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Direct linkSamara M. Wolpe; Amanda R. Johnson; Sunny Kim – Journal of Autism and Developmental Disorders, 2025
With many teens having to transition from a mainly educational system of support to a set of health and social service systems (Shattuck et al. in Autism Res Treat https://doi.org/10.1155/2014/924182, 2017), there is a critical need to advance research and support services in the area of autism and transition to aid autistic* individuals and their…
Descriptors: Adolescents, Autism Spectrum Disorders, Transitional Programs, School Role
Gael I. Orsmond; Sharada G. Krishnan; Elizabeth G. S. Munsell; Ellen S. Cohn; Wendy J. Coster – Journal of Autism and Developmental Disorders, 2025
Purpose: Research documents poor outcomes for autistic adults in the domains of employment, independent living, and social relationships. Measurement and sample limitations in prior studies may have amplified past estimates of poor outcomes. The goal of the current study was to improve upon past approaches and to create and describe a measurement…
Descriptors: Autism Spectrum Disorders, Young Adults, High School Graduates, Employment
Jina Chun; Sarah L. Curtiss; Constance Richard; Kaiqi Zhou; Yazmin Castruita Rios; Sara Park; Jaeyong Kim; Muharrem Koc – Journal of Autism and Developmental Disorders, 2025
The post-secondary transition for autistic youth is a complex process, with hopes and expectations serving as malleable mediators often overlooked in research and practice. Career awareness, exploration, and counseling services play a critical role in facilitating vocational transition, but the vocational hopes and expectations of autistic youth…
Descriptors: Psychological Patterns, Expectation, Career Planning, Transitional Programs
Sarah K. Howorth; Joo Young Lee; Libby Stone-Sterling – Journal of Special Education Technology, 2025
Previous research has shown that conversational language predicts vocational independence and friendship development. This study investigated the efficacy of the Program for the Education and Enrichment of Relational Skills (PEERS®) for School-Based Professionals delivered via Zoom as a pre-employment transition service on the social competence of…
Descriptors: Transitional Programs, Skill Development, Interpersonal Competence, Young Adults
Maria Rönnlund; Aina Tollefsen – Journal of Vocational Education and Training, 2025
The article addresses school-to-work transitions among young women in a strongly male dominated professional sphere -- the transport industry. Drawing on interviews with two girls over the time span 2015-2022 and visits to their upper secondary school 2016-2019, the study focuses on how power structures related to gender play out in the…
Descriptors: Females, Disproportionate Representation, Work Environment, Power Structure
Laura J. Hall; Christopher Brum; Jessica R. Steinbrenner; Kara Hume; Gretchen Grundon; Hannah Spitzer – Remedial and Special Education, 2025
Obtaining the perspectives of autistic young adults is critical for planning educational and service delivery systems focused on the preparation for a high life quality after high school. The perspective and voice of autistic young adults who participated in the Center on Secondary Education for Students with Autism (CSESA) multi-site follow-up…
Descriptors: High School Graduates, Students with Disabilities, Autism Spectrum Disorders, Student Attitudes
