Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder

Graduating from high school and moving to the next phase of life can be difficult for any student but is particularly so for those with autism spectrum disorder (ASD). Social and communication difficulties, sensory concerns, and narrow interests can negatively affect these students’ opportunity for postsecondary education and employment. Preparing students with ASD for post-school success may be especially challenging in rural schools, due to limited opportunities and resources. This article describes a rural high school transition services program designed to support students with ASD and other disabilities in becoming gainfully employed after high school or accessing post-secondary education. The program, designed by a student’s transition team starting in Grade 9, is based on recommendations from the literature and includes inclusion and co-teaching, work skills classes, collaboration with outside agencies, and the development of a student portfolio.

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Parents’ and young adults’ perspectives on transition outcomes for young adults with autism

Autism ◽

10.1177/1362361317699585 ◽

2017 ◽

Vol 22 (1) ◽

pp. 29-39 ◽

Cited By ~ 19

Author(s):

Collette Sosnowy ◽

Chloe Silverman ◽

Paul Shattuck

Keyword(s):

Autism Spectrum Disorder ◽

Young Adults ◽

Postsecondary Education ◽

Transition To Adulthood ◽

Independent Living ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Adults With Autism ◽

Young Adults With Autism ◽

Education And Employment

Existing research shows that young adults with autism spectrum disorder have poorer outcomes than their peers with other developmental disabilities in the key areas of independent living, postsecondary education, and employment. However, we understand little about how young adults with autism and their families understand and value outcomes and whether these indicators match their goals and aspirations. We interviewed parents (n = 21) and young adults with autism spectrum disorder (n = 20) about their experiences with the transition to adulthood to understand what they consider to be desirable outcomes and how they seek to achieve them. Understanding these perspectives will help identify areas of need as well as disconnections between service objectives and the goals of young adults and their families. Participants described outcomes as more complex and nuanced than current conceptions and measures account for. They defined and evaluated outcomes in relation to their or their child’s individual abilities, needs, and desires. These findings provide important insight into challenges to and facilitators of desired outcomes, which has implications for programming, service delivery, and policy.

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Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder

PEDIATRICS ◽

10.1542/peds.2011-2864 ◽

2012 ◽

Vol 129 (6) ◽

pp. 1042-1049 ◽

Cited By ~ 409

Author(s):

P. T. Shattuck ◽

S. C. Narendorf ◽

B. Cooper ◽

P. R. Sterzing ◽

M. Wagner ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Postsecondary Education ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Education And Employment

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Accessibility and Students With Autism Spectrum Disorder

Autism Spectrum Disorders ◽

10.4018/978-1-5225-3827-1.ch017 ◽

2017 ◽

pp. 316-338

Author(s):

Kirsten Brown

Keyword(s):

Autism Spectrum Disorder ◽

Academic Success ◽

Postsecondary Education ◽

Functional Limitations ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Federal Law ◽

Major Life ◽

Reasonable Accommodations ◽

Students With Autism

This chapter contributes to important conversations about accessibility in higher education by examining legal issues that shape experiences of students with autism spectrum disorder (ASD). The chapter begins by outlining the relationship between reasonable accommodations and academic success. Then, it provides an overview of ASD in relation to postsecondary education. A substantive portion of the chapter delineates current legal topics, including federal law, case law, and Office of Civil Rights (OCR) letters. Functional limitations associated with ASD are social or sensory in nature. However, legal precedent in the United States defines the major life activity of learning in a manner that does not usually include these components, thereby limiting access to sensory and social accommodations. The chapter concludes by discussing Title IX and students with ASD that experience sexual assault, the value of neurodiversity, and future implications for accessibility as the number of students with ASD in postsecondary education increases.

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Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder

Autism ◽

10.1177/1362361317722029 ◽

2017 ◽

Vol 22 (1) ◽

pp. 40-50 ◽

Cited By ~ 6

Author(s):

Kara Hume ◽

Jessica Dykstra Steinbrenner ◽

John Sideris ◽

Leann Smith ◽

Suzanne Kucharczyk ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Postsecondary Education ◽

Planning Process ◽

Transition Planning ◽

The United States ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Multiple Perspectives ◽

Limited Participation ◽

Adolescents With Autism

Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy.

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Comprehensive Social Communication Support for Improving Transitions for Adolescents with Autism Spectrum Disorder (ASD)

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig16.63 ◽

2016 ◽

Vol 1 (16) ◽

pp. 63-77 ◽

Cited By ~ 1

Author(s):

Jana Waller ◽

Marie Sanford ◽

Tina Caswell ◽

Christine Bainbridge

Keyword(s):

Autism Spectrum Disorder ◽

Postsecondary Education ◽

Social Communication ◽

Independent Living ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Self Awareness ◽

Communication Behaviors ◽

Social Reciprocity ◽

Adolescents With Autism

Purpose In this article we describe a comprehensive initiative for preparing adolescents with autism spectrum disorder (ASD) for successful transitions into adulthood. We present a framework for teaching and shaping social communication behaviors for bridging potential gaps in the progression from high school into postsecondary education, the workforce, and independent living. Background In our program, Information and Communication Readiness for All Transition Experiences (ICREATE), we integrate six fundamental components to build social communication behaviors for effective transitions into new experiences. Outcomes Participants in ICREATE demonstrate improvements in social communication behaviors, including self-awareness, social reciprocity, and self-advocacy behaviors. Throughout the program, participants apply and generalize their learned social communication behaviors to a variety of contexts. Implications The ICREATE program has significant implications for adolescents with ASD, their families, and their communities. The information we provide serves as an outline that can be modified and adapted for a variety of settings and populations.

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Accessibility and Students With Autism Spectrum Disorder

Disability and Equity in Higher Education Accessibility - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-2665-0.ch004 ◽

2017 ◽

pp. 81-103

Author(s):

Kirsten Brown

Keyword(s):

Autism Spectrum Disorder ◽

Academic Success ◽

Postsecondary Education ◽

Functional Limitations ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Federal Law ◽

Major Life ◽

Reasonable Accommodations ◽

Students With Autism

This chapter contributes to important conversations about accessibility in higher education by examining legal issues that shape experiences of students with autism spectrum disorder (ASD). The chapter begins by outlining the relationship between reasonable accommodations and academic success. Then, it provides an overview of ASD in relation to postsecondary education. A substantive portion of the chapter delineates current legal topics, including federal law, case law, and Office of Civil Rights (OCR) letters. Functional limitations associated with ASD are social or sensory in nature. However, legal precedent in the United States defines the major life activity of learning in a manner that does not usually include these components, thereby limiting access to sensory and social accommodations. The chapter concludes by discussing Title IX and students with ASD that experience sexual assault, the value of neurodiversity, and future implications for accessibility as the number of students with ASD in postsecondary education increases.

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‘I'm ready for a new chapter’: The voices of young people with autism spectrum disorder in transition to post‐16 education and employment

British Educational Research Journal ◽

10.1002/berj.3497 ◽

2018 ◽

Vol 45 (2) ◽

pp. 340-355 ◽

Cited By ~ 1

Author(s):

Carolina Gaona ◽

Olympia Palikara ◽

Susana Castro

Keyword(s):

Autism Spectrum Disorder ◽

Young People ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Education And Employment

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Use of Work Systems to Increase the Independence of Adolescents With Autism Spectrum Disorder

Career Development and Transition for Exceptional Individuals ◽

10.1177/2165143420948766 ◽

2020 ◽

Vol 43 (4) ◽

pp. 240-256

Author(s):

Melissa A. Sreckovic ◽

Kara A. Hume ◽

Tara E. Regan

Keyword(s):

Autism Spectrum Disorder ◽

Postsecondary Education ◽

Functional Independence ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Work Systems ◽

Independent Task ◽

Adolescents With Autism ◽

Adolescents With Asd

Developing skills for functional independence is important to gain employment, engage in postsecondary education, and live independently. Unfortunately, individuals with autism spectrum disorder (ASD) experience difficulties with functional independence skills needed to complete common, everyday tasks. This study examined the effects of work systems to increase independent task initiation and completion of tasks in home settings completed by three adolescents with ASD. The work systems were implemented by parents. Results indicated parent-implemented work systems are effective at increasing the task initiation and completion of everyday tasks, completed by adolescents with ASD.

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A Comparison of Manipulative Use on Mathematics Efficiency in Elementary Students With Autism Spectrum Disorder

Journal of Special Education Technology ◽

10.1177/0162643419854504 ◽

2019 ◽

Vol 35 (4) ◽

pp. 179-190 ◽

Cited By ~ 1

Author(s):

Laura Bassette ◽

Emily Bouck ◽

Jordan Shurr ◽

Jiyoon Park ◽

McKenzie Cremeans ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Postsecondary Education ◽

Single Case ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Future Research ◽

Advanced Mathematics ◽

Mathematical Problems ◽

Students With Autism ◽

The Impact

Manipulatives are a commonly used intervention that provide visual instruction known to promote mathematical learning; however, the impact on students with autism spectrum disorder (ASD) is less understood. Improving mathematical procedural understanding is important for students with ASD given these skills can help increase access to more advanced mathematics and future opportunities (e.g., postsecondary education). This study expanded upon previous research and compared the ability of students with ASD to solve mathematical problems when using concrete and app-based manipulatives. A single-case alternating treatment design was used to explore differences in steps completed independently per minute (i.e., efficiency) and accuracy when using both types of manipulatives. Two participants were more efficient when using the app-based manipulative while one was more efficient with the concrete manipulative. Similar to previous research, all participants indicated they preferred the app-based condition. Limitations and future research are included.

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