Autistic Young Adults’, Parents’, and Practitioners’ Expectations of the Transition to Adulthood

Abstract

Parental expectations are important for autistic youth during the transition to adulthood, but less is known about the expectations of other stakeholder groups. The current study examines the similarities and differences in expectations among autistic youth, parents, and professionals. Data were collected through six focus groups with 24 participants (7 parents, 11 professionals, and 6 young adults on the autism spectrum). Thematic analysis was used to identify five themes: normative hopes, living with uncertainty, mismatch of reality and expectations, impairments shape expectations, and services dictate expectations. Autistic youth expressed the most optimism for the transition to adulthood. All stakeholder groups touched on the tension between matching expectations with abilities; however, only professionals indicated a direct relation between expectations and abilities. Both parents and professionals highlighted the role of service availability in shaping expectations.

Creating a Vocational Training Site for Individuals With Autism Spectrum Disorder

“…Research indicates that individual with ASD often have struggles in the transition to employment after high school (Curtiss et al, 2021; Nicholas et al, 2017). Research also indicates that vocational curriculum and training at the secondary level improves employment outcomes for individuals with ASD, as well as individuals with other disabilities, improving post-school outcomes (Carlos & Dwyer, 2018; Choiseul-Praslin, & McConnell, 2020; Morningstar et al, 2017).…”

“…This column outlined seven steps to creating a successful vocational training site for individuals with ASD. In these vocational sites, individuals with ASD can learn and implement technical and soft skills, which consequently will help aid in their transition to adulthood and with greater employment outcomes (Curtiss et al, 2021; Nicholas et al, 2017).…”

“…While this concept of inclusion is very important in schools, it is equally important in workplace settings (Wehman, 2003). Individuals with autism spectrum disorder (ASD) often have difficulty transitioning to work after school (Curtiss et al, 2021; Nicholas et al, 2017). This is due to difficulties with social interactions, communications skills, and difficulties altering routines (Eastman et al, 2021).…”

“…Employment training leads to higher rates of employment skills acquisition, heightened social skills, and more concrete employability skills for individuals with ASD, which adds transitional supports when preparing for future planning (Choiseul-Praslin & McConnell, 2020). Finally, strong collaboration within transition-based opportunities is beneficial for individuals with ASD (Curtiss et al, 2021). It is important to welcome the support and collaboration of community worksite employees and mentors, families, and employment-focused agencies (Nicholas et al, 2017).…”