Dr. Carmencita H. Salonga, Ph.D. (Center), a registered psychologist, licensed guidance counsellor, and mental health advocate with the student hosts of Vox Consolacion, Mira Nicolas (L) and Evan Clemente (R). (Photo: James Azan)
A psychology expert is urging schools and universities to offer personalised support for students with autism spectrum disorder (ASD), saying that general interventions often fall short in addressing the different levels of help these students may need.
Dr. Carmencita H. Salonga, Ph.D.—a registered psychologist, licensed guidance counsellor, and mental health advocate—highlighted the need for personalised mental health services for individuals on the autism spectrum during the second .
Dr. Salonga said that students with ASD require specific assessments and support distinct from those given to neurotypical students experiencing stress.
“Autism spectrum is a category of neurodevelopmental disorder that affects one’s thinking, communication, and interaction with others,” Dr. Salonga explained. “It’s difficult for individuals with autism to build relationships, so they need more support.”
She added that autism exists on a spectrum with varying levels, ranging from mild cases that require minimal support to severe cases that demand very substantial assistance. Because of this, she warned against comparing students with autism to their neurotypical peers, saying, “We cannot treat them the same, as their condition requires adjustments and specific responses.”
Dr. Salonga underscored the need for counselling centers to use thorough assessment tools to understand the unique neurodevelopmental profiles of these students. She expressed concern over individuals being labelled without proper evaluation, which could lead to inappropriate interventions.
“Proper assessment is critical,” she added. “Many students are labelled without undergoing any evaluation; hence, we need to identify their specific neurodevelopmental profiles to provide the right kind of help.”
A collaboration between counselling centers, teachers, parents, and even fellow students is essential to build a holistic understanding of each case, according to Dr. Salonga. Beyond assessments, she advocated for creating personalised support services that enhance academic performance and promote inclusivity.
“When personalised interventions are in place, it strengthens inclusive programs and ensures equal access to services,” she said. “There isn’t just one way to recognise or help someone with ASD. Observation and multiple tools are necessary.”
Dr. Salonga also called on parents to be vigilant in identifying behavioral signs that may suggest their children are struggling. Sudden changes in behavior, disrupted routines, social withdrawal, and refusal to attend school can all indicate the need for professional intervention.
“Parents should watch out for sudden shifts, like their child avoiding school or becoming unusually quiet,” she said. “These are signs that must not be ignored and should prompt consultation with a specialist.”
On the issue of public awareness, Dr. Salonga stressed the importance of community support and continuous education, particularly in academic institutions. She encouraged schools to implement training programs for educators and students alike to foster a culture of understanding and acceptance.
“If we notice someone showing signs of autism, especially parents, we should not ignore it. We must not be afraid to seek help because early intervention makes a huge difference,” she furthered. “Most of all, we must accept that they are part of our society and deserve compassion, support, and a quality education.”
With autism cases steadily rising and more students entering higher education, Dr. Salonga emphasized that the responsibility to respond compassionately lies not only with professionals but also with institutions, families, and the broader community. (Carl Angelo Bugayong)
