Transition approaches for autistic young adults: A case series study

Abstract

The aim of this study was to evaluate the experience of autistic young adults aged 18 to 25 years old over a 12-month transition period from 2016 to 2017. Data was collected through a longitudinal repeated measures case series design with assessments conducted at 2 time points, at baseline then 12 months later. Assessments included self-report evaluations of transition planning and intervention received at high school, engagement in post-secondary education and access to employment, living circumstances, and social support. Examination of 9 cases showed family and social support was an important facilitator of successful transition whilst low independence was a risk factor associated with unsuccessful transition. In-depth analysis of cases showed a lack of engagement in post-secondary education and unemployment were associated with poor quality of life whilst skills development, work experience placements, and support from service providers were associated with improved quality of life. Implications of the findings highlight the need for educational and socially inclusive interventions to support the heterogeneity in individual, social, communication, and behavioural challenges in autistic young adults.

Challenges in nurturing HFASD teens: Emotional crises and expectations of mothers in Malaysia

“…Black et al (2019) suggest that removing environmental barriers and enhancing environmental facilitators may assist in remediating ASDrelated difficulties in the workplace. Pillay et al (2022) also suggest the need for educational and socially inclusive interventions to support heterogeneity in individual, social, communication, and behavioral challenges in employment for autistic young adults. In addition, Lindsay et al (2021) propose that employers need to be understanding towards ASD workers.…”

Autistic Adults’ Reflections on What Supported Their Transitioning from Secondary School

“…Like many interview studies, the sample size is modest. Modest sample sizes are often present in interview studies focusing on the postschool transition for autistic students (e.g., Bell et al [58]; Essex and Melham [59]; Matthews et al [60]; and Pillay et al [61]). Furthermore, as per Malterud et al [62], given the study's aim, the sample specificity, the strength of the dialogue within the interviews, and the in-depth analysis method, the research team deemed the contribution of the 10 participants sufficient for the information provided to be considered strong.…”

A systematic review of bilingual experiences, labels, and descriptions in autism spectrum disorder research

“…While it is important to examine language earlier in development due to developmental trajectories (Iverson, 2021;Bradshaw et al, 2022), autistic individuals' age and the lack of information in older age brackets (e.g., >15 years of age) represents yet another way in which the ASD field is lacking knowledge about the transition to adulthood (Magiati et al, 2014;Howlin and Magiati, 2017). Further, independent living is a key research topic for individuals with ASD as they emerge into adulthood (Ivey, 2004;Farley et al, 2009;Henninger and Taylor, 2014;Matthews et al, 2015;Thompson et al, 2018;Pillay et al, 2022). In countries in which more than one language is spoken or in which a language that is different from an individual's home language is common, an understanding of bilingualism in older autistic individuals is paramount to paint a complete picture of what independent living requires of autistic adults.…”