Transition to Community by Adolescents with Asperger Syndrome

Background:   

Transitioning out of formal secondary school into the community is a turning point in the life of an adolescent with Asperger Syndrome (AS). The purpose of this study is to develop a conceptual model and describe practical strategies that adolescents, parents, schools and employers can use to improve the transition to community among adolescents with AS.

Objectives:   

1.Describe the beliefs, feelings, expectations, and behavioral strategies used by the adolescent/young adult with AS as he/she transitions to community.

2. Describe school and workplace obstacles to and facilitators of transitioning to community for the adolescent/young adult with AS.

3.  Construct a conceptual model of the psychosocial phenomenon of transition to community illustrating the relationship among the following factors:a) adolescent’s and parents’ beliefs, feelings, expectations and behavioral strategies for transitioning; b) adolescent’s perceived behavioral problems; and d) intervening factors such as sex of the adolescent and autism associated features. 

Methods:   

This study mixed qualitative/quantitative methods to examine multiple perspectives on transition to community (TC) among adolescents with AS. TC is defined as the adolescent’s completion of secondary school and entry into the larger social community, including college and the workplace.  The conceptual model is Symbolic Interactionism. Adolescents, parents, educators and employers) are parties in the essential process that moves the adolescent from an insulated social environment to one that is open and interactive. The study was conducted in Philadelphia County. Forty participants were enrolled from four groups of stakeholders: 15 adolescents/young adults with AS, 15 parents of individuals with AS, 5 educators, and 5 employers. An adolescent/young adult was eligible if he or she meets all three criteria: in the last year of secondary school (high school) or newly graduated, diagnosed with AS, and between 18 and 22 years. A parent was eligible if he/she resided with the adolescent at enrollment. A teacher had to have taught a child with AS in Philadelphia County and an employer’s business must be located in Philadelphia County. Participants were interviewed either in-person or by telephone. Parents and youths completed the Achenbach Young Adult Behavioral Checklist (YABC) or the Achenbach YABC-Self Report, respectively. Other measures were: Transition to Community Index and the Autism Associated Features Checklist. Participants received a $50 compensation for time.

Results:   

Adolescents’ ages ranged from 18 to 23, mean age 19.8 years (SD 1.6 yrs). The adolescents were; 80% male (n=12) and 93% Caucasian (n=14). Three adolescents were employed part-time for pay and three were enrolled part-time in college courses (3 in Community college, 1 in a private 4-year). The parent sample was comprised of mothers.>50% employed.

Emerging themes match the literature: fear of rejection/failure, subjects of teasing/abuse, poor self-image, loneliness, and dependency. New themes include: adapting using metaphors, life is a stage, success from anchoring, see me and know my reality.

Conclusions:

 Final report will include a comparison of adolescent to parent reports of adolescents behaviors (YABC) matched to reports from parents, teachers and employers of obstacles and facilitators to successful transition, and recommendations for interventions.