Involvement in Transition Planning Meetings Among High School Students With Autism Spectrum Disorders

Although students with autism spectrum disorders (ASD) are least likely to attend and participate in transition planning meetings, little is known about factors related to their involvement. Using a national data set, we conducted regressions to identify predictors of the involvement of 320 youth wi...

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Bibliographic Details
Published in:The Journal of special education 2014-02, Vol.47 (4), p.256-264
Main Authors: Griffin, Megan M., Taylor, Julie Lounds, Urbano, Richard C., Hodapp, Robert M.
Format: Article
Language:English
Subjects:
Academic Records
Autism
Autistic spectrum disorders
Educational Experience
General education
High School Students
High schools
Institutional Characteristics
Interviews
Language skills
Longitudinal Studies
Meetings
National Surveys
Parent Participation
Parents
Participant Characteristics
Pervasive Developmental Disorders
Predictor Variables
Regression (Statistics)
Regression analysis
School attendance
School Surveys
Special education
Student Participation
Students with disabilities
Teacher Surveys
Transitional Programs
Transitions
Young people
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Summary:Although students with autism spectrum disorders (ASD) are least likely to attend and participate in transition planning meetings, little is known about factors related to their involvement. Using a national data set, we conducted regressions to identify predictors of the involvement of 320 youth with ASD. Attendance positively related to higher expressive language skills, greater time spent in general education, and more frequent discussions about postschool plans at home. Attendance negatively related to greater parent involvement at school. Active participation was shown by students who had higher self-advocacy skills, spent more time in general education, and more often discussed postschool plans at home. Active participants were also more likely to be younger and Caucasian. Implications for research and practice are discussed.
ISSN:0022-4669
1538-4764
DOI:10.1177/0022466913475668