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Transitioning from school to adult life is a time of significant change and heightened stress. However, because resistance to change and delayed social development are common characteristics of individuals with autism spectrum disorders (ASD), transition can be particularly frustrating. This module will explore research-based practices and predictors designed to address the specific needs of transition-aged individuals with ASD and their families in the realm of social skills.

Estimated Time to Complete: 1 1/2 hours

  • What's Included
  • 17 pages
  • Pre/post-assessments
  • Optional $15 certficate

Participants will be able to:

  • Describe the social challenges experienced by transition-aged youth with ASD
  • List issues and decisions frequently encountered by families when a young adult with ASD is moving through the transition process
  • Identify several practices identified as effective by research that are designed to promote social interaction and successful transition
  • Identify several research-based predictors of post school success that are designed to improve social interactions

Module Contributors

Jenna Allen, MAT

Jenna Allen is a Transition to Adulthood Consultant at the OCALI Lifespan Transitions Center. Her professional experience includes over 20 years of providing and supervising services to youth and adults with disabilities, with a primary focus on community inclusion and integrated employment, and frontline roles in the fields of education and community health services.

Suzanne Beck, BS elementary / special education, MS curriculum, supervision and educational leadership

Sue has worked with transition age youth for more than 40 years. Since 1987, Sue has coordinated statewide/regional initiatives providing training, technical assistance, resource and product development on a wide range of transition and related curriculum topics. Sue has served as an intervention specialist, career evaluator, Vocational Special Education Coordinator, statewide project coordinator and professional development coordinator. Currently Sue is working with Ohio’s Employment First initiative as an independent consultant for the Ohio Center for Autism and Low Incidence.

Modules on this site are always free. If you would like proof of completion, you can purchase a certificate when you have successfully completed this module. The certificate will provide contact hours for this module.

Graduate credit for courses is available through OCALI's partnership with Ashland University. Access information about course options and semester dates in the Search.

Continuing education credit from providers such as ASHA and NASW is in progress. For questions contact

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