Outcomes of a family-centered transition process for students with autism spectrum disorders | Knowledge Translation for Employment Research Center

Authors:	Ham, W., McDonough, J., Molinelli, A., Schall, C., & Wehman, P.
Year Published	2012
Publication	Focus on Autism and other Developmental Disabilities
Volume	27
Number	1
Pages	42-50
Publisher	Sage
Background	The federal Individuals With Disabilities Education Act (IDEA) requires transition planning for students with disabilities in the United States who are 16 years or older. Even with required transition planning, few young adults with ASD transition from school into employment or higher education, and many attend sheltered workshops or day activity programs.
Purpose	The purpose of this study was to assess the effectiveness of a transition planning approach that empowers students with ASD and their families, educates them about the transition process, and helps them connect with community resources on the transition readiness of youth with ASD.
Setting	The setting was public high schools located in New Hampshire and Maine.
Sample	The study sample included 47 youth transitioning from high school to adult life with ASD.
Data Collection	Standardized surveys were used to measure the impact of the project on student and parent expectations for the future, self-determination and vocational decision making ability. Data was collected at enrollment and 12 months later.
Control	The control condition was transition planning as usual.
Findings	The group receiving family transitions services reported significantly higher student expectations for the future, parent expectations for the future, self-determination, and vocational decision-making ability. None of these variables improved significantly for the control group.
Conclusions	For students with ASD, the family-centered transition planning model shows promise as an effective, evidence-based transition practice.
URL	http://foa.sagepub.com/content/27/1/42.refs?patientinform-links=yes&legid=spfoa;27/1/42
Disabilities	Autism Spectrum Disorder
Populations	Male & Female
Outcomes	Other
NIDILRR Funded	No
Research Design	Randomized Controlled Trials (RCTs)
Peer Reviewed	Yes

Year Published

2012

Publication

Focus on Autism and other Developmental Disabilities

Volume

27

Number

1

Pages

42-50

Publisher

Sage

Background

The federal Individuals With Disabilities Education Act (IDEA) requires transition planning for students with disabilities in the United States who are 16 years or older. Even with required transition planning, few young adults with ASD transition from school into employment or higher education, and many attend sheltered workshops or day activity programs.

Purpose

The purpose of this study was to assess the effectiveness of a transition planning approach that empowers students with ASD and their families, educates them about the transition process, and helps them connect with community resources on the transition readiness of youth with ASD.

Setting

The setting was public high schools located in New Hampshire and Maine.

Sample

The study sample included 47 youth transitioning from high school to adult life with ASD.

Data Collection

Standardized surveys were used to measure the impact of the project on student and parent expectations for the future, self-determination and vocational decision making ability. Data was collected at enrollment and 12 months later.

Control

The control condition was transition planning as usual.

Findings

The group receiving family transitions services reported significantly higher student expectations for the future, parent expectations for the future, self-determination, and vocational decision-making ability. None of these variables improved significantly for the control group.

Conclusions

For students with ASD, the family-centered transition planning model shows promise as an effective, evidence-based transition practice.

URL

http://foa.sagepub.com/content/27/1/42.refs?patientinform-links=yes&legid=spfoa;27/1/42

Disabilities

Autism Spectrum Disorder

Populations

Male & Female

Outcomes

Other

NIDILRR Funded

No

Research Design

Randomized Controlled Trials (RCTs)

Peer Reviewed

Yes