Development of a Brief, Family-Centered Transition Intervention Using Caregiver Input

Background:

Despite the influx of students with Autism Spectrum Disorder (ASD) into postsecondary transition (Smith & Lugas, 2010), supports are limited, lack cohesion, and do not sufficiently address the population’s broad and complex needs (Wehman et al., 2014). Increased availability of feasible, low-cost, evidence-based parent education targeting postsecondary transition for individuals with ASD is essential. Some extant programs (e.g., Transitioning Together, SPECS) demonstrated significant improvements in parent and child attitudes and problem-solving (Hagner et al., 2012; Szidon & Kraemer, 2015). However, these programs require a significant time commitment and material and personnel resources that may limit their uptake in community settings. Moreover, evidence supporting the success of these programs is largely the result of standardized, researcher-controlled investigations. Adoption and sustainment of evidence-based practices in community settings requires understanding of stakeholder perspectives and real-world conditions that support or impede intervention implementation (Owens et al., 2014).

Objectives:

Describe findings from a pilot investigation of a brief, family-centered transition program, Planning for your Loved One’s Future (PLOF).

Methods:

Participants. Seven caregivers of adolescents with ASD participated in the program.

Design. A single group, pre-post mixed methods design was used.

Procedure. PLOF was implemented in a single, 4-hour session by a licensed psychologist, who developed the program. Information was provided to caregivers on several transition-related topics, including school transition planning, parent and child advocacy, adult housing, recreation, employment and college/technical school, and legal/guardianship issues. Information was conveyed through discussion and visual supports (i.e., Power Point, handouts).

Measures. Quantitative and qualitative data were collected to measure parent transition knowledge (Transition Knowledge Scale) and empowerment (Family Empowerment Scale), as well as transition planning efforts and program acceptability (caregiver interviews).

Data Analysis. Quantitative data (n = 5) was analyzed descriptively and with paired samples t-tests. Caregiver interview data (n = 7) will undergo systematic thematic analysis.

Results:

Descriptive statics indicated an increase in means for all items related to transition knowledge. There were statistically significant increases in parents’ knowledge of employment options (t (4) = .374, p<.05) as well as college and technical school options (t (4) = .316, p<.05). Parent advocacy and community transportation were approaching significance. There were no significant changes on the Family Empowerment Scale.

Preliminary qualitative analysis indicated parents were satisfied with the intervention and valued the opportunity to connect with other parents. Interview data inform further program development, such as increasing opportunities for parents to exchange knowledge. Parents also commented on the importance of introducing transition-related knowledge early, “making it part of a conversation with any age” (Parent 2). Parents noted a sense of empowerment in sharing information from the workshop with other parents, and efforts to advocate for school services for which they previously did not know their child was entitled.

Conclusions:

Despite the brief, low-intensity nature of PLOF, findings suggest gains in caregiver transition knowledge and advocacy efforts following their participation.

PLOF may have utility as a supplement to current transition services for students with ASD.

Parent feedback provides avenues for increasing the potential effectiveness of PLOF.