Caroline Baynes
Test, D. W., Smith, L. E., & Carter, E. W. (2014). Equipping youth with autism spectrum disorders for adulthood: Promoting rigor, relevance, and relationships. Remedial And Special Education, 35(2), 80-90. doi: 10.1177/0741932513514857
The authors conducted a literature review to determine which elements are most important for adolescents with Autism Spectrum Disorders to transition, successfully, out of the education system. The authors reviewed research about how those with Autism Spectrum Disorders succeed after they exit the school system; the authors then presented a way to address how important rigor, relevance, and relationships are to their schooling. They then discussed the further innovations and research that needs to happen to improve the transition.
They looked at what the world is like for those with ASD after they graduate, and found that the research suggests that those with ASD usually see a decline in their symptoms and characteristics by the time they reach adulthood. The challenges that adolescents with ASD face include anxiety, caused by trying to cope with the changes in their lives, less access to adult services, including losing access to therapies and insurance, and receiving less of their needs, as far as services, compared to other adults with developmental disabilities. It was found through this research that there are five key components to successful transition programs: “student focused planning, student development, interagency collaboration, family involvement, and program structure (Test et al.). The transition is easier if the student’s transition education includes programs that teach skills in areas such as career development, self-determination, and recreation and leisure.
It was found that the three factors are important to encourage successful transitions, and should be taught and improved upon as a group throughout the school age years. These aspects are important and need to be greatly emphasized in the education of students with Autism Spectrum Disorders.
Word Count: 271
Wehman, P., Schall, C., Carr, S., Targett, P., West, M., & Cifu, G. (2014). Transition from school to adulthood for youth with autism spectrum disorder: What we know and what we need to know. Journal Of Disability Policy Studies, 25(1), 30-40.doi: 10.1177/1044207313518071
The authors conducted a literature review to address what we do and do not know about the transition to adulthood from school for children with Autism Spectrum Disorders. They examined this topic by highlighting literature and recommendations about different aspects of the transition as they pertain to the development, both social and psychological, work, high school curriculum, and college.
The authors focused a lot on the psychological and social factors that tend to impact the adolescents with ASD the most during the period of transition. These factors included interpersonal skills, such as respecting other individual’s personal space, paying attention to body language and facial expressions during conversation, and keeping up with and maintaining the topic of conversation. Social interactions that call for a greater level of social interaction were hard for youth with ASD, according to a study by Wagner et al. As far as psychological problems, 22.9% of youth with ASD feel as though they have a very low level of personal autonomy, which is significantly lower than that of their peers, while 67.2% experience higher empowerment levels, which is better, but still low compared to their peers with other disabilities.
The authors found that many youth with Autism Spectrum Disorders have the potential to achieve more; they just are not always given the tools to help them utilize it. Children with Autism Spectrum Disorders need more access to resources to help them reach their full potential. It is very important for this information to be shared so that people with Autism Spectrum Disorders can be better prepared to enter adulthood.
Word Count: 262
Cheak-Zamora, N. M. (2013). Disparities in transition planning for youth with autism spectrum disorder. Pediatrics, 131(3), 447-454. doi: 10.1542/peds.2012-1572
The authors conducted this study to see how accessible Health Care Transition (HCT) services are to youth with Autism Spectrum Disorders compared to children with other health disorders. The authors examined this question by looking at data from a 2005-2006 study. This data included age, gender, race, ability limitation and the amount of time the condition affected them, how severe their functionality was impaired, financial problems because of the child’s disability, developmental disabilities, mental and physical health conditions, whether or not they have multiple health conditions, poverty level, highest family educational level, family structure, insurance coverage, if the family is satisfied with their medical care, and if the child is in a medical home. This study’s purpose was to collect data on children younger than 18 from 192,083 households.
Half of the children with health problems other than Autism Spectrum Disorders received HCT services, while less than a quarter of those with Autism Spectrum Disorders did. In addition to the lack of service, only 14% talk to pediatricians about the transition to adult health care. There should be more available help for those with Autism Spectrum Disorders as they transition into the adult healthcare system.
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Havlicek, J., Bilaver, L., & Beldon, M. (2016). Barriers and facilitators of the transition to adulthood for foster youth with autism spectrum disorder: Perspectives of service providers in Illinois. Children And Youth Services Review, 60119-128. doi:10.1016/j.childyouth.2015.11.025
The purpose of this focus group study was to decide the main things that help and hurt the transition from foster care to adulthood for youth with ASD. The focus groups called attention to the difficulties facing youth with ASD during this transition that are universal, not that simply focus on the fact that they are in foster care. They examined this question by conducting five focus groups, each made up of a wide variety of service providers, in order to get a better picture of the different factors at all stages of the transition process.
The groups focused on the problems that arise during the transition out of foster care for youth with Autism Spectrum Disorders, and into the adult care system. There is a need more sufficient programs that better prepare them for the transition into adulthood. There is also a need for ways to smooth the transition from foster care into the adult care system, so that they can receive more comprehensive services that better fit the young adult’s specific situation.
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Matthews, N., Smith, C., Pollard, E., Ober-Reynolds, S., Kirwan, J., & Malligo, A. (2015). Adaptive functioning in autism spectrum disorder during the transition to adulthood. Journal Of Autism & Developmental Disorders, 45(8), 2349-2360. doi:10.1007/s10803-015-2400-2
The authors focused on how age and cognitive ability affect adaptive functioning in people with Autism Spectrum Disorders. The authors conducted this correlational study on 75 individuals aged 16-58 years old, with Autism Spectrum Disorders. In order to complete the study, the researchers administered IQ test and compared those scores and the individuals’ ages.
The data was analyzed using ANCOVA to obtain a “mixed analysis of covariance,” of the two points of data. It was found that the age and IQ of participants were significantly correlated, in a positive manner.
Word Count: 90