This page lists sources cited throughout the site as well as additional recommendations for reading:

Anderson, A. H., Carter, M., & Stephenson, J. (2018). Perspectives of university students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48, 651-665. https://doi.org/10.5195/palrap.2021.259

Boyer, A., & El-Chidiac, A. (2023). Come chill out at the library: Creating soothing spaces for neurodiverse students. Journal of New Librarianship, 8, 41-47. https://doi.org/10.33011/newlibs/13/5

Cai, R. Y., & Richdale, A. L. (2016). Educational experiences and needs of higher education students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46, 31-41. https://doi.org/10.1007/s10803-015-2535-1

Clince, M., Connolly, L., & Nolan, C. (2016). Comparing and exploring the sensory processing patterns of higher education students with attention deficit hyperactivity disorder and autism spectrum disorder. American Journal of Occupational Therapy, 70(2), p1–p9. https://doi-org.ju.idm.oclc.org/10.5014/ajot.2016.016816

Cox, B. E., Edelstein, J., Brogdon, B., & Roy, A. (2021). Navigating challenges to facilitate success for college students with autism. The Journal of Higher Education, 92(2), 252-278. https://doi.org/10.1080/00221546.2020.1798203

Delaney, M.K. (2018, May 30).  The surprising benefits of fidgeting and doodling.  Meredith College.  https://www.meredith.edu/news/the-surprising-benefits-of-fidgeting-and-doodling/

Dolmage, J. T. (2017). Academic ableism: Disability and higher education. University of Michigan Press.

Dwyer, P., Mineo, E., Mifsud, K., Lindholm, C., Gurba, A., & Waisman, T. C. (2023). Building neurodiversity-inclusive postsecondary campuses: Recommendations for leaders in higher education. Autism in Adulthood, 5(1), 1-14. https://www.liebertpub.com/doi/full/10.1089/aut.2021.0042

Eisenberg, D., Lipson, S. K., Heinze, J., & Zhou, S. (2022). Healthy minds study report.  https://drive.google.com/file/d/167mchxCXjCAx7E6b3VheXhojDVO2NZRd/view

Engel-Yeger, B., Palgy-Levin, D., & Lev-Wiesel, R. (2013). The sensory profile of people with post-traumatic stress symptoms. Occupational Therapy in Mental Health, 29(3), 266-278.  https://doi.org/10.1080/0164212X.2013.819466

Flannery, M.E. (2023, March 29). The mental health crisis on college campuses. National Education Association Today.  https://www.nea.org/advocating-for-change/new-from-nea/mental-health-crisis-college-campuses

Kapp, S. K., Steward, R., Crane, L., Elliott, D., Elphick, C., Pellicano, E., & Russell, G. (2019). ‘People should be allowed to do what they like’: Autistic adults’ views and experiences of stimming. Autism, 23(7), 1782-1792.

Keptner, K. M., Fitzgibbon, C., & O’Sullivan, J. (2021). Effectiveness of anxiety reduction interventions on test anxiety: A comparison of four techniques incorporating sensory modulation. British Journal of Occupational Therapy, 84(5), 289-297.

Lett, K., Tamaian, A., & Klest, B. (2020). Impact of ableist microaggressions on university students with self-identified disabilities. Disability & Society, 35(9), 1441-1456. https://doi.org/10.1080/09687599.2019.1680344

Loope, C., & Sanders, M.  (2023).  Creating a sensory room to support neurodiversity [Poster presentation].  Association of College and Research Libraries, Pittsburgh, PA, United States.

Madriaga M (2010) ‘I avoid pubs and the student union like the plague’: Students with Asperger Syndrome and their negotiation of university spaces. Children’s Geographies, 8, 39–50.

McGreevy, S., & Boland, P. (2020). Sensory-based interventions with adult and adolescent trauma survivors: An integrative review of the occupational therapy literature. Irish Journal of Occupational Therapy, 48(1), 31-54.

McMullin, R. M., & Walton, K. R. (2019). Supporting students on the autism spectrum: A practical guide for academic libraries. Bloomsbury Publishing USA.  https://www.elmstreetbooks.com/book/9781440863967

Napp, J., & Obertacz, J. (2022, August). Making space for students on the autism spectrum in the academic library. 2022 ASEE Annual Conference & Exposition. https://peer.asee.org/40454.pdf

Newman, L., Wagner, M., Knokey, A. M., Marder, C., Nagle, K., Shaver, D., & Wei, X. (2011). The post-high school outcomes of young adults with disabilities up to 8 Years after high school: A report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2011-3005. (tech. rep.). National Center for Special Education Research. Retrieved from https://ies.ed.gov/ncser/pubs/20113005/pdf/20113005.pdf

Nolan, C., Doyle, J. K., Lewis, K., & Treanor, D. (2023). Disabled students’ perception of the sensory aspects of the learning and social environments within one higher education institution. The British Journal of Occupational Therapy, 86(5), 367-375. https://doi.org/10.1177/03080226221126895

Smith, C. (2022, Sept. 1).  Good vibrations: Libraries supply sensory spaces.  American Libraries, 53, (9/10). https://americanlibrariesmagazine.org/2022/09/01/good-vibrations/

Van den Boogert, F., Klein, K., Spaan, P., Sizoo, B., Bouman, Y. H., Hoogendijk, W. J., & Roza, S. J. (2022). Sensory processing difficulties in psychiatric disorders: A meta-analysis. Journal of Psychiatric Research, 151, 173-180.  https://doi.org/10.1016/j.jpsychires.2022.04.020

Walling, D. R., & Walling, D. R. (2014). Using tablet technology for multisensory learning. In D. R. Walling (Ed.), Designing learning for tablet classrooms: Innovations in instruction (pp. 89-95).  Springer.

Waisman, T. C., Alba, L. A., & Green, S. A. (2023) Barriers to inclusive learning for autistic individuals. Pediatrics, 149 (4), S1-S2. https://doi.org/10.1542/peds.2020-049437Q

Walton, K., & McMullin, R. (2021). Welcoming autistic students to academic libraries through innovative space utilization. Pennsylvania Libraries, 9(2), 83-100. doi:10.5195/palrap.2021.259