Transition From School to Adulthood for Youth With Autism Spectrum Disorder

Wehman, Paul; Schall, Carol; Carr, Staci; Targett, Pam; West, Michael; Cifu, Gabriella

doi:10.1177/1044207313518071

Cited by 161 publications

(123 citation statements)

References 48 publications

(73 reference statements)

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“…Challenging Behaviors Challenging behaviors is another major obstacle for successful employment among individuals with ASD (Chiang et al 2013;Hendricks 2010;Test et al 2014;Wehman et al 2014). ASD phenotypic behaviors, ritualistic activities, and inflexible routines were reported as barriers for an individual with ASD in the daily workplace (Schall 2010;Test et al 2014).…”

Section: Internal Challenging Factorsmentioning

confidence: 99%

“…Although the VR system has a long history of serving people with physical disabilities, it has not been prepared for meeting the needs of emerging service seekers with ASD (Burgess and Cimera 2014;Howlin 2013;Taylor and Seltzer 2011;Wehman et al 2014). A rapidly increasing number of transition youth and adults with ASD have started seeking services from the VR system in recent years (Cimera and Cowan 2009;Migliore et al 2014).…”

Section: Vocational Servicesmentioning

confidence: 99%

“…The co-workers attend intensive staff training in ASD (Wehman et al 2013). The authors highlighted multidisciplinary collaboration as one of the key features for overall success (Wehman et al , 2013(Wehman et al , 2014.…”

Section: Multidisciplinary Collaborationmentioning

confidence: 99%

“…Other studies have indicated that vocational services are not provided consistently due to geographical and funding issues (Health Service Executive 2012; Ridley and Hunter 2006). These together contribute to a significant loss of services when individuals graduate from school (Shattuck et al 2011;Taylor and Seltzer 2010;Test et al 2014;Wehman et al 2014).…”

Section: Vocational Servicesmentioning

confidence: 99%

“…Many countries (e.g., the USA, the UK, Australia, and Canada) also have recognized the importance of transition programs (Westbrook et al 2014). Wehman et al (2014) suggested that in order to help individuals prepare for their post-school lives, goal-oriented transition services must take place before they exit school. Early-initiated services provide longer time for individual preparation and navigation, and young adults with ASD can become more skilled and employable for employment after exiting the school system (Autism Speaks 2012; Chappel and Somers 2010;Hendricks and Wehman 2009).…”

Section: Transition Servicesmentioning

confidence: 99%

See 4 more Smart Citations

Trends in Employment for Individuals with Autism Spectrum Disorder: a Review of the Research Literature

Chen

Leader

Sung

et al. 2014

Rev J Autism Dev Disord

203

136

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Employment is fundamental to the well-being of individuals including those with autism spectrum disorder (ASD). The purposes of this review are to provide an overview of employment-related research in individuals with ASD and increase our understanding of the factors that affect the employment situation of this population. Topics explored are employment outcomes revealed from adult outcome studies and national datasets as well as internal and external challenges that people with ASD may face in finding and maintaining employment. Social difficulties, comorbidity, education level, family support, employers' attitudes, access to services, and disability incentives have been implicated as factors that play an important role in predicting employment. Existing research evidence for specific employment training programs and strategies to successful employment are also introduced in regards to supported employment, transition services, assistive technology, and multidisciplinary collaboration. Finally, implications from both clinical practice and research perspective are provided.

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Section: Internal Challenging Factorsmentioning

confidence: 99%

Section: Vocational Servicesmentioning

confidence: 99%

Section: Multidisciplinary Collaborationmentioning

confidence: 99%

Section: Vocational Servicesmentioning

confidence: 99%

Section: Transition Servicesmentioning

confidence: 99%

See 3 more Smart Citations

Trends in Employment for Individuals with Autism Spectrum Disorder: a Review of the Research Literature

Chen

Leader

Sung

et al. 2014

Rev J Autism Dev Disord

203

136

View full text Add to dashboard Cite

show abstract

Results of a RCT on a Transition Support Program for Adults with ASD: Effects on Self‐Determination and Quality of Life

2018

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Few evidence-based services exist for people with Autism Spectrum Disorder (ASD) as they transition into adulthood, particularly those that foster appreciation of one's own goals and strengths. We developed a transition service for adults with ASD (without Intellectual Disability), and conducted a randomized controlled trial (RCT) focusing on self-report of Quality of Life and Self-Determination outcomes. Thirty participants aged 18-29 were randomized to immediate or delayed intervention, with 26 participants analyzed after 4 were lost to follow-up. Curriculum was tailored to participants' selfexpressed needs in three areas: social communication, self-determination, and working with others. Groups of four-to-six participants with ASD and two facilitators met weekly for 10 weeks. Positive intervention effects were observed on selfreport of Quality of Life; the intervention group scored on average 2 points higher than the control group, 95% CI [−0.2, 3.9]. Positive effects were also observed on the Self Determination Scale (Interpersonal Cognitive Problem-Solving subdomain), where the intervention group scored 2 points higher than control group 95% CI [0.082, 3.4]. In addition, participants rated skills targeted by the curriculum 6 points higher after versus before intervention, 95% CI [3.7, 8.6]. This was echoed by a subset of parents rating their child's skills as seven points higher after versus before intervention, 95% CI [1, 14].Lay Summary: These findings indicate that it is possible to increase Self-Determination and subjective Quality of Life in adults with ASD through a brief group-format service, and provide a model for doing so. Self-Determination abilities are linked to improved adult outcomes in individuals with other disabilities. These often overlooked factors should be incorporated in programming for adults with ASD as they transition to adulthood.

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Predictors of Changes in Daily Activity in Transition‐Age Autistic Youth

et al. 2020

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Transitioning into adulthood is fraught with challenges for autistic youth. A greater understanding of the facilitators of community involvement in school and employment during this period is warranted. The current study examines changes in service need and receipt, and the stability of accessing daily structured activities, for autistic young adults over their transition period compared to adolescents and adults that did not enter the transition period. Baseline caregiver survey data were taken from the Canadian Autism Spectrum Disorders Alliance National Autism Needs Assessment Survey in 2014, and caregivers (n = 304) completed the same set of questions in 2017 about sociodemographic factors, clinical need, service receipt and typical weekday activities. Three cohorts were compared: (1) pretransition age youth, (2) transition‐age youth, and (3) young adults who were past transition age. Results suggest that transition‐age youth were found to have a unique set of priority service needs compared to pre transition‐age adolescent and to adult groups, and both transition‐age and adult groups had lower levels of priority service receipt compared to pretransition‐age adolescents. The transition‐age group experienced the greatest loss of structured weekday activity between time points, and were more likely than pretransition‐age adolescents to not have structured weekday activities at Time 2. A recovery of structured daily activity was not observed in young adults. Our results highlight the tumultuous nature of the transition period for autistic youth, which continues into adulthood, and the urgent need for supports during this time. Lay Summary This research highlights that autistic young people who are transitioning to adulthood are at greatest risk of losing structured weekday activities, and that once in adulthood, many continue to struggle to obtain meaningful community engagement. These results can help guide the design of adolescent and young adult transition programs.

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Transition From School to Adulthood for Youth With Autism Spectrum Disorder

Cited by 161 publications

References 48 publications

Trends in Employment for Individuals with Autism Spectrum Disorder: a Review of the Research Literature

Trends in Employment for Individuals with Autism Spectrum Disorder: a Review of the Research Literature

Results of a RCT on a Transition Support Program for Adults with ASD: Effects on Self‐Determination and Quality of Life

Predictors of Changes in Daily Activity in Transition‐Age Autistic Youth

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