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Barriers to Providing Transitional Supports for Autistic Students: Insights of School Professionals
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Shannon Crowley LaPoint; So Yoon Kim; Kristen Bottema-Beutel – Journal of Autism and Developmental Disorders, 2025
Following high school exit, many autistic young adults are not enrolled in post-secondary education or employed, and few are engaged in community activities. This disengagement among autistic young adults may be a result of the limited or inadequate supports provided to autistic transition-age youth in schools. Therefore, the purpose of the…
Descriptors: Barriers, Transitional Programs, Autism Spectrum Disorders, High School Graduates
Describing Outcomes in Autistic Young Adults One Year after High School Graduation
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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
Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum
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Heather J. Nuske; Tristram Smith; Lynne Levato; Briana Bronstein; Nicole Sparapani; Consuelo Garcia; Fernanda Castellon; Hyon Soo Lee; Sarah F. Vejnoska; Samantha Hochheimer; Amber R. Fitzgerald; Jenny C. Chiappe; Amanda Dimachkie Nunnally; Jennica Li; Wendy Shih; Ashlee Brown; Michelle Cullen; Lisa M. Hund; Aubyn C. Stahmer; Suzannah Iadarola; David S. Mandell; Elizabeth McGhee Hassrick; Sheryl Kataoka; Connie Kasari – Journal of Autism and Developmental Disorders, 2025
New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed "Building Better Bridges…
Descriptors: Autism Spectrum Disorders, Student Promotion, Transitional Programs, Educational Planning
Using Life Course Theory to Explore the Association between Autistic Traits, Child, Family, and School Factors and the Successful Transition to Secondary School
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Moira Whelan; Jane McGillivray; Nicole J. Rinehart – Journal of Autism and Developmental Disorders, 2024
Life Course Theory contends that school transitions can interrupt academic and wellbeing trajectories, depending on child, family, and school factors. Hierarchical regression analyses examined how autistic traits were associated with school transition outcomes. Autistic traits explained 12% of the variance in Quality of Life (QOL), 24% of the…
Descriptors: Autism Spectrum Disorders, Individual Characteristics, Transitional Programs, Quality of Life
Identifying School-Based Factors That Predict Employment Outcomes for Transition-Age Youth with Autism Spectrum Disorder
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Wong, Jasin; Coster, Wendy J.; Cohn, Ellen S.; Orsmond, Gael I. – Journal of Autism and Developmental Disorders, 2021
There is a growing need to provide appropriate services to help students with autism spectrum disorder (ASD) transition to employment. Limited research has investigated what aspects of support should be prioritized when preparing youth with ASD for employment. By conducting structural equation modeling using a nationally-representative dataset on…
Descriptors: Employment Services, Autism, Pervasive Developmental Disorders, High School Students
Development of a College Transition and Support Program for Students with Autism Spectrum Disorder
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White, Susan W.; Elias, Rebecca; Capriola-Hall, Nicole N.; Smith, Isaac C.; Conner, Caitlin M.; Asselin, Susan B.; Howlin, Patricia; Getzel, Elizabeth E.; Mazefsky, Carla A. – Journal of Autism and Developmental Disorders, 2017
Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the…
Descriptors: Transitional Programs, Pervasive Developmental Disorders, Autism, Randomized Controlled Trials
Does Curriculum Matter for Secondary Students with Autism Spectrum Disorders: Analyzing the NLTS2
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Bouck, Emily C.; Joshi, Gauri S. – Journal of Autism and Developmental Disorders, 2015
A common presumption of secondary education is that what occurs in-school impacts students after they exit school. Previous researchers found transition-services received in school by students with autism spectrum disorder predicted their post-school success with regards to employment and independent living. This secondary analysis of the National…
Descriptors: Pervasive Developmental Disorders, Curriculum Design, Transitional Programs, Correlation
The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder
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Baric, Vedrana Bolic; Hemmingsson, Helena; Hellberg, Kristina; Kjellberg, Anette – Journal of Autism and Developmental Disorders, 2017
The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews…
Descriptors: Foreign Countries, Young Adults, Asperger Syndrome, Attention Deficit Hyperactivity Disorder