The transition from adolescence to adulthood can be difficult to manage for any individual. In addition to typical adjustments, additional challenges for individuals with Autism Spectrum Disorder (ASD) have included living at home for longer, isolating themselves socially, and struggling to find the motivation to seek employment and/or education.…

The Title I, Part D (Part D) Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk under the "Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act," allocate funds to states and school districts to improve educational services for these youth.…

To address the education needs of these children and youth, the Title I, Part D Neglected or Delinquent Program authorizes two programs 1 that provide grants to states to enable them to award subgrants to state agencies (SAs) (Subpart 1) and local education agencies (LEAs) (i.e., school districts) (Subpart 2) that operate or allocate funds to…

Volume 2 of "Promoting Education and Transition Success for Neglected and Delinquent Youth: An Evaluation of the Title I, Part D Program" consists of three appendices to the main report: (1) Data Collection Technical Appendix (State and Local Agency Surveys, Case Studies, Disclosure Review); (2) Data Collection Instruments (Part D…

This article provides a review of the literature regarding changing communication profiles of individuals with autism as they reach adolescence and young adulthood. The impact of these language patterns on social and vocational functioning is addressed. Guidelines for assessment, goal development, and intervention are presented through a…

Semistructured interviews with 47 unemployed teenagers and 49 Youth Training Scheme (YTS) trainees in Great Britain suggest that beyond directly vocational aspects of YTS, psychosocial factors (social roles/status, peer influences, leisure pursuits) are important to self/social development of youth in transition to adult life. Implications for…

Social interactions of 10 severely disabled junior high school students were recorded during school arrival, lunch, and vocational training. Teacher perceptions and parent attitudes were also measured. Results portray subjects as more involved in task-related than nontask interactions, interacting more with teachers than with peers, and dependent…

The book is intended for use by school- and nonschool-based professionals in teaching social skills and social competence to handicapped persons in order to promote employment success. It provides guidelines, procedures, and instrumentation for: (1) assessing client status on socially validated social skills required in both school- and…

Fifty successfully employed handicapped individuals were interviewed concerning their transition from school to work, strategies they used to aid transition, and barriers they encountered. Results illustrated the importance of knowledge of available services; high school education; mainstreaming; academic, job, and social skills preparation;…

Part of a series that provides practical resources to transition personnel on topics essential to the process of preparing individuals with disabilities for adulthood, this guide focuses on teaching occupational social skills. Chapter 1, "Why Teach Occupational Social Skills?," explains the importance of these skills for successful…