Improving Outcomes of Transition-Age Youth With Disabilities: A Life Course Perspective

Abstract

This article synthesizes policy and intervention options for youth with disabilities based on recent reports from the National Academy of Sciences, Engineering, and Medicine and the Department of Labor Office of Disability Employment Policy. To frame findings from both reports, we utilize a life course approach. This approach is important as youth’s needs for supports change as they age, particularly as they prepare to transition from school to the adult world. Our summary highlights potential challenges and then describes promising education and employment interventions. An important theme is the importance of cross-agency collaboration. There is a particular need for a more cohesive, long-term strategy to address gaps in fragmented services to develop the necessary evidence to enhance the long-term outcomes.

School-Based Social Skills Programming to Increase Employment for Individuals with ASD

“…The information within this table can be used as a starting point for the focus of school-based programming to ensure students with ASD can more (Muller et al, 2003) Knowing what information to include on a job application (Muller et al, 2003) How to answer interview questions including amount of detail to provide (Muller et al, 2003) Small talk during an interview including greetings (Hurlbutt & Chamber, 2004) Understanding sarcasm, in order to engage with coworkers (Hendricks, 2010) Following workplace directions (Ryan & Marshall, 2018) Asking questions to clarify information (Ryan & Marshall, 2018) Communication style including tone of voice and directness (Hedley et al, 2018) Joining, maintaining, and responding to conversations (Julian & Barron, 2019) Reading social cues/body language (Julian & Barron, 2019) (Ryan & Marshall, 2018) Accepting the ideas of others (Ryan & Marshall, 2018) Understanding team dynamics (Julian & Barron, 2019) Networking o Finding/locating jobs How to look for a job (Muller et al, 2003) Initiating job contact (Muller et al, 2003) Following up once contact is made (Muller et al, 2003) Problem-solving/ Critical thinking o Understanding praise/criticism/feedback (giving and receiving) Strategies to handle unexpected change (Hedley et al, 2018;Parr & Hunter, 2013) Strategies to handle overstimulation/sensory overload (Parr & Hunter, 2013) Organizing tasks and prioritizing (Ryan & Marshall, 2018;Hedley et al, 2018) (Hedley et al, 2018) Workplace etiquette (Hedley et al, 2018) successfully transition into the workforce. Having school-based programming that acknowledges the need for a focus on transitioning to adulthood and employment as well as specific skills needed to make this transition successful will positively impact job attainment and retention for adults with ASD (Shogren & Wittenburg, 2020).…”

“…Currently, school-based programs continue to focus on year-long objectives and short-term goals, as per federal mandates related to the development of Individual Education Programs (IDEA, 2004). This limits the variety of educational services offered to students, as well as the development of supports and resources related to long term or life course goals (Shogren & Wittenburg, 2020). These limitations suggest there is a necessity for programs to change to improve employment and educational outcomes for individuals with ASD (Lee et al, 2019).…”

“…To date, there is no right to employment, nor supports guaranteed for individuals during adulthood, rendering social skills instruction and interventions primarily focused on relevant skills for schoolbased settings (Shogren & Wittenburg, 2020). When considering expanding and enhancing schoolbased programs, two facets should be considered: a) the types of social skills taught, and b) how social skills for vocational settings are taught.…”

Small Town Transition Services Model: Postsecondary Planning for Students With Autism Spectrum Disorder

“…The prospect of leaving high school and moving to the next stage in life can be exciting for many students. For students with disabilities, however, planning for life beyond high school can be challenging (Shogren & Wittenburg, 2020;Trainor et al, 2020). The implementation of early and individually designed services to help with the transition from school to work or higher education can help make this process for students with disabilities more manageable.…”

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

“…There is considerable variability in school-based transition planning in terms of (a) the start of transition that can begin as early as middle school, but must begin by age 16 (IDEA, 2004) and may go until age 18, 21, or 26 depending on the youth’s needs and the state’s laws, (b) theory behind the transition process (for a detailed analysis see Wehmeyer et al, 2019), and (c) activities that are included in transition plans (Office of Special Education and Rehabilitative Services [OSERS], 2017). As youth move out of school-based services, there are significant differences in the process of receiving services as compared with when youth were in school: (a) there is no single point of service entry, (b) each program has its own eligibility criteria, (c) the system of support is not coordinated, (d) there are overlaps in service provision, and (e) different programs define disability differently (Shogren & Wittenberg, 2020).…”