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J Autism Dev Disord. 2018 Sep;48(9):2925-2937. doi: 10.1007/s10803-018-3545-6.

Parent Expectations and Preparatory Activities as Adolescents with ASD Transition to Adulthood.

Author information

1
Department of Psychology, University of Utah, 380 South 1530 East BEHS 502, Salt Lake City, UT, 84112, USA. grahamholl@email.chop.edu.
2
Center for Autism Research, Children's Hospital of Philadelphia, 2716 South Street, 5th Floor, Office 5192, Philadelphia, PA, 19146, USA. grahamholl@email.chop.edu.
3
Department of Occupational and Recreational Therapies, University of Utah, 520 Wakara Way, Salt Lake City, UT, 84108, USA.
4
Department of Psychology, University of Utah, 380 South 1530 East BEHS 502, Salt Lake City, UT, 84112, USA.

Abstract

Community stakeholders, researchers, and providers are increasingly focused on individual, family, and systemic factors that contribute to positive outcomes for adults on the autism spectrum. Parent expectations for their youth's future are associated with adult outcomes (e.g., employment, school success, independence), yet the mechanism for this effect remains unclear. This study investigated how expectations were related to parent transition-related activities in a sample of 298 parents of adolescents on the autism spectrum (48% female adolescents), stratified by parent-reported IQ (average or above, borderline, or below 70). Parent expectations for the future predicted engagement in some activities intended to enhance adult outcomes when controlling for IQ, gender, age, and household income. The results have implications for how providers discuss expectations and support families in preparing for adulthood.

KEYWORDS:

Adulthood; Gender; Parents; Transition; Vocation

PMID:
29619645
PMCID:
PMC6482840
[Available on 2019-09-01]
DOI:
10.1007/s10803-018-3545-6

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