Introduction

Every parent of a child with autism is going to face the day 'when the school bus stops coming'.  With lots of preparation, organization, and a strong support system, transitioning into adulthood might not be as daunting as it seems.  Preparation for transition begins as early as age 14 in the school district with the transitional IEP.  The IEP will include Community Base Instruction (CBI), which means going out into the community on a regular basis, and life skills training with measurable outcome strategies, which help prepare the student to be able to function as independently as possible.  The long term goal is to be able to eventually live and work in the community in some capacity.

Transitioning to adulthood should be focused on the areas of independent living skills which are the tools young adults need to navigate in today's world.  These tools should include safety skills, time management skills, daily living skills, work/study skills, self-care skills, social relationship building, personal finance management, community navigation skills, self-advocacy skills, home management skills, career planning skills, and work-life skills, which is the ability to merge all these skills.  Furthermore, life skills need to incorporate 'theory of mind' which is the ability to recognize other people's feelings and emotions, to be able to act appropriately, to have the ability to read body language and visual cues of others, to recognize and cope with emotions, and to reduce anxiety and stress.  Social skills should also include executive functioning skills which address the ability to plan, organize, utilize feedback, suppress stimuli and respond appropriately.

Also included in life skills is job training and development of soft skills needed to get a job, keep a job and become a good employee.  Life enrichment programs are also very useful to help with self-improvement, decision-making, task completion and community involvement.  Parents may reach out to family services and case coordination services in their community and make sure evaluations are preformed on adaptive functioning skills and strengths and weaknesses rather than IQ.  Autism is a spectrum disorder so some young adults will be able to work in the community, some need supported employment and others need employment programs.  Some may need to be in an autism day center which focuses on continual life skills training, job training, CBI, and an eventual part-time job in the community.  Others may be able to be in a day program for adults with different developmental disabilities.  Some may continue on to post secondary educational institutions such as universities and state colleges that provide accommodations for special needs, but not modified curriculum.  In the near future, however, modified curriculum will be available for special needs post secondary students.  In communities where there is no placement for young adults with autism, some families have started small businesses which benefit not only their young adult but also many others in the community.  Whatever pathway your young adult chooses in life, having independent life skills will be crucial in the transition to adulthood, and ultimately to leading a productive and meaningful life.