Transition From School to Adulthood for Youth With Autism Spectrum Disorders

Abstract

The transition from school services to adulthood can be particularly difficult for many adolescents with autism spectrum disorders (ASD). Although some individuals with ASD are able to successfully transition, most are faced with significant obstacles in multiple areas as they attempt to negotiate their way into college, work, community participation, and independent living. This article contains a review of research related to the transition from school to adulthood for youth with ASD in the areas of education, employment, community living, and community integration. These key areas of the transition process are crucial for success in adulthood. A summary of principal conclusions drawn from the current literature and suggestions for future research are provided.

A Systematic Review of Teaching Daily Living Skills to Adolescents and Adults with Autism Spectrum Disorder

“…Furthermore, given that single-subject research design requires multiple replications to increase the external validity of an intervention (Horner et al, 2005), this issue is compounded since none of the studies examined the same dependent variables using similar procedures. Perhaps through additional research, including replication studies, future researchers will identify efficient teaching procedures to assist adolescents and adults with ASD achieving independence in post-school environments (Bennett and Dukes 2013), an issue known to be problematic and with deleterious effects for the individual, their family, and society (Cimera and Cowan 2009;Hendricks and Wehman, 2009;Lawer et al 2009;Targett and Smith 2009). Moreover, additional studies can assist educators in meeting the requirements set forth by federal education legislation that requires evidence-based practices that lead to positive results in post-school settings.…”

“…The independent variable had to be an intervention or intervention package, while the dependent variable(s) had to meet the definition of a daily living skill as previously described. Finally, studies aimed at examining vocational and employment skill development were not included in this review, as recent researchers have presented that information (see Bennett and Dukes 2013;Hendricks and Wehman 2009). …”

“…Ideally, such skills are taught during an individual's formative years in school starting well before graduation, irrespective of a student's post-graduation plans (Ayers et al 2011;Smith and Targett 2009). Unfortunately, many adolescents and adults with ASD experience challenges acquiring the skills needed for independent functioning, including those needed for home life, employment, and participation in community events (Hendricks and Wehman 2009). Consequently, integration into post-school settings can be hindered resulting in dependence on others (Hendricks and Wehman 2009;Targett and Smith 2009).…”

Unexpected changes of itinerary – adaptive functioning difficulties in daily transitions for adults with autism spectrum disorder

“…lack of knowledge on expectations for such settings, social skills for engaging in more appropriate behaviours or communication skills for expressing emotions in appropriate ways (e.g. Hendricks 2009;Smith et al 2012a;Friedman et al 2013). Studies discussing challenges associated with daily transitions, and adaptive functioning difficulties in adults with ASD in particular, are still relatively rare (Smith et al 2012b;Duncan and Bishop 2013;Hus Bal et al 2015;Matthews et al 2015).…”

“…Friedman et al 2013;Cheak-Zamora and Teti 2014) or transitions traditionally seen from a perspective of age and life stage appropriate developmental tasks such as gaining employment or entering higher education (e.g. Davis 2009;Hendricks 2009;Schall et al 2012, Friedman et al 2013Alverson et al 2015). Such studies frequently focus on difficulties with being in a group care setting for the first time, e.g.…”