White Louise M, Adams Dawn, Simpson Kate, Malone Stephanie A
Autism Centre of Excellence, Griffith University, Queensland, Australia.
Griffith Institute for Educational Research, Griffith University, Queensland, Australia.
Autism Adulthood. 2025 Aug 11;7(4):386-402. doi: 10.1089/aut.2023.0193. eCollection 2025 Aug.
Transitioning on from secondary school to further education, work, and new postschool relationships can be a challenging time for autistic young adults. The often poorer postschool outcomes of autistic young adults suggest there are some limitations on the effectiveness of present transition preparations. This warrants further investigation. Therefore, this review aimed to identify and synthesize the (a) study characteristics, (b) focus, (c) outcomes, and (d) methodological reporting of research on autistic students transitioning on from secondary school.
The authors followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards to conduct a systematic quantitative review. They registered a protocol with PROSPERO (ID: CRD42022358884) and conducted searches between August 2022 and April 2023 using six databases (ERIC, Scopus, PsycINFO, PubMed, ProQuest Dissertations and Theses Global, and ProQuest Central). The authors used quantitative analysis to identify research trends and gaps and used the Quality Assessment with Diverse Studies (QuADS) tool to assess methodological reporting.
The review identified 119 studies, which focused on academic, vocational, or social transitions, or a combination of these. Included research regularly used qualitative methods to report on autistic young adults without co-occurring intellectual disability completing academic transitions in metropolitan/urban parts of the United States. It shows that planning for and supporting the transition is crucial, as is successful home-school collaboration. However, homogeneity within participant groups, and the limited involvement of autistic/autism community members in research design and conduct, often limits generalizability.
This review highlights the need for cautious application of findings to policy and practice, particularly given the limited heterogeneity of participant groups. Future research should explore how to empower young adults from diverse autistic subgroups to be leaders of their transition. It should explore the roles of parents and schools in achieving effective home-school collaboration during this transition. This will help supporters to more precisely meet the needs of autistic students entering postschool life.
从中学过渡到继续教育、工作以及建立新的毕业后人际关系，对自闭症青年来说可能是一段充满挑战的时期。自闭症青年毕业后的结果往往较差，这表明目前的过渡准备工作的有效性存在一些局限性。这值得进一步研究。因此，本综述旨在识别并综合关于自闭症学生从中学过渡的研究的（a）研究特征、（b）重点、（c）结果以及（d）方法学报告。
作者遵循系统评价和荟萃分析的首选报告项目标准进行系统定量综述。他们在PROSPERO（ID：CRD42022358884）上注册了方案，并在2022年8月至2023年4月期间使用六个数据库（教育资源信息中心、Scopus、心理学文摘数据库、医学期刊数据库、ProQuest全球学位论文和ProQuest中央数据库）进行检索。作者使用定量分析来识别研究趋势和差距，并使用多样研究质量评估（QuADS）工具来评估方法学报告。
该综述识别出119项研究，这些研究聚焦于学业、职业或社交过渡，或这些方面的组合。纳入的研究经常使用定性方法来报告在美国大都市/城市地区没有并发智力残疾的自闭症青年完成学业过渡的情况。结果表明，为过渡做规划和提供支持至关重要，成功的家校合作也是如此。然而，参与者群体内部的同质性，以及自闭症/孤独症社群成员在研究设计和实施中的有限参与，往往限制了研究结果的普遍性。
本综述强调在将研究结果应用于政策和实践时需谨慎，尤其是考虑到参与者群体的异质性有限。未来的研究应探索如何使来自不同自闭症亚群体的青年成为自身过渡的引领者。应探索家长和学校在这一过渡期间实现有效家校合作中的作用。这将有助于支持者更精准地满足进入毕业后生活的自闭症学生的需求。
