Parent Expectations for Postsecondary Transition among Youth with ASD: Exploring the Role of Family Mental Health

Schools are mandated to provide transition planning support for individuals with autism spectrum disorder (ASD) who receive special education services in the transition from high school to adulthood. Current research suggests critical gaps in this process that can lead to a number of negative outcomes for youth. It is imperative to better understand the factors that shape the transition planning process for families of individuals with ASD. This qualitative study examined postsecondary expectations among 11 parents of youth with ASD and how family functioning was implicated in parents’ formation of and efforts to assist youth in achieving these expectations. Findings suggest parents had similar expectations to those reported in previous studies of families of youth with ASD, and that youth characteristics, family background, and access to support services all shaped those expectations. The study adds to this literature by highlighting the emotional and physical toll parents described in making efforts to help youth achieve these expectations, and the influence of these processes on parent and family life. Together, study findings underscore the need for a family-focused approach to supporting successful postsecondary planning and transition among youth with ASD.