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Transition-Age and Adult Interventions 

Transition-Age and Adult Interventions
Chapter:
Transition-Age and Adult Interventions
Author(s):

John J. McGonigle

, Allen Meade Gregory

, and Martin J. Lubetsky

DOI:
10.1093/med/9780199753857.003.0088
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date: 07 April 2020

The transition from school services to adulthood can be difficult for the young adult and family. Transition planning refers to the process that uncovers, develops, and documents the skills, challenges, goals, and tasks that will be important for a person with ASD to move from childhood supports to adult services. Planning for transition requires knowledge of systems and team work. Young adults have a wide range of options when planning for transition, including day activity programs or vocational training settings, jobs, junior college, college, and community living. Future planning starts with a fundamental premise of making choices: choices in education, employment, housing, health decisions, and social relationships. Meaningful employment is one goal for individuals with ASD who choose to work and it is important to remember the psychological value of being employed. This chapter will briefly discuss these issues and a few intervention models.

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