Growing up on the spectrum: How High-functioning Young Adults with Autism Transition to Independence
Abstract
Adolescents with high-functioning autism spectrum disorder do not learn the self-determination and communication skills or receive the planning support during high school that they need to transition successfully into adulthood. As a result, this population has the worst employment outcomes of any group with disabilities, despite having a high potential to succeed in postsecondary occupations. The unique challenges faced by high-functioning individuals, especially communication deficits, hinder them from succeeding in postsecondary ventures. Research has found that this population greatly benefits from using person-centered planning approaches to transition, participating in social skills training, and by being included in activities and classes with their typically-developing peers. This review will discuss various models of transition, employment, and social skills training, and will make suggestions for future models.
First Advisor
Lisa Fortlouis Wood
Second Advisor
Margi Nowak
Date of Completion
Spring 2015
Degree Type
Thesis
Language
English
Rights
Degree Name
Bachelor of Arts in Psychology
Date of Award
Spring 4-20-2015
Department
Psychology
Institution
University of Puget Sound
Recommended Citation
Walker, Brittany, "Growing up on the spectrum: How High-functioning Young Adults with Autism Transition to Independence" (2015). Honors Program Theses. 14.
https://soundideas.pugetsound.edu/honors_program_theses/14