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Barriers to Providing Transitional Supports for Autistic Students: Insights of School Professionals
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Shannon Crowley LaPoint; So Yoon Kim; Kristen Bottema-Beutel – Journal of Autism and Developmental Disorders, 2025
Following high school exit, many autistic young adults are not enrolled in post-secondary education or employed, and few are engaged in community activities. This disengagement among autistic young adults may be a result of the limited or inadequate supports provided to autistic transition-age youth in schools. Therefore, the purpose of the…
Descriptors: Barriers, Transitional Programs, Autism Spectrum Disorders, High School Graduates
Navigating the Transition to Adulthood: Insights from Caregivers of Autistic Individuals
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Samara M. Wolpe; Amanda R. Johnson; Sunny Kim – Journal of Autism and Developmental Disorders, 2025
With many teens having to transition from a mainly educational system of support to a set of health and social service systems (Shattuck et al. in Autism Res Treat https://doi-org.bibliotheek.ehb.be/10.1155/2014/924182, 2017), there is a critical need to advance research and support services in the area of autism and transition to aid autistic* individuals and their…
Descriptors: Adolescents, Autism Spectrum Disorders, Transitional Programs, School Role
Describing Outcomes in Autistic Young Adults One Year after High School Graduation
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Gael I. Orsmond; Sharada G. Krishnan; Elizabeth G. S. Munsell; Ellen S. Cohn; Wendy J. Coster – Journal of Autism and Developmental Disorders, 2025
Purpose: Research documents poor outcomes for autistic adults in the domains of employment, independent living, and social relationships. Measurement and sample limitations in prior studies may have amplified past estimates of poor outcomes. The goal of the current study was to improve upon past approaches and to create and describe a measurement…
Descriptors: Autism Spectrum Disorders, Young Adults, High School Graduates, Employment
Where Does Hope Lie? The Dialectical Tensions between Hopes and Expectations of Vocational Transition Planning from the Perspectives of Autistic Young Adults, Parents, and Practitioners
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Jina Chun; Sarah L. Curtiss; Constance Richard; Kaiqi Zhou; Yazmin Castruita Rios; Sara Park; Jaeyong Kim; Muharrem Koc – Journal of Autism and Developmental Disorders, 2025
The post-secondary transition for autistic youth is a complex process, with hopes and expectations serving as malleable mediators often overlooked in research and practice. Career awareness, exploration, and counseling services play a critical role in facilitating vocational transition, but the vocational hopes and expectations of autistic youth…
Descriptors: Psychological Patterns, Expectation, Career Planning, Transitional Programs
Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum
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Heather J. Nuske; Tristram Smith; Lynne Levato; Briana Bronstein; Nicole Sparapani; Consuelo Garcia; Fernanda Castellon; Hyon Soo Lee; Sarah F. Vejnoska; Samantha Hochheimer; Amber R. Fitzgerald; Jenny C. Chiappe; Amanda Dimachkie Nunnally; Jennica Li; Wendy Shih; Ashlee Brown; Michelle Cullen; Lisa M. Hund; Aubyn C. Stahmer; Suzannah Iadarola; David S. Mandell; Elizabeth McGhee Hassrick; Sheryl Kataoka; Connie Kasari – Journal of Autism and Developmental Disorders, 2025
New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed "Building Better Bridges…
Descriptors: Autism Spectrum Disorders, Student Promotion, Transitional Programs, Educational Planning