Volume 16, No. 1 Spring 2021

Parent Reported Challenges for Teens with ASD Transitioning to Young Adulthood

AUTHOR(S):

  • Belinda Daughrity, Ph.D., CCC-SLP, Department of Speech-Language Pathology, California State University, Long Beach, Long Beach, CA, USA
  • Erica Ellis, Ph.D., CCC-SLP, Department of Communication Disorders, California State University, Los Angeles, Los Angeles, CA, USA
  • Ashley Wiley Johnson, Ph.D., CCC-SLP, The Wiley Center for Speech and Language Development, Culver City, CA, USA

ABSTRACT

Teens with autism spectrum disorders (ASD) can experience challenges with transitioning out of high school and into young adulthood. Exploring diverse parent perceptions of challenges during this time is critical to best support the needs of an increasing diverse population of children receiving speech and language intervention services. Methods Participants were 13 parents of 11 culturally and/or linguistically diverse teens with an existing diagnosis of autism spectrum disorder who participated in a 90-minute focus group to explore their perceptions about perceived challenges with their child’s transition to young adulthood. Results Qualitative data analysis explored parent reports of concerns throughout this critical transition period. Results revealed primary themes of employment, independence, transition support, and meaningful reciprocal relationships as parents’ greatest concerns. Discussion Analysis revealed parents have significant reservations during this critical period with limited knowledge of supports to assist during this transition. Suggestions to alleviate these challenges are provided such as engaging in early and repeated intervention focused on prevocational goals for teens preparing to transition to young adulthood, promoting pipelines to employment within the community to broaden access to valuable networks of future support, and intentionally sharing positive outcomes with parents to mitigate concerns. Speech-language pathologists and other allied health professionals can use findings to inform their clinical practices to serve culturally diverse clients preparing to transition out of high school.

DOI:

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