NotesFAQContact Us
Search Tips
ERIC Number: EJ1167410
Record Type: Journal
Publication Date: 2018-Jan
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1362-3613
Multi-Informant Assessment of Transition-Related Skills and Skill Importance in Adolescents with Autism Spectrum Disorder
Hume, Kara; Dykstra Steinbrenner, Jessica; Sideris, John; Smith, Leann; Kucharczyk, Suzanne; Szidon, Kate
Autism: The International Journal of Research and Practice, v22 n1 p40-50 Jan 2018
Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: North Carolina; California; Wisconsin
Identifiers - Assessments and Surveys: Vineland Adaptive Behavior Scales; Leiter International Performance Scale
IES Funded: Yes
Grant or Contract Numbers: R324C120006