A Transition Support Program for Young Adults with Autism Spectrum Disorders

Background: The difficulties characterizing Autism Spectrum Disorders (ASDs) are often associated with childhood; however, ASD is a lifespan diagnosis impacting adulthood opportunities in the community (Graetz, 2010). Despite the need of continued services throughout the lifespan, there has been a focus on early interventions (Burgess & Gutstein, 2007). This childhood approach to research and intervention renders many young adults without proper support in other crucial outcome areas, such as independence and life skills. Given that the vast majority of individuals with ASDs are still under the age of eighteen (Ouellette-Kuntz et al., 2005), these individuals will soon be adults and the significant gap in knowledge and transition support services have grave consequences for the individuals and their families (Howlin et al., 2004; 2012) and for society given the financial burden of long-term adult care (Ganz, 2007).  A Transition Support Program was developed to cater to the specific needs in areas targeting communication, self-determination and social skills, which have been associated with better quality of life.

Objectives: We conducted a preliminary study to assess the effectiveness of a Transition Support Program in evaluation of communication, self-determination and social skills. This program was specifically catered to meet the needs of the young adults with ASD.

Methods: Six young adults with a high functioning ASD between 18 and 30 years old (M = 23, SD= 2.97) participated in the pilot phase of a quasi-RCT study with waitlist controls. A self-report questionnaire was used to assess their needs in communication, self-determination and social skills. The curriculum includes three modules with five sub-modules each:

1. Communication: Initiation, listening, perspective taking, making an impression, abstract and inferential language
2. Self-determination: Problem solving, self-regulation, choice making, self-advocacy, determining interests
3. Social (Working with others): Knowing your context (public/private), preventing and resolving conflict, who are good partners for interaction, getting the bigger picture, teamwork

The curriculum was developed to meet the collective needs of the participants.  The young adults participated in a two-hour group program co-led by two facilitators for ten weeks. A program evaluation questionnaire asking participants to self-report their pre- and post-program skill levels across the three modules was administered.

Results: All young adults met the diagnosis for an ASD based on the Social Communication Questionnaire and the Autism Diagnostic Observation Schedule. Based on the needs assessment, the curriculum was developed to include the following modules: 

1. Communication skills: listening, making an impression, and initiation 
2. Self-determination skills: developing preferences, interests ad strengths, self-advocacy, self-regulation, and problem solving 
3. Social (Working with others): knowing your context (public vs. public), and what makes good partners

Participants reported lower skills before the program across the three modules, followed by medium to higher skills post-program. Overall, participants found the program to be informative and a positive experience. Implications for policy will be discussed.

Conclusions: The intervention introduced in this study appears to be effective and socially valid. However, more research is needed on transition services required to meet the needs of people with ASD across the lifespan.