Publication
Stakeholder Perspectives on Research and Practice in Autism and Transition.
Kuo Alice A, Crapnell Tara, Lau Lynette, Anderson Kristy A, Shattuck Paul
# Summary
This qualitative study examined barriers and unmet needs in the transition to adulthood for individuals with autism spectrum disorder (ASD), which is recognized as a critical period associated with poor outcomes. Thirteen stakeholders—including researchers, service providers, family members, and one individual with ASD—participated in semistructured telephone interviews lasting 30–60 minutes. Data were analyzed inductively to identify themes relevant to transition challenges and support needs.
Key findings indicated that stakeholders identified several gaps in current practice: transition planning should begin earlier, and systems must better accommodate the diverse interests and abilities of individuals with ASD. Additionally, stakeholder perspectives revealed that parental and service provider expectations and perceptions significantly shape early opportunities and experiences throughout the transition process. The study concludes that addressing the transition to adulthood for youth with ASD requires multilevel intervention, interagency collaboration, and multidisciplinary research to accommodate varying needs, abilities, and cross-sector challenges.
Abstract
OBJECTIVES: Individuals with autism spectrum disorder (ASD) are reported to experience significant challenges during the transition to adulthood. Although recent evidence indicates that individuals with ASD experience poor outcomes in adulthood, little is understood about the contributing factors. In this qualitative study, we investigated the barriers to and needs in research and practice in the transition to adulthood among individuals with ASD. METHODS: Thirteen researchers, including service providers, family members, and an individual with ASD participated in 30- to 60-minute, semistructured, open-ended telephone interviews. Interviews were transcribed, and data were analyzed by using an inductive approach to identify themes related to barriers to and needs in the transition to adulthood for youth with ASD. RESULTS: Stakeholders identified the need for transition planning and preparation to begin earlier and for systems to better accommodate the interests and varying abilities of individuals with ASD. Stakeholders also felt that parent and service provider expectations and perceptions influence early opportunities and experiences offered throughout the transition process. CONCLUSIONS: This study reveals the multilevel barriers to and needs in the transition to adulthood and the need for interagency and multidisciplinary collaboration and research to address the varying levels of needs, abilities, and multisector challenges.