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[https://doi.org/10.1007/s10803-025-06909-6](https://doi.org/10.1007/s10803-025-06909-6)  \nIntegrating Chatbots: Supporting the College Transition for Autistic Students in Texas  \nHan Bum Lee1 · Humberto Peña Jr.1 · Yi‑Fan Li2 · Nancy Cheak‑Zamora3  \nAccepted: 21 May 2025  \n© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025  \nAbstract  \nDespite strides in reducing postsecondary enrollment disparities between students with and without disabilities, the transition to postsecondary education remains particularly challenging for students with autism spectrum disorder (ASD) . These students encounter unique barriers that necessitate tailored support during the college application process. Advances in artificial intelligence (AI), particularly personalized assistance, offer promising opportunities for enhancing inclusivity in educational counseling. This study explored the application of AI to assist autistic students in navigating the complexities of the college admissions process by examining ADVi, an AI chatbot that communicates through text messages to provide information, suggest actionable steps, and answer college admission-related inquiries. We used a multilevel negative binomial regression model to examine whether autistic students showed a distinct need for AI-based assistance during their transition to higher education. This analysis was based on data from 115,354 college-aspiring students who graduated from public high schools in Texas in 2021, of whom 807 identified as having ASD. Autistic students utilized ADVi significantly more than their typically developing peers, particularly among those with lower prior test achievement (a composite measure based on five state-mandated tests administered during high school). In the bottom tertile of prior test achievement, autistic students sent 132.2% more messages than their peers; the difference was 78.5% in the middle tertile and 36.2% in the top tertile. These results highlight the increased utilization of ADVi by autistic students and suggest a potential need for additional AI tools to facilitate smoother educational transitions for students requiring specialized assistance.  \nKeywords Autism · AI chat-bot · Postsecondary education · Test achievement · Texas  \n* Han Bum Lee [hanbum.lee@utsa.edu](hanbum.lee@utsa.edu)  \n[Humberto Pe](Humberto Pe)ñ[a Jr](a Jr).  \n[humberto.pena@utsa.edu](humberto.pena@utsa.edu)  \nYi-Fan Li  \n[yi-fan.li@utsa.edu](yi-fan.li@utsa.edu)  \n[Nancy Cheak-Zamora](Nancy Cheak-Zamora)  \n[nancy.cheak-zamora@utsa.edu](nancy.cheak-zamora@utsa.edu)  \n1 Educational Psychology, University of Texas at San Antonio, San Antonio, TX, USA  \n2 Interdisciplinary Learning and Teaching, University of Texas at San Antonio, San Antonio, TX, USA  \n3 Public Health, University of Texas at San Antonio, San Antonio, TX, USA  \nIntroduction  \nPostsecondary education has been considered essential asthe demand for jobs requiring postsecondary credentials continues to grow (Strohl et al., 2024). Expanding its access for students with disabilities is crucial for promoting equitable participation and aligning workforce development with the evolving needs of the labor market (Lindstrom et al. , 2011 ; Phillips et al., 2022 ; Ross et al., 2013). Over the years, there has been a significant rise in the number of students with disabilities pursuing postsecondary education. According to the National Center for Education Statistics (NCES), approximately 20% of undergraduate students reported having a disability in 2019–2020 (NCES, 2024) . This marks a substantial increase compared to a mere 6% of undergraduates reporting a disability in 1995–1996 (NCES, 2000) .  \nAlthough the enrollment gap between individuals with and without disabilities has narrowed, students with disabilities continue to face significant challenges during their  \ntransition to postsecondary education, with some of","cbCaid1c3qF4ZfUm","https://ap.wps.com/l/cbCaid1c3qF4ZfUm","pdf",719217,14,"English","# Abstract\n# Introduction","[{\"question\":\"What is the main purpose of using the AI chatbot ADVi in this study?\",\"answer\":\"To support autistic students in navigating the complexities of the college admissions process by providing text-based information, actionable steps, and answers to admissions-related inquiries.\"},{\"question\":\"How was the study analysis conducted?\",\"answer\":\"The study used a multilevel negative binomial regression model to test whether autistic students showed a distinct need for AI-based assistance during the transition to higher education.\"},{\"question\":\"What did the results show about autistic students’ use of ADVi?\",\"answer\":\"Autistic students used ADVi significantly more than typically developing peers, with the largest difference among students with lower prior test achievement.\"}]","Integrating Chatbots - Supporting the College Transition for Autistic Students in Texas | PDF",1790116303,35]