1 Department of Special Education, University of Illinois at Urbana-Champaign, USA.
2 Vanderbilt Kennedy Center, Vanderbilt University, USA.
Autism. 2019 Feb;23(2):514-523. doi: 10.1177/1362361317753016. Epub 2018 Feb 13.
The transition from high school to adulthood is difficult for youth with autism spectrum disorder and their families. Recognizing these challenges, there is a small but emerging body of literature testing interventions to improve the transition process. But there are many challenges in performing intervention research that have yet to be fully addressed. We discuss issues that should be considered when conducting interventions with individuals with autism spectrum disorder to improve the transition to adulthood, drawing from our study of a parent training to facilitate access to adult services during the transition years. Issues covered include (1) timing (when is an intervention most effective?), (2) mode of delivery (what is the best way to present information?), (3) outcomes (how can intervention outcomes be accurately measured?), (4) target population (who is the intervention designed to help?), and (5) level of intervention (who should the intervention target?). Our answers, though preliminary, show the need to be flexible, to adopt a trial-and-error stance, and to listen to the needs-both explicit and implicit-of youth with autism spectrum disorder and their parents as they navigate the difficult transition from adolescence to adulthood.
从高中过渡到成年对于患有自闭症谱系障碍的青年及其家庭来说是困难的。认识到这些挑战，有一小部分但正在出现的文献正在测试干预措施，以改善过渡过程。但是，在进行干预研究时，仍有许多挑战尚未得到充分解决。我们从我们对父母培训的研究中汲取了经验，探讨了在自闭症谱系障碍患者中进行干预以改善成年过渡的问题，该研究旨在促进在过渡期间获得成人服务。涵盖的问题包括（1）时间（干预最有效的时间是什么时候？），（2）交付模式（呈现信息的最佳方式是什么？），（3）结果（如何准确衡量干预结果？），（4）目标人群（干预旨在帮助谁？）和（5）干预水平（干预应该针对谁？）。尽管我们的答案是初步的，但表明需要灵活应变，采取试错的立场，并倾听自闭症谱系障碍青年及其父母的需求，因为他们在从青春期到成年的艰难过渡中导航。
