Outcomes of a family-centered transition process for students with autism spectrum disorders

2012

This article reports the results of an intervention to enhance the transition of youth with Autism Spectrum Disorders from high school to adult life. 49 youth, ages 16 - 19, were randomly assigned to a year 1 group or a year 2 group. Participants in the year 1 group received a 3-component intervention: (a) group training sessions for families in the transition process and in post-school options, (b) person-centered planning meetings to direct the formulation of transition goals, and (c) follow-up assistance with career exploration. At enrollment and one year later data was collected to measure student and family expectations, self-determination, and career decision-making. The year 2 group began receiving services following the second data collection point. Participants in the year 1 group reported statistically significant increases in all measured variables, while the year 2 group showed no significant change in any of these variables in year 1. Implications for a redesign of tr

Transition, Autism Spectrum Disorder, Person-Centered Planning

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