VOL. 03

3 August 2026

Research Round Up

Highlighting High Quality Journal Articles and Practical Takeaways

Link to article abstract: Francis, Stride, & Reed, 2018



This article examines parents’ perspectives on the most effective strategies for supporting young adults with intellectual and developmental disabilities as they transition from school to post-school life.

Key takeaways:

• Transition to adulthood is a long‑term, relational process shaped by expectations, experiences, and supports that begin well before high school and extend beyond postsecondary education.
• High expectations, opportunities for decision‑making and risk, and inclusive experiences are closely linked to young adults’ development of independence and self‑confidence.
• Family involvement remains central during and after formal education, with effective transitions reflecting interdependence rather than a simple shift from dependence to independence.

Try It: Maintaining High Expectations

Maintaining high expectations involves parents and professionals consistently communicating and acting on the belief that young adults with disabilities are capable of employment, meaningful relationships, and community participation, while still receiving appropriate supports.

Consider creating regular opportunities for young adults to make real decisions about daily life (e.g., schedules, transportation, spending money, social activities) while gradually scaling back support.

Neurodivergent individuals can take supported risks, such as trying a new job role, using public transportation, managing personal finances with tools or apps, while advocating for accommodations and resources they need to be successful. 

Link to article abstract: Hatfield et al., 2018

This article identifies factors that influence successful transition planning for adolescents on the autism spectrum by examining perspectives from adolescents, parents, and professionals.

Key Takeaways

• Successful transition planning for adolescents on the autism spectrum depends not only on services and supports, but also on factors such as motivation, anxiety, self-awareness, and a strengths‑based approach.
• Real‑life experiences (e.g., work experience, skill development) and consistent guidance from a coordinated team reinforce adolescents’ engagement and understanding of post‑school pathways.
• Many adolescents experience transition planning as confusing, starting too late, or poorly documented, highlighting gaps between what stakeholders identify as best practices and actual practices.

Try It: Create a Clear, Flexible Transition Plan

Transition plans should outline concrete goals and steps while allowing choice, adaptability, and room for adolescents to revise decisions as their understanding and confidence grow.

Parents, caregivers, and professionals can collaboratively develop a written transition plan that identifies strengths, interests, goals, timelines, and responsibilities, while intentionally revisiting and revising the plan as the adolescent’s needs or preferences change. Autistic adolescents benefit when they are actively involved in shaping the plan, given choices among pathways, and are supported and encouraged to express concerns, ask questions, and adjust goals without fear that early decisions are final.



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