BETTER POSTSECONDARY OUTCOMES FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS THROUGH BACKWARD-DESIGNED TRANSITION PLANNING AND PROGRAMMING

Abstract

Students with autism spectrum disorder (ASD), including those with average to above-average cognitive ability, continue to experience disproportionately poor postsecondary outcomes. National data show that enrollment, persistence, and degree completion rates for youth with ASD remain among the lowest of any disability group, despite decades of policy efforts to improve transition services. Research indicates that these outcomes are less related to academic capacity and more strongly associated with social competence, executive functioning, and self-advocacy. The purpose of this study was to examine the existing literature on transition planning for students with ASD and to develop an improvement plan that addresses identified gaps in practice. This capstone was guided by three research questions: (1) What are the post-school experiences of youth with ASD (ages 18-29) regarding college persistence? (2) What positive and negative factors in high school transition planning and programming have been identified in the documented outcomes related to college persistence among youth with ASD? And (3) What emerging trends and effective models does research identify for transition planning for high-performing students with ASD? A systematic review of the literature was conducted using peer-reviewed articles published within the past two decades. Findings across studies demonstrate that social isolation, executive functioning challenges, and limited advocacy skills contribute to low persistence. In contrast, protective factors include inclusive coursework, family engagement, and early, coordinated planning. Promising models, such as STEPS, COMPASS, and Transitioning Together, illustrate the practical elements of transition programming, including explicit skill instruction, family partnership, and interagency collaboration. Drawing from these findings, the improvement plan developed in this study is a Transition Planning Framework (TPF) that begins in late elementary school and extends through high school graduation. The framework emphasizes early intervention, explicit instruction in seven interconnected skill areas, systematic assessment and progress monitoring, and coordinated family involvement. By aligning evidence-based practices with structured benchmarks, the TPF provides a practical approach to supporting the long-term persistence and independence of high-performing students with ASD.