Preparing Transition-Age Students with High-Functioning Autism Spectrum Disorders for Meaningful Work
Version of Record online: 11 OCT 2012
© 2012 Wiley Periodicals, Inc.
Psychology in the Schools
Special Issue: High-Functioning Autism Spectrum Disorders in the Schools
Volume 49, Issue 10, pages 988–1000, December 2012
How to Cite
Lee, G. K. and Carter, E. W. (2012), Preparing Transition-Age Students with High-Functioning Autism Spectrum Disorders for Meaningful Work. Psychol. Schs., 49: 988–1000. doi: 10.1002/pits.21651
- Issue online: 12 NOV 2012
- Version of Record online: 11 OCT 2012
This article provides an overview of promising essential elements for fostering vocational success among students with high-functioning autism spectrum disorders (HFASDs) by drawing literature from the fields of school-to-work transition for post-secondary students and vocational rehabilitation for individuals with disabilities. We highlight seven important elements of high-quality transition services, including (a) individualized, strengths-based transition services and supports; (b) positive career development and early work experiences; (c) meaningful collaboration and interagency involvement; (d) family supports and expectations; (e) fostering self-determination and independence; (f) social and employment-related skill instruction; and (g) establishing job-related supports. These elements provide a comprehensive, collaborative, and longitudinal framework for clinical and research interventions aimed at fostering successful employment for students with HFASDs. Clinical and research implications are discussed.