Interventions to Improve Transition Outcomes By Strengthening Environmental Supports

Poor outcomes among adults with autism spectrum disorder (ASD) are well-documented and result in significant economic costs. Nearly all existing interventions focus on the adults themselves, building skills or alleviating problem behaviors. Yet, according to the International Classification of Functioning, Disability, and Health (ICF), functioning is also a product of the environments and contexts in which one finds oneself. Currently, few interventions seek to leverage supportive environments to improve outcomes for youth/adults with ASD. In this panel, we present initial findings from four interventions to improve transition outcomes by strengthening environmental supports. Presentations focus on how to improve outcomes by: (1) strengthening transition planning in schools; (2) training parents to effectively advocate for adult disability services for their son/daughter; (3) training peers to support students with ASD in post-secondary educational settings; and (4) increasing informal supports available to young adults with ASD and their families. Dr. Kara Hume will serve as the discussant. She is Co-PI for the Center on Secondary Education for Students with ASD, the largest intervention study to date focused on supporting adolescents with ASD in the high school setting, and will focus on the unique challenges of conducting intervention research in this age group across contexts.
Friday, May 12, 2017: 10:30 AM-12:00 PM
Yerba Buena 8 (Marriott Marquis Hotel)
Panel Chair:
J. L. Taylor
K. Hume
10:30 AM
A Randomized Controlled Trial of Compass for Transition Youth
L. A. Ruble M. W. Jackson A. D. Rodgers W. H. Wong Y. Yu J. H. McGrew