Transition preparation activities and expectations for the transition to adulthood among parents of autistic youth. (October 2020)

• Record Type: Journal Article
• Authors: Kirby, Anne V.; Feldman, Kristina J. Cottle; Hoffman, Jenna M.; Diener, Marissa L.; Himle, Michael B.
• Is Part Of: Research in autism spectrum disorders. Volume 78(2020)
• Publication Date: 2020-10
• Subjects: Autism -- Transition -- Adulthood -- Parent expectations -- Family; Autism spectrum disorders -- Periodicals; 616.85882005
• DOI: 10.1016/j.rasd.2020.101640
• Languages: English
• ISSNs: 1750-9467

Abstract

Highlights: We surveyed parents of autistic youth to examine parental factors and perceptions during the transition to adulthood. Older youth and parents with higher expectations and self-efficacy engaged in more transition preparation activities. Parents felt more prepared when they had higher expectations and engaged more often in transition preparation activities. Parents' key concerns for the transition related to youth independence, social life, and employment and financial concerns. Parent support is needed during the transition to adulthood to support family well-being and youth preparedness. Abstract: Background: Parents of autistic youth are highly involved in the transition preparation process, yet the role and influence of parental factors and perceptions is underexplored. In the current study, we aimed to expand understanding of transition preparation and the role and influence of parental factors for autistic youth including perceptions of the likelihood (i.e., parent expectations), importance, and parental influence over postsecondary outcomes as well as parental self-efficacy, parent stress, and parent concerns for the future. Method: We surveyed 269 parents of autistic youth (ages 14–21, 78.2 % male) who did not have co-occurring intellectual disability. We used linear regression analyses to examine youth and parent predictors of the frequency of transition preparation activities, parents' overall sense of preparation, and parental worry about the future. We also qualitatively analyzed open-ended responses about parent concerns. Results: The most frequently endorsed transition preparation activities were discussions about the future and chores. Parental factors were associated with greater frequency of transition preparation activities, greater overall sense of preparation for the transition, and less overall worry. Key areas of parent concern were related to youth independence, social life, employment/finances, autism features, safety, happiness, and health. Conclusions: The results of this study have implications for education and interventions focused on supporting autistic youth and their parents for the transition to adulthood. There is a need for transition-related interventions that focus on parents and on particular instruction for raising expectations, enhancing parent self-efficacy, and increasing parental sense of control over outcomes.