Show Summary Details
Page of

Transition-Age and Adult Interventions 

Transition-Age and Adult Interventions
Transition-Age and Adult Interventions

John J. McGonigle

, Allen Meade Gregory

, and Martin J. Lubetsky

Page of

PRINTED FROM OXFORD MEDICINE ONLINE ( © Oxford University Press, 2021. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Medicine Online for personal use (for details see Privacy Policy and Legal Notice).

date: 18 June 2021

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.

Access to the complete content on Oxford Medicine Online requires a subscription or purchase. Public users are able to search the site and view the abstracts for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can't find the answer there, please contact us.