Affiliations: [a] School of Lifespan Development and Educational Sciences, Kent State University, Kent, OH, USA
| [b]
Keene State College, Keene, NH, USA
| [c]
University of Arkansas, Fayetteville, AR, USA
Correspondence:
[*]
Address for correspondence: Frank J. Sansosti, Ph.D., NCSP, Lifespan Development and Educational Sciences, College of Education, Health, and Human Services, Kent State University, 405 White Hall, Kent, OH 44242, USA. Tel.: +1 330 672 0059; Fax: +1 330 672 2512; E-mail: fsansost@kent.edu.
Abstract: BACKGROUND:With increasing rates of autism spectrum disorder (ASD) diagnosed in children, youths, and adults, it is anticipated that growing numbers of these individuals will be in need of transition and vocational rehabilitation (VR) services. Characteristics of ASD that warrant consideration by transition and VR professionals are the heterogeneity of individuals in terms of degree and severity of impairment, the functional domains affected (particularly executive functioning and social communications), the need to take on a lifespan perspective and provide services in an early intervention context, and other conditions that commonly co-occur with ASD. Although research on ASD has focused primarily on employment barriers and less on effective interventions to ameliorate these barriers, preliminary evidence has demonstrated support for the effectiveness of various transition-related interventions. OBJECTIVE:The purpose of this article is to explore applications of these interventions to transition planning. CONCLUSION:In the first part of this article, we provide an overview of clinical characteristics of ASD. Then we discuss vocational challenges for individuals with ASD. The remainder of the article focuses on transition and VR implications with specific attention paid to (a) interdisciplinary transition planning, (b) postsecondary educational supports and services, and (c) employment supports and services.
