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Pillay, Yosheen; Brownlow, Charlotte; March, Sonja – Education and Training in Autism and Developmental Disabilities, 2021
The aim of this study was to explore the barriers and facilitators during the transition to adulthood for young adults on the autism spectrum, from the perspectives of service providers. Fourteen disability service providers participated in two focus groups. Focus group data were analysed using thematic analysis resulting in two themes relative to…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Young Adults
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Test, David W.; Carter, Erik; Coyle, Jennifer; Seaman-Tullis, Rachel; Rusher, Dana; Odom, Samuel L. – Education and Training in Autism and Developmental Disabilities, 2020
Given the continuing poor post-school outcomes for students with ASD, combined with the limited number of current interventions to address the problem, the U.S. Department of Education, Office of Special Education and Rehabilitation Services'(OSERS) charged the National Technical Assistance Center on Transition (NTACT) with identifying and…
Descriptors: Autism, Pervasive Developmental Disorders, Secondary School Students, Transitional Programs
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Bouck, Emily C.; Park, Jiyoon – Education and Training in Autism and Developmental Disabilities, 2018
While one generally assumes the longer one is out of school the more positive his or her outcomes this may be, this may not be accurate. Little research systematically explores the relationship between time after exiting high school and post-school outcomes, especially for students with disabilities. This study represented a secondary analysis of…
Descriptors: Pervasive Developmental Disorders, Autism, Disabilities, Longitudinal Studies
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Nasamran, Amy; Witmer, Sara E.; Los, James E. – Education and Training in Autism and Developmental Disabilities, 2017
Participating in postsecondary activities such as education and employment can increase an individual's independence, contribution to society, and quality of life. However, researchers suggest that students with autism spectrum disorder (ASD) engage in these postsecondary activities less than their peers do. The extent to which academic and social…
Descriptors: Predictor Variables, Pervasive Developmental Disorders, Autism, Interpersonal Competence
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Bouck, Emily C. – Education and Training in Autism and Developmental Disabilities, 2017
All students are expected to participate in accountability systems and multiple options exist for students with disabilities, including taking the general large-scale assessment with and without accommodations and taking an alternate assessment. Using a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2), the researcher…
Descriptors: Transitional Programs, Special Education, Longitudinal Studies, Disabilities
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Lee, Cindy; McCoy, Kathleen M.; Zucker, Stanley H.; Mathur, Sarup R. – Education and Training in Autism and Developmental Disabilities, 2014
Academic transitions are a necessary and important part of an ASD student's life. Parental involvement and perspective is a vital part of each transition planning process. The primary goal of this research was to identify trends in parent perspectives regarding ASD academic transitions through meta-synthesis of current research. The research…
Descriptors: Autism, Pervasive Developmental Disorders, Parent Attitudes, Transitional Programs