individual student worker. While student workers with ASD tend to struggle with social communication skills, they often have strong logical and process-oriented abilities and excel at detail-oriented work. Although it might be tempting to steer a student worker with ASD toward library tasks that focus on their strengths, the authors encourage library supervisors to give students with ASD the opportunity to grow their social and communications skills, especially giving them the chance to work with the public in a supportive environment.

The final chapter examines how the library and librarians can get involved across campus to increase involvement and inclusivity for students with ASD through academic and nonacademic support groups. Many potential strategies are discussed and recommended for developing an outreach plan.

The authors present information clearly, and the short chapters have well-marked sections, making this resource useful for regular, quick consultation. Each chapter ends with a few recommended readings for additional information. A complete bibliography of references appears at the end of the book. Sidebars within each chapter provide insights from students with ASD at West Chester University of Pennsylvania, the authors’ home institution, and expert recommendations from the autism support program director at West Chester, Cherie Fishbaugh. All academic librarians and administrators would benefit from reading and implementing the recommendations in this book.—Scott Curtis, University of Missouri–Kansas City