The Adaptation of a Community-Engaged Intervention for Families of Autistic Young Adults—An Application of the Design-Based Implementation Research Approach.
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| Title: | The Adaptation of a Community-Engaged Intervention for Families of Autistic Young Adults—An Application of the Design-Based Implementation Research Approach. |
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| Authors: | Lee, Gloria K.1 (AUTHOR) leekalai@msu.edu, Chun, Jina2 (AUTHOR), Kuo, Hung Jen1 (AUTHOR), Dueñas, Ana D.1 (AUTHOR), Curtiss, Sarah L.3 (AUTHOR), Awadu, Jorem1 (AUTHOR), Smith, Amy1 (AUTHOR), Nimako, Danielle4 (AUTHOR) |
| Source: | Education & Training in Autism & Developmental Disabilities. Jun2026, Vol. 61 Issue 2, p152-173. 22p. |
| Subject Terms: | *Psychoeducation, *Family support, *Autism, *Community involvement, Transition to adulthood, Services for caregivers, Community-based participatory research |
| Abstract: | Autistic transition-age young adults (TAY; 18–26) and their families often encounter fragmented adult services following high school exit. Caregivers frequently assume primary advocacy roles yet report high strain and limited guidance. Guided by Design-Based Implementation Research (DBIR), this study adapted and piloted Transitioning Together (TT), an evidence-based family psychoeducation program, for local implementation. Phase 1 involved stakeholder-informed service gaps and adaptation of TT to create Spartan Transitioning Together (STT), expanding eligibility to age 26 and incorporating housing, community engagement, lifelong learning, self-care, and localized resources. Phase 2 piloted STT with nine caregivers across two cohorts. Implementation outcomes, caregiver clinical outcomes, and parent-reported transition engagement were assessed using pre–post measures and effect sizes. Attendance and retention were 100%, satisfaction was high (M = 4.57–4.82/5), and fidelity exceeded 90%. All caregiver clinical outcomes improved with large effect sizes (d = 0.80–3.27). Significant improvements were observed in employment, independent living, leisure, and communication activities, with smaller gains in college preparation and service engagement. [ABSTRACT FROM AUTHOR] |
| Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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