The experience of transitioning to adulthood for young people on the autistic spectrum in the UK: a framework synthesis of current evidence using an Ecosystemic model

Abstract

Transitioning to adulthood presents particular difficulties for young people on the autistic spectrum. This review looks at the views of key stakeholders regarding the transition to adulthood and associated support, within the UK. Four databases were searched and of the 564 initial results, nine papers met the inclusion criteria. A framework synthesis approach was taken, using the biopsychosocial ecological model (Kranzler et al., 2020) (School Psychology, 35, 2020 and 419) to map the experiences of individuals on the autistic spectrum, their families and professionals. Data analysis was conducted deductively with findings highlighting the challenging experiences young people and their families face and systemic barriers to accessing and providing support. Facilitative factors are identified, indicating a need for more inter‐agency collaboration, inclusivity and individualisation of support. There was substantial interaction between the systems surrounding the child, indicating a complex and multi‐faceted impact on experience. Further support is provided for the applicability of ecosystemic models to the study of autism. Key policy suggestions and gaps in the research base are considered.

Geopolitical challenges in the 21st century – The place of the EU in international politics

“…According the researchers Lambe et al (2019), Anderson et al (2016), the post-secondary expectations of high school students, and the research (UNESCO, 2009) shows that this group has similar aspirations to their neurotypical peers. Although seem to be achieved in a limited proportion from the experiences of young people with ASD who talk for the transition to adulthood (Crompton & Bond, 2022). They describe less likely to live independently and are also less likely to access community and recreational activities or spend socializing time (Drossinou Drossinou Korea, 2018;Drossinou Korea, 2019;.…”

“…Although since 2014, the updated UK Code of Practice has outlined mentoring young people in line with their right to participate in education, health and care projects, the transition to adulthood with some steps including support for university attendance seems to encounter several obstacles. According to researchers who studied the experience of transition to adulthood for young people on the autism spectrum in the UK, the ecosystem model is being put forward in an attempt to synthesize the framework with enough evidence (Care, Ministry of Education and Department of Health and Social Affairs, 2022) (Crompton & Bond, 2022;Bronfenbrenner, 1979). The ecosystem model and some steps of educational interventions that lead students with autism to adulthood is listed in the chart in the Grapheme 1.…”

Steps towards the adulthood of students with autism and individual sessions of special education and training (SET) at the University

“…According the researchers Lambe et al (2019), Anderson et al (2016), the post-secondary expectations of high school students, and the research (UNESCO, 2009) shows that this group has similar aspirations to their neurotypical peers. Although seem to be achieved in a limited proportion from the experiences of young people with ASD who talk for the transition to adulthood (Crompton & Bond, 2022). They describe less likely to live independently and are also less likely to access community and recreational activities or spend socializing time (Drossinou Drossinou Korea, 2018;Drossinou Korea, 2019;.…”

“…Although since 2014, the updated UK Code of Practice has outlined mentoring young people in line with their right to participate in education, health and care projects, the transition to adulthood with some steps including support for university attendance seems to encounter several obstacles. According to researchers who studied the experience of transition to adulthood for young people on the autism spectrum in the UK, the ecosystem model is being put forward in an attempt to synthesize the framework with enough evidence (Care, Ministry of Education and Department of Health and Social Affairs, 2022) (Crompton & Bond, 2022;Bronfenbrenner, 1979). The ecosystem model and some steps of educational interventions that lead students with autism to adulthood is listed in the chart in the Grapheme 1.…”

Creating structured, differentiated mobile apps for a student with ASD

“…According the researchers Lambe et al (2019), Anderson et al (2016), the post-secondary expectations of high school students, and the research (UNESCO, 2009) shows that this group has similar aspirations to their neurotypical peers. Although seem to be achieved in a limited proportion from the experiences of young people with ASD who talk for the transition to adulthood (Crompton & Bond, 2022). They describe less likely to live independently and are also less likely to access community and recreational activities or spend socializing time (Drossinou Drossinou Korea, 2018;Drossinou Korea, 2019;.…”