View in EDS HTML Full Text PDF Full Text

Factors Associated with Transition Planning in Autism and Other Developmental Disabilities

Saved in:
Bibliographic Details
Title: Factors Associated with Transition Planning in Autism and Other Developmental Disabilities
Language: English
Authors: Charina Reyes (ORCID 0000-0003-2050-0224), Adam Perzynski, Shanna Kralovic, H. Gerry Taylor, Steven Wexberg, Shijun Zhu, Thomas W. Frazier, Nancy Roizen
Source: Journal of Developmental and Physical Disabilities. 2022 34(1):43-56.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2022
Sponsoring Agency: Centers for Medicare and Medicaid Services (CMS) (DHHS)
National Center for Advancing Translational Sciences (NCATS) (NIH), Clinical and Translational Science Awards (CTSA) Program
Contract Number: UL1TR000439
Document Type: Journal Articles
Reports - Research
Descriptors: Transitional Programs, Planning, Autism Spectrum Disorders, Developmental Disabilities, Daily Living Skills, Self Management, Expectation, Parent Aspiration, Behavior Problems, Safety, Independent Living, Aggression, Sexuality
DOI: 10.1007/s10882-020-09785-3
ISSN: 1056-263X
1573-3580
Abstract: Objective: To determine whether functional self-care skills and presence of behavior problems in youth with developmental disabilities are associated with parents planning for the youth's transition to adulthood. Methods: This multi-site study consisted of 167 parents of youth aged 10-22 years with autism spectrum disorder, ADHD and/or other developmental disabilities who completed a questionnaire on transition to adulthood. Parent-rated child self-care status was measured using a six-item scale that had excellent reliability (Cronbach's alpha=0.90). Results: Multivariable logistic regression models revealed that parents were less likely to plan for the youth's transition to adulthood if their child needed more assistance with functional self-care skills (OR 0.78, 95% CI 0.63-0.96, p=0.021). Despite this unexpected finding, greater child need for assistance with self-care was associated with lower parental expectations that their children would live independently by age 22 (OR 0.40, 95% CI 0.24-0.66, p<0.001) and 35 (OR 0.47, 95% CI 0.35-0.63, p<0.001). The presence of behavioral problems (aggression, sexual behaviors and safety issues) was also associated with lower odds of parental expectations that their child would live independently in adulthood. Conclusions: Despite this unexpected finding, greater child need for assistance with self-care was associated with lower parental expectations that their children would live independently by age 22 (OR 0.40, 95% CI 0.24-0.66, p<0.001) and 35 (OR 0.47, 95% CI 0.35-0.63, p<0.001). The presence of behavioral problems (aggression, sexual behaviors and safety issues) was also associated with lower odds of parental expectations that their child would live independently in adulthood. Despite parents' awareness of the difficulties their children will face, less youth independence with self-care skills was associated with lower odds of plans for transition to adulthood and expectations for independent living. Results support the need for continued interventions targeted at improving daily living skills to achieve functional independence in adulthood, as well as interventions focused on aggression, safety and sexuality of the individuals.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1430915
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwE0JzuwU1TOKCSKnQYOa2V8AAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDAWFYfKc5luob7xzaAIBEICBmk8-wozXksWrzKQ-cf-7oN3A-fPVbn1p7agZY9HtqZ7jdaBJuxySZMewJtUGlpox7baX9cCGS5TZ4XIuEoBUNYTEoFGNO-9SmMO06aSM_QH6MkjqPEqsocYe_4JT7_ScCXZI1PYsUlooZVPH5YOIuJo7mGC9LZ06tlL2gpswhAEU2y1-6do0vorLL-DCNI9ylQOyG7RdCwx0ITs=
Text:
  Availability: 1
  Value: &lt;anid&gt;AN0155080883;jdp01feb.22;2022Feb08.03:32;v2.2.500&lt;/anid&gt; &lt;title id=&quot;AN0155080883-1&quot;&gt;Factors Associated with Transition Planning in Autism and Other Developmental Disabilities&#160;&lt;/title&gt; &lt;p&gt;Objective: To determine whether functional self-care skills and presence of behavior problems in youth with developmental disabilities are associated with parents planning for the youth&#39;s transition to adulthood. Methods: This multi-site study consisted of 167 parents of youth aged 10–22 years with autism spectrum disorder, ADHD and/or other developmental disabilities who completed a questionnaire on transition to adulthood. Parent-rated child self-care status was measured using a six-item scale that had excellent reliability (Cronbach&#39;s alpha=0.90). Results: Multivariable logistic regression models revealed that parents were less likely to plan for the youth&#39;s transition to adulthood if their child needed more assistance with functional self-care skills (OR 0.78, 95% CI 0.63–0.96, p=.021). Despite this unexpected finding, greater child need for assistance with self-care was associated with lower parental expectations that their children would live independently by age 22 (OR 0.40, 95%CI 0.24–0.66, p&amp;lt;.001) and 35 (OR 0.47, 95%CI 0.35–0.63, p&amp;lt;.001). The presence of behavioral problems (aggression, sexual behaviors and safety issues) was also associated with lower odds of parental expectations that their child would live independently in adulthood. Conclusions: Despite this unexpected finding, greater child need for assistance with self-care was associated with lower parental expectations that their children would live independently by age 22 (OR 0.40, 95%CI 0.24–0.66, p&amp;lt;.001) and 35 (OR 0.47, 95%CI 0.35–0.63, p&amp;lt;.001). The presence of behavioral problems (aggression, sexual behaviors and safety issues) was also associated with lower odds of parental expectations that their child would live independently in adulthood. Despite parents&#39; awareness of the difficulties their children will face, less youth independence with self-care skills was associated with lower odds of plans for transition to adulthood and expectations for independent living. Results support the need for continued interventions targeted at improving daily living skills to achieve functional independence in adulthood, as well as interventions focused on aggression, safety and sexuality of the individuals.&lt;/p&gt; &lt;p&gt;Keywords: Transition to adulthood; Developmental disabilities; Parental perspectives&lt;/p&gt; &lt;p&gt;Supplementary Information The online version contains supplementary material available at https://doi.org/10.1007/s10882-020-09785-3.&lt;/p&gt; &lt;hd id=&quot;AN0155080883-2&quot;&gt;Introduction&lt;/hd&gt; &lt;p&gt;Transition to adulthood can be a challenging time for youth and their families, more so for youth with special health care needs (YSHCN) (American Academy of Pediatrics, American Academy of Family Physicians, and American College of Physicians [&lt;reflink idref=&quot;bib2&quot; id=&quot;ref1&quot;&gt;2&lt;/reflink&gt;]; Cadman et al. [&lt;reflink idref=&quot;bib7&quot; id=&quot;ref2&quot;&gt;7&lt;/reflink&gt;]; Lotstein et al. [&lt;reflink idref=&quot;bib26&quot; id=&quot;ref3&quot;&gt;26&lt;/reflink&gt;]; Raghavan et al. [&lt;reflink idref=&quot;bib35&quot; id=&quot;ref4&quot;&gt;35&lt;/reflink&gt;]). It is estimated that 750,000 YSHCN are entering adulthood each year in the United States, and more than a third of this number have a developmental, emotional, or behavioral condition such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and speech and language disorder (McManus et al. [&lt;reflink idref=&quot;bib29&quot; id=&quot;ref5&quot;&gt;29&lt;/reflink&gt;]; McPheeters et al. [&lt;reflink idref=&quot;bib31&quot; id=&quot;ref6&quot;&gt;31&lt;/reflink&gt;]). Individuals with ASD and other developmental disabilities are faced with a broad range of transition issues, including post-secondary education, employment, guardianship, social inclusion, behavioral management and acquisition of functional self-care skills (American Academy of Pediatrics, American Academy of Family Physicians, and American College of Physicians [&lt;reflink idref=&quot;bib2&quot; id=&quot;ref7&quot;&gt;2&lt;/reflink&gt;]; Cheak-Zamora et al. [&lt;reflink idref=&quot;bib8&quot; id=&quot;ref8&quot;&gt;8&lt;/reflink&gt;]; Kuhlthau et al. [&lt;reflink idref=&quot;bib25&quot; id=&quot;ref9&quot;&gt;25&lt;/reflink&gt;]). Challenges in personal self-care skills, which include toileting, bathing and grooming, can impact social competency (Gerhardt and Crimmins [&lt;reflink idref=&quot;bib15&quot; id=&quot;ref10&quot;&gt;15&lt;/reflink&gt;]), while better daily living skills may increase opportunities for attainment of future independent living status (Kanne et al. [&lt;reflink idref=&quot;bib20&quot; id=&quot;ref11&quot;&gt;20&lt;/reflink&gt;]). Poorer daily living skills in youth with ASD, for example, are variably associated with intellectual functioning and ASD symptom severity (Bal et al. [&lt;reflink idref=&quot;bib5&quot; id=&quot;ref12&quot;&gt;5&lt;/reflink&gt;]; Duncan and Bishop [&lt;reflink idref=&quot;bib12&quot; id=&quot;ref13&quot;&gt;12&lt;/reflink&gt;]; Kanne et al. [&lt;reflink idref=&quot;bib20&quot; id=&quot;ref14&quot;&gt;20&lt;/reflink&gt;]; Klin et al. [&lt;reflink idref=&quot;bib24&quot; id=&quot;ref15&quot;&gt;24&lt;/reflink&gt;]), with one study documenting deficits in daily living skills in more than half of a sample of individuals with ASD despite average intelligence (Duncan and Bishop [&lt;reflink idref=&quot;bib12&quot; id=&quot;ref16&quot;&gt;12&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Compared to their peers without disabilities, individuals with ASD and other developmental disabilities are less likely to continue on to higher education, obtain employment, achieve comparable wages, or live independently (Newman et al. [&lt;reflink idref=&quot;bib34&quot; id=&quot;ref17&quot;&gt;34&lt;/reflink&gt;]; Roux et al. [&lt;reflink idref=&quot;bib38&quot; id=&quot;ref18&quot;&gt;38&lt;/reflink&gt;]; Skinner et al. [&lt;reflink idref=&quot;bib41&quot; id=&quot;ref19&quot;&gt;41&lt;/reflink&gt;]; U.S. Department of Health and Human Services et al. [&lt;reflink idref=&quot;bib43&quot; id=&quot;ref20&quot;&gt;43&lt;/reflink&gt;]). Coordinated efforts in the areas of health, education, employment, housing, community inclusion, and self-care are needed for successful transition of these youth to adulthood (American Academy of Pediatrics, American Academy of Family Physicians, and American College of Physicians [&lt;reflink idref=&quot;bib2&quot; id=&quot;ref21&quot;&gt;2&lt;/reflink&gt;]; American Academy of Pediatrics et al. [&lt;reflink idref=&quot;bib1&quot; id=&quot;ref22&quot;&gt;1&lt;/reflink&gt;]; Cadman et al. [&lt;reflink idref=&quot;bib7&quot; id=&quot;ref23&quot;&gt;7&lt;/reflink&gt;]; Lotstein et al. [&lt;reflink idref=&quot;bib27&quot; id=&quot;ref24&quot;&gt;27&lt;/reflink&gt;]; McManus et al. [&lt;reflink idref=&quot;bib29&quot; id=&quot;ref25&quot;&gt;29&lt;/reflink&gt;]; Reiss et al. [&lt;reflink idref=&quot;bib36&quot; id=&quot;ref26&quot;&gt;36&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Parents play a central role in the coordination and planning of the various aspects of the transition process (Holmes et al. [&lt;reflink idref=&quot;bib18&quot; id=&quot;ref27&quot;&gt;18&lt;/reflink&gt;]; Kingsnorth et al. [&lt;reflink idref=&quot;bib22&quot; id=&quot;ref28&quot;&gt;22&lt;/reflink&gt;]; Morningstar et al. [&lt;reflink idref=&quot;bib32&quot; id=&quot;ref29&quot;&gt;32&lt;/reflink&gt;], [&lt;reflink idref=&quot;bib33&quot; id=&quot;ref30&quot;&gt;33&lt;/reflink&gt;]; Raghavan et al. [&lt;reflink idref=&quot;bib35&quot; id=&quot;ref31&quot;&gt;35&lt;/reflink&gt;]). The role of parents has been described as a &quot;linchpin,&quot; actively holding together the elements of many systems surrounding their child during the transition period (Timmons et al. [&lt;reflink idref=&quot;bib42&quot; id=&quot;ref32&quot;&gt;42&lt;/reflink&gt;]). Parents can also serve as a catalyst to initiate the transition process. In the absence of special programs or supplemental funding, parental involvement has been found to be a key determinant in the success of transition programs (McNair and Rusch [&lt;reflink idref=&quot;bib30&quot; id=&quot;ref33&quot;&gt;30&lt;/reflink&gt;]). Despite the critical role of parents in the transition process, limited data exist on parent and child factors associated with transition planning, particularly in youth with developmental disabilities (Blum et al. [&lt;reflink idref=&quot;bib6&quot; id=&quot;ref34&quot;&gt;6&lt;/reflink&gt;]; Davis et al. [&lt;reflink idref=&quot;bib11&quot; id=&quot;ref35&quot;&gt;11&lt;/reflink&gt;]; Fletcher-Johnston et al. [&lt;reflink idref=&quot;bib14&quot; id=&quot;ref36&quot;&gt;14&lt;/reflink&gt;]; Matthews et al. [&lt;reflink idref=&quot;bib28&quot; id=&quot;ref37&quot;&gt;28&lt;/reflink&gt;]; McManus et al. [&lt;reflink idref=&quot;bib29&quot; id=&quot;ref38&quot;&gt;29&lt;/reflink&gt;]; Rouble et al. [&lt;reflink idref=&quot;bib37&quot; id=&quot;ref39&quot;&gt;37&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;The objective of this study was to determine whether levels of functional independence in self-care skills and behavior problems in youth with developmental disabilities are associated with parent-reported transition planning. Given the developmental challenges faced by these youth and their higher likelihood of needing specialized services in adulthood, we hypothesized a higher rate of parents planning for transition to adulthood for youth who have more difficulties with self-care skills and behavior problems than for youth who are more functionally independent and have fewer behavior problems.&lt;/p&gt; &lt;hd id=&quot;AN0155080883-3&quot;&gt;Methodology&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0155080883-4&quot;&gt;Sample&lt;/hd&gt; &lt;p&gt;Parents were identified through convenience sampling from May 2014 to April 2015 at four sites, which consisted of a general community pediatrics clinic, a university-based developmental-behavioral pediatrics clinic, and two schools specializing in autism. The survey was offered on paper and online on REDCap. Parents were eligible to complete the survey if they had a child 10–22 years of age with a developmental disability. The range of developmental disabilities included ASD, ADHD, Down syndrome, and speech or motor problems. Although transition planning should be initiated by age 14 years, multiple medical associations point to the benefits of having discussions about adult transitioning at 12 years of age (American Academy of Pediatrics, American Academy of Family Physicians, and American College of Physicians [&lt;reflink idref=&quot;bib2&quot; id=&quot;ref40&quot;&gt;2&lt;/reflink&gt;]), with some centers initiating transition during early adolescence (ages 10–12) (Kaufman et al. [&lt;reflink idref=&quot;bib21&quot; id=&quot;ref41&quot;&gt;21&lt;/reflink&gt;]; Schlucter et al. [&lt;reflink idref=&quot;bib40&quot; id=&quot;ref42&quot;&gt;40&lt;/reflink&gt;]). As youth with developmental disabilities can receive services from the public school up to their early 20s (Aragon and Education Commission of the States [&lt;reflink idref=&quot;bib4&quot; id=&quot;ref43&quot;&gt;4&lt;/reflink&gt;]), we therefore selected the age range of 10–22 years for our study. This study was approved by the Institutional Review Boards of their respective hospital institutions.&lt;/p&gt; &lt;hd id=&quot;AN0155080883-5&quot;&gt;Questionnaire&lt;/hd&gt; &lt;p&gt;The investigators of the study developed a 31-item survey tool that assessed the perspectives of parents and caregivers on the transition process. The survey tool was field tested on parents of youth seen at a developmental-behavioral pediatrics clinic prior to dissemination. The survey required 5–10 minutes to complete and was written at approximately an 8th grade reading level. Demographic information included the child&#39;s age, gender, ethnicity, race, health insurance and the highest educational attainment of the primary caregiver, as shown in Table 1. Following screening for eligibility in the medical clinics, specific diagnoses were ascertained from parent report. Parent-rated youth functional self-care status was measured using a 6-item scale, which included the skills of: (&lt;reflink idref=&quot;bib1&quot; id=&quot;ref44&quot;&gt;1&lt;/reflink&gt;) bathing/ showering, (&lt;reflink idref=&quot;bib2&quot; id=&quot;ref45&quot;&gt;2&lt;/reflink&gt;) brushing teeth, (&lt;reflink idref=&quot;bib3&quot; id=&quot;ref46&quot;&gt;3&lt;/reflink&gt;) using the toilet, (&lt;reflink idref=&quot;bib4&quot; id=&quot;ref47&quot;&gt;4&lt;/reflink&gt;) wiping after a bowel movement, (&lt;reflink idref=&quot;bib5&quot; id=&quot;ref48&quot;&gt;5&lt;/reflink&gt;) dressing/ undressing, and (&lt;reflink idref=&quot;bib6&quot; id=&quot;ref49&quot;&gt;6&lt;/reflink&gt;) eating neatly. The degree of independence of each functional status item was rated as either totally independent, needs verbal coaching, or requires hands-on assistance, and coded on a binary scale by combining the latter two categories. This scale demonstrated excellent internal consistency reliability within the sample with Cronbach&#39;s alpha=0.90. A functional skill composite score was then obtained, with higher scores indicating greater need for assistance. The questionnaire also examined the presence of behavior problems, plans for later housing and employment, and health care transition. Behavior problems, specifically aggression, safety issues and inappropriate sexual behaviors, were dichotomized as to the presence or absence of any of these behaviors. Parents were asked if any aspect of transition planning in preparation for their child&#39;s adulthood had been initiated. The top goals and worries of parents related to their child&#39;s transition to adulthood were solicited in an open-ended question format.&lt;/p&gt; &lt;p&gt;Table 1 Parent and youth characteristics (&lt;emph&gt;N&lt;/emph&gt;=167)&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table frame=&quot;hsides&quot; rules=&quot;groups&quot;&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th&amp;gt;&amp;lt;p&amp;gt;Characteristics&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;&amp;lt;p&amp;gt;No Transition Planning (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt;=116)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;&amp;lt;p&amp;gt;Transition Planning n=(51)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;&amp;lt;p&amp;gt;Total (N=167)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; value&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Age in years, mean (SD)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;12.4(2.4)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;15.0(3.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;13.2(2.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#60;.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Gender of the Child, n(%)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.665&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Male&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;90(77.6)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;38(74.5)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;128(76.7)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Female&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;26(22.4)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;13(25.5)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;39(23.4)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Ethnicity, n(%)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.382&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Hispanic&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;7(6.1)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;5(10.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;12(7.3)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Non-Hispanic&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;107(93.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;45(90.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;152(92.7)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Race, n(%)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.735&amp;amp;#8224;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;White&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;82(70.7)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;34(68.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;116(69.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Black/ African American&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;26(22.4)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;15(30.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;41(24.7)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Asian&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;32.6)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;1(2.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;4(2.4)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;American Indian/ Alaskan&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;2(1.7)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0(0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;2(1.2)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Other&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;3(2.6)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0(0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;3(1.8)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Health Insurance of the Child, n(%)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.345&amp;amp;#8224;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Public Insurance&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;47((40.5)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;22(43.1)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;69(41.3)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Private Insurance&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;69(59.5))&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;28(54.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;97(58.1)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;No Insurance&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0(0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;1(2.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;1(.6)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Diagnosis ASD, n(%)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;66(56.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;25(49.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;91(54.5)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.346&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Diagnosis ADHD, n(%)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;72(62.1)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;35(68.6)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;107(64.1)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.416&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Diagnosis Other, n(%)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;41(35.3)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;18(35.3)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;59(35.3)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.995&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Respondent, n(%)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.355&amp;amp;#8224;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Mother&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;91(78.5)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;46(90.2)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;137(82.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Father&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;20(17.2)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;4(7.8)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;24(14.4)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Legal Guardian&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;4(3.4)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;1(2.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;5(3.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Grandparent&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;1(.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0(0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;1(.6)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Highest Educational Attainment of Primary Caregiver, n(%)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.834&amp;amp;#8224;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Did not complete high school&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;6(5.2)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;1(2.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;7(4.2)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;High school graduate&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;19(16.4)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;9(18.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;28(16.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;College Level&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;30(25.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;16(32.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;46(27.7)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Four-Year College Graduate&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;32(27.6)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;14(28.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;46(27.7)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Post-graduate Degree&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;29(25.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;1(20.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;39(23.5)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td colspan=&quot;5&quot;&amp;gt;&amp;lt;p&amp;gt;Functional Daily Living Skills, Fully Independent, n(%)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Bathe/Shower&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;57(49.1)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;37(72.6)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;94(56.3)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.005&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Brush Teeth&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;68(58.6)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;38(74.5)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;106(63.5)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.05&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Use the Toilet&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;97(83.6)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;42(82.4)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;139(83.2)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.84&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Wipe after a bowel movement&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;78(67.2)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;41(80.4)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;119(71.3)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.084&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Dress/Undress&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;82(70.7)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;43(84.3)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;125(74.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.062&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Eat Neatly&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;85(73.3)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;41(80.4)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;126(75.5)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.325&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Functional Skill Composite, Mean (SD) &amp;lt;sup&amp;gt;1&amp;lt;/sup&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;2.0(2.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;1.3(2.1)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;1.8(2.1)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.040&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Problem Behaviors, yes, n(%)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;82(71.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;30(58.8)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;112(67.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.096&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Aggression&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;73(62.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;28(54.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;101(60.5)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.328&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Inappropriate Sexual Behaviors&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;17(14.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;4(7.8)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;21(12.7)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.312&amp;amp;#8224;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Safety Issues (e.g. wandering)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;42(36.2)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;12(23.5)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;54(32.3)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.107&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td colspan=&quot;5&quot;&amp;gt;&amp;lt;p&amp;gt;Future Plans of Parents for Youth&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Living arrangements at age 22, Independently in own house/ apartment, n(%)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;25(26.6)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;14(30.4)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;39(27.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.634&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Living arrangements at age 35, Independently in own house/ apartment, n(%)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;60(65.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;35(72.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;95(68.4)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.400&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Future Employment, Yes, n(%)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;88(76.5)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;48(94.1)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;136(81.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.008&amp;amp;#8224;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Highest Educational Attainment, n(%)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.761&amp;amp;#8224;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Below High School&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;14(12.2)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;3(6.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;17(10.3)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;High School Graduate&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;35(30.4)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;15(30.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;50(30.3)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;College Level&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;14(12.2)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;8(16.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;22(13.3)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Four-Year College degree or higher&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;39(33.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;17(34.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;56(33.9)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Unsure/ Other&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;13(11.3)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;7(14.0)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;20(12.1)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt; &lt;emph&gt;Notes:&lt;/emph&gt; &lt;emph&gt;P&lt;/emph&gt; values were from &lt;emph&gt;t&lt;/emph&gt;-test for continuous and Chi-squared test for categorical variables; †: &lt;emph&gt;P&lt;/emph&gt; values were from Fisher&#39;s exact tests &lt;sups&gt;1&lt;/sups&gt;: higher values indicate a need for more assistance&lt;/p&gt; &lt;hd id=&quot;AN0155080883-6&quot;&gt;Statistical Analysis&lt;/hd&gt; &lt;p&gt;Descriptive statistics were computed on quantitative data to characterize the sample and compare parents who reported that they had initiated transition planning and those who had not. After checking distributional assumptions, the t-test was utilized for continuous variables, and the Chi-square or Fisher&#39;s exact test, as appropriate, for categorical variables. Multivariable logistic regression models were used to assess parent and youth factors associated with transition planning and living independently at ages 22 and 35 years. Covariates in the regression model included the child&#39;s age, gender, highest level of parent education, insurance status, functional status, and behavior problems. Nagelkerke R-squared was used to evaluate overall model fit. Analyses were conducted using SPSS Statistics 24.0. The alpha level for statistical significance was.05. For the open-ended survey responses, all respondents who entered any information in the open-ended questions were included in the analysis. These responses were systematically analyzed by two raters, and included organization, categorization and generalization of the responses into common themes.&lt;/p&gt; &lt;hd id=&quot;AN0155080883-7&quot;&gt;Results&lt;/hd&gt; &lt;p&gt;The survey was offered to 199 potential respondents from the four sites, with a total of 172 parents completing the survey (86% response rate). Five participants had a large proportion of missing survey responses and were not included in this analysis, yielding a final sample of 167. The demographic and youth characteristics are described in Table 1. The majority of the youth were male (77%), non-Hispanic (93%) and white (70%). The most common diagnoses reported were ASD (55%) and ADHD (64%), with 46% of the youth having multiple developmental-behavioral diagnoses.&lt;/p&gt; &lt;hd id=&quot;AN0155080883-8&quot;&gt;Transition Planning&lt;/hd&gt; &lt;p&gt;Contrary to our hypothesis, the children of parents who had &lt;emph&gt;not&lt;/emph&gt; started transition planning had increased (poorer) functional composite status scores, indicating a greater need for verbal coaching and hands-on assistance with self-care skills in these youth, compared to those who had begun transition planning. Results of multivariable logistic regression for transition planning for all the respondents are presented in Table 2. Nagelkerke R-squared (R&lt;sups&gt;2&lt;/sups&gt;=0.30) for this model is moderate-to-high, suggesting that a substantial portion of the variance in transition planning is explained by the variables included in this model. Specifically, the odds of transition planning decreased (OR 0.78, 95% CI 0.63–0.96, &lt;emph&gt;p&lt;/emph&gt;=.021) for youth who had increased difficulties with functional self-care skills (i.e., need for more verbal coaching and hands-on assistance). As expected, as children get older, the likelihood of transition planning initiation increased (OR 1.44, 95% CI 1.25–1.66, &lt;emph&gt;p&lt;/emph&gt;&amp;lt;.001). The youth&#39;s gender, insurance status and presence of current behavior problems (aggression, safety issues and inappropriate sexual behaviors) were not significantly associated with transition planning. Further hierarchal regression analysis also failed to reveal an association between parent/caregiver education and transition planning (Supplement 1).&lt;/p&gt; &lt;p&gt;Table 2 Estimation of the associations in multivariable logistic regression (N=167)&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table frame=&quot;hsides&quot; rules=&quot;groups&quot;&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th /&amp;gt;&amp;lt;th colspan=&quot;3&quot;&amp;gt;&amp;lt;p&amp;gt;Transition planning&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th colspan=&quot;3&quot;&amp;gt;&amp;lt;p&amp;gt;Live independently at age 22&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th colspan=&quot;3&quot;&amp;gt;&amp;lt;p&amp;gt;Live independently at age 35&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th&amp;gt;&amp;lt;p&amp;gt;Variables&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;&amp;lt;p&amp;gt;OR&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;&amp;lt;p&amp;gt;(95% CI)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; value&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;&amp;lt;p&amp;gt;OR&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;&amp;lt;p&amp;gt;(95% CI)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; value&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;&amp;lt;p&amp;gt;OR&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;&amp;lt;p&amp;gt;(95% CI)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; value&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Age&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;1.44&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(1.25, 1.66)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#60;.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.80&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(0.65, 0.99)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.041&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.85&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(.71, 1.01)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.058&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Female&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;1.15&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(0.48, 2.77)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.755&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.38&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(0.11, 1.25)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.112&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.39&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(0.12, 1.22)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.105&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td colspan=&quot;10&quot;&amp;gt;&amp;lt;p&amp;gt;Caregiver Education&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;High school or less&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;ref.&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Some college or college grad&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;1.49&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(0.52, 4.25)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.458&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;2.24&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(0.49, 10.24)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.298&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;1.72&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(0.43, 6.79)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.440&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Post graduate&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.84&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(0.24, 2.94)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.779&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;4.73&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(0.87, 25.73)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.072&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;1.58&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.32, 7.87)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.575&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td colspan=&quot;10&quot;&amp;gt;&amp;lt;p&amp;gt;Insurance&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Public insurance&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;ref.&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Private insurance&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.84&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(0.35, 1.98)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.687&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;2.10&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(0.71, 6.18)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.177&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.98&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.34, 2.79)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.964&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Functional Status &amp;lt;sup&amp;gt;1&amp;lt;/sup&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.78&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(0.63, 0.96)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.021&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.40&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(0.24, 0.66)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#60;.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.47&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(0.35, 0.63)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#60;.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Problem Behaviors&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.69&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(0.29, 1.63)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.392&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.22&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(0.08, 0.63)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.005&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.29&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;(0.09, 0.95)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.040&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;Nagelkerke R-squared&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.30&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.51&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;&amp;lt;p&amp;gt;0.55&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt; &lt;sups&gt;1&lt;/sups&gt;: higher values indicate a need for more assistance&lt;/p&gt; &lt;hd id=&quot;AN0155080883-9&quot;&gt;Expectations for Independent Living at Ages 22 and 35 Years&lt;/hd&gt; &lt;p&gt;Parents of youth who had initiated transition planning did not differ significantly from those who had not initiated transition planning regarding their expectations for their child&#39;s independent living in adulthood (Table 1). Results of multivariable logistic regression models examining factors associated with whether parents thought their child would live independently at ages 22 and 35 years are presented in Table 2. The Nagelkerke R-squared is high for models predicting independent living at ages 22 (R&lt;sups&gt;2&lt;/sups&gt;=0.51) and 35 (R&lt;sups&gt;2&lt;/sups&gt;=0.55). Results indicate that greater assistance with functional skills and current behavioral problems (safety issues, aggression and inappropriate sexual behaviors) were associated with lower odds of the expectation by parents that their child would live independently at ages 22 and 35. In addition, younger ages of the youth at the time the survey was completed was associated with lower odds of the expectation by parents that their child would live independently at age 22 (OR 0.80, 95% CI 0.65–0.99, &lt;emph&gt;p&lt;/emph&gt;=.043). However, age at the time of the survey was only a marginally significant predictor for living independently at age 35 (&lt;emph&gt;p&lt;/emph&gt;=.058).&lt;/p&gt; &lt;hd id=&quot;AN0155080883-10&quot;&gt;Goals and Worries&lt;/hd&gt; &lt;p&gt;Respondents were asked the open-ended question: &quot;What is the #1 goal for your child when he/she grows up?&quot; Among parents who had started transition planning, the most frequently stated responses were: 1. to achieve independence (41%), 2. happiness/ fulfillment (20%), 3. employment (13%), 4. finish school or pursue higher education (11%), and 5. be successful (7%). These responses were similar among parents who had &lt;emph&gt;not&lt;/emph&gt; yet started transition planning, with their percentages as follows: 1. to achieve independence (44%), 2. happiness/ fulfillment (17%), 3. employment (10%), 4. be successful (8%) and 5. finish school or pursue higher education (7%). Group differences were non-significant, suggesting that goals were similar regardless of whether or not the parents were already engaged in transition planning.&lt;/p&gt; &lt;p&gt;Parents were also asked the open-ended question: &quot;What is your biggest worry for your child when he/she reaches adulthood?&quot; Among parents who had started transition planning, the most frequently stated responses were concerns about their child&#39;s: 1. safety and being taken advantage of (22%), 2. lack of independence (20%), 3. behavior management (13%), 4. lack of employment opportunities (13%), and 5. lack of social opportunities (9%). Seven percent endorsed concern regarding lack of caregiver support when their child enters adulthood. Among parents who had &lt;emph&gt;not&lt;/emph&gt; started transition planning, their most frequently cited worry for their child&#39;s adulthood included: 1. a lack of independence (23%), 2. a lack of caregiver support (14%), 3. concerns about safety and being taken advantage of (13%), 4. behavior management (13%), and 5. a lack of employment opportunities (8%). All group differences were non-significant.&lt;/p&gt; &lt;hd id=&quot;AN0155080883-11&quot;&gt;Discussion&lt;/hd&gt; &lt;p&gt;Recognizing that a developmental disability can impact the ability of youth to independently navigate the transition to adult-centered systems, this study responds to the call for research to evaluate factors associated with transition planning (Davis et al. [&lt;reflink idref=&quot;bib11&quot; id=&quot;ref50&quot;&gt;11&lt;/reflink&gt;]). As part of the transition process, youth are encouraged to become independent with functional tasks of daily living and self-care. In adolescents and adults with ASD and other developmental disabilities, self-care skills frequently fall below age expectations, and are therefore considered an area of impairment (Bal et al. [&lt;reflink idref=&quot;bib5&quot; id=&quot;ref51&quot;&gt;5&lt;/reflink&gt;]; Matthews et al. [&lt;reflink idref=&quot;bib28&quot; id=&quot;ref52&quot;&gt;28&lt;/reflink&gt;]; Reiss et al. [&lt;reflink idref=&quot;bib36&quot; id=&quot;ref53&quot;&gt;36&lt;/reflink&gt;]). Our study revealed lower odds of parents planning for transition to adulthood for youth with less functional independence in self-care. Although contrary to our hypothesis, this finding is consistent with other prior published work which has suggested that youth with more complex or severe disabilities are less likely to receive transition services (Cheak-Zamora et al. [&lt;reflink idref=&quot;bib8&quot; id=&quot;ref54&quot;&gt;8&lt;/reflink&gt;]; Kane et al. [&lt;reflink idref=&quot;bib19&quot; id=&quot;ref55&quot;&gt;19&lt;/reflink&gt;]; Lotstein et al. [&lt;reflink idref=&quot;bib26&quot; id=&quot;ref56&quot;&gt;26&lt;/reflink&gt;]). It has also been reported that the parents may experience uncertainty in their role during the transition process, and while they aspire for independence for their child, they may continue to perform activities of daily living for their children due to awareness of their functional challenges (Anderson et al. [&lt;reflink idref=&quot;bib3&quot; id=&quot;ref57&quot;&gt;3&lt;/reflink&gt;]). While we did not obtain data from formal measures of independent functioning or IQ, youth with difficulties in their self-care skills may also represent those with more cognitive challenges. These challenges, in turn, may contribute to parental reluctance to initiate transition planning.&lt;/p&gt; &lt;p&gt;Our study also revealed that greater need for assistance with self-care was associated with lower odds of parental expectations that their child would live independently at ages 22 and 35 years. Studies have found that lower adaptive functioning can limit the ability for independent living in adulthood (Gotham et al. [&lt;reflink idref=&quot;bib16&quot; id=&quot;ref58&quot;&gt;16&lt;/reflink&gt;]). Furthermore, adults with ASD with more cognitive limitations were more likely to live with caregivers, compared to those with average childhood IQs (Gray et al. [&lt;reflink idref=&quot;bib17&quot; id=&quot;ref59&quot;&gt;17&lt;/reflink&gt;]). Additional studies revealed that almost half of adults with ASD who accessed Developmental Disability (DD) services (Roux et al. [&lt;reflink idref=&quot;bib39&quot; id=&quot;ref60&quot;&gt;39&lt;/reflink&gt;]) or who were legally-represented (Gotham et al. [&lt;reflink idref=&quot;bib16&quot; id=&quot;ref61&quot;&gt;16&lt;/reflink&gt;]) had a higher likelihood of residing with their parents or caregivers, again affirming the reliance of these individuals on others.&lt;/p&gt; &lt;p&gt;Behavioral problems may also contribute to parental perception of the youth&#39;s inability to independently manage aggression, safety and sexuality without the supports in place in a supervised environment. Despite the lack of significant group differences in the goals and worries between parents who had begun transition planning and those who had not, the concern for the lack of caregiver support when the youth enters adulthood was particularly notable among parents who had not started transition planning. Failure to plan for transition to adulthood in these parents may reflect their discomfort in considering what might happen if they are no longer able to care for their child. One parent commented &quot;&lt;emph&gt;God forbid something ever happen to me and my husband where we can&#39;t care for them is my biggest fear and concern,&quot;&lt;/emph&gt; which highlights a frightening, though realistic, concern for a potential lack of caregiver support for their child in his/ her adulthood, a theme that has been described in prior studies (Cheak-Zamora et al. [&lt;reflink idref=&quot;bib9&quot; id=&quot;ref62&quot;&gt;9&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Questions by providers about future plans for education, employment, community living, and later health care needs may prompt families to begin activities that are geared towards promoting the youth&#39;s future independence (Reiss et al. [&lt;reflink idref=&quot;bib36&quot; id=&quot;ref63&quot;&gt;36&lt;/reflink&gt;]), and may provide insight for providers into the parent&#39;s guidance needs for transition planning (Chen et al. [&lt;reflink idref=&quot;bib10&quot; id=&quot;ref64&quot;&gt;10&lt;/reflink&gt;]). Our findings suggest that it would also be useful to inquire about functional independence in self-care when undertaking such questioning. As longitudinal studies have revealed that individuals with ASD continue to acquire daily living skills in childhood and extend into young adulthood (Bal et al. [&lt;reflink idref=&quot;bib5&quot; id=&quot;ref65&quot;&gt;5&lt;/reflink&gt;]), our results also support the need for interventions targeted at improving daily living skills to achieve functional independence in adulthood (Matthews et al. [&lt;reflink idref=&quot;bib28&quot; id=&quot;ref66&quot;&gt;28&lt;/reflink&gt;]), as well as interventions focused on problems related to aggression, safety and sexuality in these individuals.&lt;/p&gt; &lt;p&gt;Our findings also echo prior studies in documenting the emphasis parents and providers place on early initiation of transition services (American Academy of Pediatrics, American Academy of Family Physicians, and American College of Physicians [&lt;reflink idref=&quot;bib2&quot; id=&quot;ref67&quot;&gt;2&lt;/reflink&gt;]; Fernandes et al. [&lt;reflink idref=&quot;bib13&quot; id=&quot;ref68&quot;&gt;13&lt;/reflink&gt;]; Reiss et al. [&lt;reflink idref=&quot;bib36&quot; id=&quot;ref69&quot;&gt;36&lt;/reflink&gt;]), a process that may help to facilitate developmental progress toward independent functioning in adulthood (U.S. Department of Health and Human Services et al. [&lt;reflink idref=&quot;bib43&quot; id=&quot;ref70&quot;&gt;43&lt;/reflink&gt;]). Because the mean age of the youth in our sample was 13.4 years, our study was able to capture the perspectives of parents early in the transition period.&lt;/p&gt; &lt;hd id=&quot;AN0155080883-12&quot;&gt;Limitations&lt;/hd&gt; &lt;p&gt;Our study had several limitations. The survey tool relied on parent self-report. In order to briefly assess a wide range of parent and child factors in our encounters with parents, we did not include additional standardized tools to evaluate the youth&#39;s functional skills and problem behaviors. Therefore, the findings must be interpreted with some caution as the questionnaire has not been externally validated against existing legacy measures, and the sample was not selected to be representative of the broader populations of children with developmental disabilities. In spite of these limitations, the items evaluating functional skills showed good internal consistency and had clear face validity for youth functioning. Future work should establish the external validity of this rapid assessment method, though preliminarily, it appears that a rapid assessment has some predictive validity. Another limitation was that the majority of the respondents had a child with ASD and/ or ADHD and, as a result, other developmental diagnoses were not well represented in this sample. However, the sample benefited from including youth from a wide range of disabilities, increasing the power to detect correlates of transition planning and independent living. In addition, household income was not obtained, with studies showing that the socioeconomic status (SES) can impact transition planning (Kirby [&lt;reflink idref=&quot;bib23&quot; id=&quot;ref71&quot;&gt;23&lt;/reflink&gt;]). However, the parent&#39;s education and insurance status were included in the regression analysis, with the latter serving as a proxy for SES. Lastly, although we had a high response rate of 86% and captured respondents from various sites, the non-respondents may have had different perspectives and experiences regarding the transition process.&lt;/p&gt; &lt;hd id=&quot;AN0155080883-13&quot;&gt;Conclusion&lt;/hd&gt; &lt;p&gt;Despite parents&#39; awareness of the difficulties their children will face, less youth independence with self-care skills was associated with lower odds of planning for transition to adulthood and expectations for independent living. Results support the need for interventions targeted at improving daily living skills to achieve functional independence in adulthood, as well as interventions focused on aggression, safety, and sexuality of the individuals. The findings also underscore the need to increase awareness among providers and parents regarding the importance of transition planning for youth with developmental disabilities. Further studies are recommended to assess the association of functional self-care skills and behavior problems with transition planning.&lt;/p&gt; &lt;hd id=&quot;AN0155080883-14&quot;&gt;Acknowledgements&lt;/hd&gt; &lt;p&gt;This study was partially funded by the MEDTAPP Healthcare Access (HCA) Initiative and utilized federal financial participation funds through the Ohio Department of Medicaid. The MEDTAPP HCA Initiative partners with Ohio&#39;s colleges and universities to support the development and retention of additional healthcare providers to better serve the Ohio Medicaid population using emerging, interdisciplinary, and evidence-based care models. Views stated in this manuscript are those of the researchers only and are not attributed to the study sponsors, the Ohio Department of Medicaid or to the Federal Medicaid Program. The authors would also like to acknowledge the Clinical and Translational Science Award (CTSC) UL1TR 000439 for use of the REDCap software. Lastly, the authors acknowledge the support of the University of Maryland, Baltimore, Institute for Clinical &amp;amp; Translational Research (ICTR).&lt;/p&gt; &lt;hd id=&quot;AN0155080883-15&quot;&gt;Financial Disclosures&lt;/hd&gt; &lt;p&gt;The authors have no financial relationships relevant to this article to disclose.&lt;/p&gt; &lt;hd id=&quot;AN0155080883-16&quot;&gt;Author Contributions&lt;/hd&gt; &lt;p&gt;Dr. Reyes conceptualized and designed the study, designed the data collection instrument, drafted the initial manuscript and approved the final manuscript as submitted.&lt;/p&gt; &lt;p&gt;Dr. Perzynski participated in the design of the study and data collection instrument, carried out the data analyses, reviewed and revised the manuscript, and approved the final manuscript as submitted.&lt;/p&gt; &lt;p&gt;Dr. Taylor participated in the design of the study and data collection instrument, assisted in the initial analyses, reviewed and revised the manuscript, and approved the final manuscript as submitted.&lt;/p&gt; &lt;p&gt;Dr. Kralovic, Dr. Wexberg and Dr. Frazier participated in the design of the study and data collection instrument, reviewed and revised the manuscript, and approved the final manuscript as submitted.&lt;/p&gt; &lt;p&gt;Dr. Zhu participated in the data analysis, reviewed and revised the manuscript, and approved the final manuscript as submitted.&lt;/p&gt; &lt;p&gt;Dr. Roizen participated in the design of the study and data collection instrument, drafted the initial manuscript and approved the final manuscript as submitted.&lt;/p&gt; &lt;hd id=&quot;AN0155080883-17&quot;&gt;Funding&lt;/hd&gt; &lt;p&gt;This study was partially funded by the MEDTAPP Healthcare Access (HCA) Initiative and utilized federal financial participation funds through the Ohio Department of Medicaid.&lt;/p&gt; &lt;hd id=&quot;AN0155080883-18&quot;&gt;Data Availability&lt;/hd&gt; &lt;p&gt;The authors confirm that the data supporting the findings of this study are available within the article. Raw data can also be obtained from the author upon reasonable request.&lt;/p&gt; &lt;hd id=&quot;AN0155080883-19&quot;&gt;Compliance with Ethical Standards&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0155080883-20&quot;&gt;Conflict of Interest&lt;/hd&gt; &lt;p&gt;Dr. Frazier has received federal funding or research support from, acted as a consultant to, received travel support from, and/or received a speaker&#39;s honorarium from the Cole Family Research Fund, Simons Foundation, Ingalls Foundation, Forest Laboratories, Ecoeos, IntegraGen, Kugona LLC, Shire Development, Bristol-Myers Squibb, National Institutes of Health, and the Brain and Behavior Research Foundation. Dr. Perzynski reports an equity interest in Global Health Metrics and book royalty agreements with Springer Nature and Taylor Francis. The other authors have indicated they have no potential conflicts of interest to disclose.&lt;/p&gt; &lt;hd id=&quot;AN0155080883-21&quot;&gt;Ethics Approval and Consent to Participate&lt;/hd&gt; &lt;p&gt;This study was approved by the Institutional Review Boards at University Hospitals and the Cleveland Clinic and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.&lt;/p&gt; &lt;hd id=&quot;AN0155080883-22&quot;&gt;Consent for Publication&lt;/hd&gt; &lt;p&gt;This author consents for the publication of this manuscript.&lt;/p&gt; &lt;hd id=&quot;AN0155080883-23&quot;&gt;Informed Consent&lt;/hd&gt; &lt;p&gt;Consent to particiate was obtained from the participants completing the survey instrument.&lt;/p&gt; &lt;hd id=&quot;AN0155080883-24&quot;&gt;Abbreviations&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;p&gt;• ASD&lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;ulist&gt; &lt;item&gt; Autism Spectrum Disorder&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;/ulist&gt; &lt;p&gt;• ADHD&lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;ulist&gt; &lt;item&gt; Attention Deficit Hyperactivity Disorder&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;/ulist&gt; &lt;p&gt;• YSHCN&lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;ulist&gt; &lt;item&gt; Youth with Special Health Care Needs&lt;/item&gt; &lt;/ulist&gt; &lt;hd id=&quot;AN0155080883-25&quot;&gt;Supplementary Information&lt;/hd&gt; &lt;p&gt;Graph: (XLSX 46.7&#160;kb)&lt;/p&gt; &lt;hd id=&quot;AN0155080883-26&quot;&gt;Publisher&#39;s Note&lt;/hd&gt; &lt;p&gt;Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.&lt;/p&gt; &lt;ref id=&quot;AN0155080883-27&quot;&gt; &lt;title&gt; References &lt;/title&gt; &lt;blist&gt; &lt;bibl id=&quot;bib1&quot; idref=&quot;ref22&quot; type=&quot;bt&quot;&gt;1&lt;/bibl&gt; &lt;bibtext&gt; American Academy of Pediatrics, American Academy of Family Physicians, &amp;amp; American College of Physicians - American Society of Internal Medicine. A consensus statement on health care transitions for young adults. Pediatrics. 2002; 110; Supplement 3: 1304-1306. 10.1542/peds.110.6.S1.1304&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib2&quot; idref=&quot;ref1&quot; type=&quot;bt&quot;&gt;2&lt;/bibl&gt; &lt;bibtext&gt; American Academy of Pediatrics, American Academy of Family Physicians, and American College of Physicians, T. C. R. A. G. Supporting the health care transition from adolescence to adulthood in the medical home. Pediatrics. 2011; 128; 1: 182-200. 10.1542/peds.2011-0969&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib3&quot; idref=&quot;ref46&quot; type=&quot;bt&quot;&gt;3&lt;/bibl&gt; &lt;bibtext&gt; Anderson KA, Sosnowy C, Kuo AA, Shattuck P. Transition of individuals with autism to adulthood: A review of qualitative studies. Pediatrics. 2018; 141; s4&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib4&quot; idref=&quot;ref43&quot; type=&quot;bt&quot;&gt;4&lt;/bibl&gt; &lt;bibtext&gt; Aragon, S, &amp;amp; Education Commission of the States. (2015). Free and compulsory school age requirements. https://&lt;ulink href=&quot;http://www.ecs.org/clearinghouse/01/18/68/11868.pdf&quot;&gt;www.ecs.org/clearinghouse/01/18/68/11868.pdf&lt;/ulink&gt;&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib5&quot; idref=&quot;ref12&quot; type=&quot;bt&quot;&gt;5&lt;/bibl&gt; &lt;bibtext&gt; Bal VH, Kim S, Cheong D, Lord C. Daily living skills in individuals with autism spectrum disorder from 2 to 21 years of age. Autism. 2015; 19; 7: 774-784. 10.1177/1362361315575840. 25922445&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib6&quot; idref=&quot;ref34&quot; type=&quot;bt&quot;&gt;6&lt;/bibl&gt; &lt;bibtext&gt; Blum NJ, Feldman HM, Barbaresi WJ, Schonfeld DJ, Hansen RL, Forrest CB. Research priorities for developmental-behavioral pediatrics: A DBPNet consensus study. Journal of Developmental and Behavioral Pediatrics. 2012; 33; 6: 509-516. 10.1097/DBP.0b013e31825a7101&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib7&quot; idref=&quot;ref2&quot; type=&quot;bt&quot;&gt;7&lt;/bibl&gt; &lt;bibtext&gt; Cadman T, Eklund H, Howley D, Hayward H, Clarke H, Findon J, Xenitidis K, Murphy D, Asherson P, Glaser K. Caregiver burden as people with autism spectrum disorder and attention-deficit/hyperactivity disorder transition into adolescence and adulthood in the United Kingdom. Journal of the American Academy of Child and Adolescent Psychiatry. 2012; 51; 9: 879-888. 10.1016/j.jaac.2012.06.017. 22917201&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib8&quot; idref=&quot;ref8&quot; type=&quot;bt&quot;&gt;8&lt;/bibl&gt; &lt;bibtext&gt; Cheak-Zamora NC, Yang X, Farmer JE, Clark M. Disparities in transition planning for youth with autism spectrum disorder. Pediatrics. 2013; 131; 3: 447-454. 10.1542/peds.2012-1572. 23400613&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibl id=&quot;bib9&quot; idref=&quot;ref62&quot; type=&quot;bt&quot;&gt;9&lt;/bibl&gt; &lt;bibtext&gt; Cheak-Zamora, N. C, Teti, M, Maurer-Batjer, A, &amp;amp; Koegler, E. (2017). Exploration and comparison of adolescents with autism spectrum disorder and their caregiver&#39;s perspectives on transitioning to adult health care and adulthood. Journal of Pediatric Psychology, 42(May), 1028–1039. https://doi.org/10.1093/jpepsy/jsx075.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Chen J, Cohn ES, Orsmond GI. Parents&#39; future visions for their autistic transition-age youth: Hopes and expectations. Autism. 2019; 23; 6: 1363-1372. 10.1177/1362361318812141. 30445828&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Davis AM, Brown RF, Taylor JL, Epstein RA, McPheeters ML. Transition Care for Children with Special Health Care Needs. Pediatrics. 2014; 134; 5: 900-908. 10.1542/peds.2014-1909. 25287460. 4533283&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Duncan, A, &amp;amp; Bishop, S. (2015). Understanding the gap between cognitive abilities and daily living skills in adolescents with autism spectrum disorders with average intelligence. Autism, 19(1), 64–72. https://doi.org/10.1177/1362361313510068.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Fernandes SM, O&#39;Sullivan-Oliveira J, Landzberg MJ, Khairy P, Melvin P, Sawicki GS, Ziniel S, Kenney LB, Garvey KC, Sobota A, O&#39;Brien R, Nigrovic PA, Sharma N, Fishman LN. Transition and transfer of adolescents and young adults with pediatric onset chronic disease: The patient and parent perspective. Journal of Pediatric Rehabilitation Medicine. 2014; 7; 1: 43-51. 10.3233/PRM-140269. 24919937. 5727574&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Fletcher-Johnston M, Marshall SK, Straatman L. Healthcare transitions for adolescents with chronic life-threatening conditions using a Delphi method to identify research priorities for clinicians and academics in Canada. Child: Care, Health and Development. 2011; 37; 6: 875-882. 10.1111/j.1365-2214.2011.01318.x&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Gerhardt, P, &amp;amp; Crimmins, D. (2013). Social skills and adaptive behavior in learners with autism spectrum disorders (1st ed.). Brookes Publishing Company.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Gotham, K, Marvin, A. R, Taylor, J. L, Anderson, C. M, Law, P. A, Law, J. K, &amp;amp; Lipkin, P. H. (2015). Characterizing the daily life, needs, and priorities of adults with ASD from interactive autism network data. Autism, 19(7), 794–804. https://doi.org/10.1177/1362361315583818.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Gray KM, Keating CM, Taffe JR, Brereton AV, Einfeld SL, Reardon TC, Tonge BJ. Adult outcomes in autism: Community inclusion and living skills. Journal of Autism and Developmental Disorders. 2014; 44; 12: 3006-3015. 10.1007/s10803-014-2159-x. 24915930&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Holmes LG, Kirby AV, Strassberg DS, Himle MB. Parent expectations and preparatory activities as adolescents with ASD transition to adulthood. Journal of Autism and Developmental Disorders. 2019; 48; 9: 2925-2937. 10.1007/s10803-018-3545-6&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Kane, D. J, Kasehagen, L, Punyko, J, Carle, A. C, Penziner, A, &amp;amp; Thorson, S. (2009). What factors are associated with state performance on provision of transition services to CSHCN? Pediatrics, 124 Suppl(December 2009), S375–S383. https://doi.org/10.1542/peds.2009-1255H.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Kanne SM, Gerber AJ, Quirmbach LM, Sparrow SS, Cicchetti DV, Saulnier CA. The role of adaptive behavior in autism spectrum disorders: Implications for functional outcome. Journal of Autism and Developmental Disorders. 2011; 41; 8: 1007-1018. 10.1007/s10803-010-1126-4. 21042872&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Kaufman M, Pinzon J, Society CP, Committee AH. Position statement: Transition to adult care for youth with special health care needs. Reaffirmed: Feb 28 2018. Paediatrics &amp;amp; Child Health. 2007; 12; 9: 785-788. 10.1093/pch/12.9.785https://&lt;ulink href=&quot;http://www.cps.ca/en/documents/position/transition-youth-special-needs&quot;&gt;www.cps.ca/en/documents/position/transition-youth-special-needs&lt;/ulink&gt;&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Kingsnorth S, Gall C, Beayni S, Rigby P. Parents as transition experts? Qualitative findings from a pilot parent-led peer support group. Child: Care, Health and Development. 2011; 37; 6: 833-840. 10.1111/j.1365-2214.2011.01294.x&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Kirby AV. Parent expectations mediate outcomes for young adults with autism Spectrum disorder. Journal of Autism and Developmental Disorders. 2016; 46; 5: 1643-1655. 10.1007/s10803-015-2691-3. 26762113&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Klin, A, Saulnier, C, Sparrow, S, Cicchetti, D, Volkmar, F, &amp;amp; Lord, C. (2007). Social and communication abilities and disabilities in higher functioning individuals with autism spectrum disorders: The Vineland and the ADOS. Journal of Autism and Developmental Disorders, 37(4), 748–759 17146708.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Kuhlthau KA, Warfield ME, Hurson J, Delahaye J, Crossman MK. Pediatric provider&#39;s perspectives on the transition to adult health care for youth with autism spectrum disorder: Current strategies and promising new directions. Autism. 2015; 19; 3: 262-271. 10.1177/1362361313518125. 24497626&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Lotstein DS, Ghandour R, Cash A, McGuire E, Strickland B, Newacheck P. Planning for health care transitions: Results from the 2005-2006 National Survey of children with special health care needs. Pediatrics. 2009; 123; 1: e145-e152. 10.1542/peds.2008-1298. 19117836&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Lotstein, D. S, Kuo, A, Strickland, B, &amp;amp; Tait, F. (2010). The transition to adult health care for youth with special health care needs: do racial and ethnic disparities exist? Pediatrics, 126 Suppl(December), S129–S136. https://doi.org/10.1542/peds.2010-1466F&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Matthews, N. L, Smith, C. J, Pollard, E, Ober-Reynolds, S, Kirwan, J, &amp;amp; Malligo, A. (2015). Adaptive functioning in autism spectrum disorder during the transition to adulthood. Journal of Autism and Developmental Disorders, 45, 2349–2360. https://doi.org/10.1007/s10803-015-2400-2.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; McManus MA, Pollack LR, Cooley WC, McAllister JW, Lotstein D, Strickland B, Mann MY. Current status of transition preparation among youth with special needs in the United States. Pediatrics. 2013; 131; 6: 1090-1097. 10.1542/peds.2012-3050. 23669518&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; McNair J, Rusch F. Parent involvement in transition programs. Mental Retardation. 1991; 29; 2: 93-101. 1861624&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; McPheeters, M, Davis, A. M, Taylor, J. L, Brown, R. F, Potter, S. A, &amp;amp; Epstein, R. A. (2014). Transition Care for Children With Special Health Needs. Technical Brief No. 15. Agency for Healthcare Research and Quality.https://www.effreports/reports/final.cfm.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Morningstar, M. E, Turnbull, A. P, &amp;amp; Turnbull, H. R. (1995). What do students with disabilities tell us about the importance of family involvement in the transition from school to adult life? Exceptional Children, 62(3), 249–260.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Morningstar ME, Bassett DS, Cashman J, Kochhar-Bryant C, Wehmeyer M. Aligning transition services with educational reform: A position statement on the division on career development and transition. Career Development and Transition for Exceptional Individuals. 2012; 35; 3: 132-142. 10.1177/2165143412454915. 25221733. 4160080&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Newman, L, Wagner, M, Knokey, A, Marder, C, Nagle, K, Shaver, D, Wei, X, &amp;amp; with Cameto, R, Contreras, E, Ferguson, K, Greene, S. and Schwarting, M. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school. A Report from the National Longitudinal Transition Study-2 (NLTS2).&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Raghavan R, Pawson N, Small N. Family carers&#39; perspectives on post-school transition of young people with intellectual disabilities with special reference to ethnicity. Journal of Intellectual Disability Research. 2013; 57; 10: 936-946. 10.1111/j.1365-2788.2012.01588.x. 22823005&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Reiss JG, Gibson RW, Walker LR. Health care transition: Youth, family, and provider perspectives. Pediatrics. 2005; 115; 1: 112-120. 10.1542/peds.2004-1321. 15629990&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Rouble, L, McGrew, J. H, Wong, V, &amp;amp; Yu, Y. (2019). A preliminary study of parent activation, parent-teacher alliance, transition planning quality, and IEP and postsecondary goal attainment of students with ASD. Journal of Autism and Developmental Disorders, 49(8), 3231–3243. https://doi.org/10.1007/s10803-019-04047-4.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Roux AM, Shattuck PT, Rast JE, Rava JA, Anderson K, A. National Autism Indicators Report. Life course outcomes research program. 2015: A.J. Drexel Autism Institute; Drexel University&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Roux AM, Rast JE, Anderson KA, Shattuck PT. National Autism Indicators Report: Developmental Disablity Services and Outcomes in Adulthood. Life course outcomes research program. 2017: A.J. Drexel Autism Institute; Drexel University&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Schlucter J, Dokken D, Ahmann E. Transitions from pediatric to adult care: Programs and resources. Pediatric Nursing. 2015; 41; 2: 85-88. 26292457&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Skinner, C, Pauly, R, Skinner, S. A, Schroer, R. J, Simensen, R. J, Taylor, H. A, Friez, M. J, DuPont, B. R, &amp;amp; Stevenson, R. E. (2020). Autistic disorder: A 20 year chronicle. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-020-04568-3.&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; Timmons J, Whitney-Thomas J, McIntyre J, Butterworth J, Allen D. Managing service delivery systems and the role of parents during their children&#39;s transitions. Journal of Rehabilitation. 2004; 70; 2: 19-26&lt;/bibtext&gt; &lt;/blist&gt; &lt;blist&gt; &lt;bibtext&gt; U.S. Department of Health and Human Services, Health Resources and Services Administration, &amp;amp; Maternal and Child Health Bureau. (2013). The national survey of children with special health care needs: Chartbook 2009–2010. June, 1–109.&lt;/bibtext&gt; &lt;/blist&gt; &lt;/ref&gt; &lt;aug&gt; &lt;p&gt;By Charina Reyes; Adam Perzynski; Shanna Kralovic; H. Gerry Taylor; Steven Wexberg; Shijun Zhu; Thomas W. Frazier and Nancy Roizen&lt;/p&gt; &lt;p&gt;Reported by Author; Author; Author; Author; Author; Author; Author; Author&lt;/p&gt; &lt;/aug&gt; &lt;nolink nlid=&quot;nl1&quot; bibid=&quot;bib26&quot; firstref=&quot;ref3&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl2&quot; bibid=&quot;bib35&quot; firstref=&quot;ref4&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl3&quot; bibid=&quot;bib29&quot; firstref=&quot;ref5&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl4&quot; bibid=&quot;bib31&quot; firstref=&quot;ref6&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl5&quot; bibid=&quot;bib25&quot; firstref=&quot;ref9&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl6&quot; bibid=&quot;bib15&quot; firstref=&quot;ref10&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl7&quot; bibid=&quot;bib20&quot; firstref=&quot;ref11&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl8&quot; bibid=&quot;bib12&quot; firstref=&quot;ref13&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl9&quot; bibid=&quot;bib24&quot; firstref=&quot;ref15&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl10&quot; bibid=&quot;bib34&quot; firstref=&quot;ref17&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl11&quot; bibid=&quot;bib38&quot; firstref=&quot;ref18&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl12&quot; bibid=&quot;bib41&quot; firstref=&quot;ref19&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl13&quot; bibid=&quot;bib43&quot; firstref=&quot;ref20&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl14&quot; bibid=&quot;bib27&quot; firstref=&quot;ref24&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl15&quot; bibid=&quot;bib36&quot; firstref=&quot;ref26&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl16&quot; bibid=&quot;bib18&quot; firstref=&quot;ref27&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl17&quot; bibid=&quot;bib22&quot; firstref=&quot;ref28&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl18&quot; bibid=&quot;bib32&quot; firstref=&quot;ref29&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl19&quot; bibid=&quot;bib33&quot; firstref=&quot;ref30&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl20&quot; bibid=&quot;bib42&quot; firstref=&quot;ref32&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl21&quot; bibid=&quot;bib30&quot; firstref=&quot;ref33&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl22&quot; bibid=&quot;bib11&quot; firstref=&quot;ref35&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl23&quot; bibid=&quot;bib14&quot; firstref=&quot;ref36&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl24&quot; bibid=&quot;bib28&quot; firstref=&quot;ref37&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl25&quot; bibid=&quot;bib37&quot; firstref=&quot;ref39&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl26&quot; bibid=&quot;bib21&quot; firstref=&quot;ref41&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl27&quot; bibid=&quot;bib40&quot; firstref=&quot;ref42&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl28&quot; bibid=&quot;bib19&quot; firstref=&quot;ref55&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl29&quot; bibid=&quot;bib16&quot; firstref=&quot;ref58&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl30&quot; bibid=&quot;bib17&quot; firstref=&quot;ref59&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl31&quot; bibid=&quot;bib39&quot; firstref=&quot;ref60&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl32&quot; bibid=&quot;bib10&quot; firstref=&quot;ref64&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl33&quot; bibid=&quot;bib13&quot; firstref=&quot;ref68&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl34&quot; bibid=&quot;bib23&quot; firstref=&quot;ref71&quot;&gt;&lt;/nolink&gt;
Header DbId: eric
DbLabel: ERIC
An: EJ1430915
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Factors Associated with Transition Planning in Autism and Other Developmental Disabilities
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Charina+Reyes%22&quot;&gt;Charina Reyes&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;http://orcid.org/0000-0003-2050-0224&quot;&gt;0000-0003-2050-0224&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Adam+Perzynski%22&quot;&gt;Adam Perzynski&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Shanna+Kralovic%22&quot;&gt;Shanna Kralovic&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22H%2E+Gerry+Taylor%22&quot;&gt;H. Gerry Taylor&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Steven+Wexberg%22&quot;&gt;Steven Wexberg&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Shijun+Zhu%22&quot;&gt;Shijun Zhu&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Thomas+W%2E+Frazier%22&quot;&gt;Thomas W. Frazier&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Nancy+Roizen%22&quot;&gt;Nancy Roizen&lt;/searchLink&gt;
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22Journal+of+Developmental+and+Physical+Disabilities%22&quot;&gt;&lt;i&gt;Journal of Developmental and Physical Disabilities&lt;/i&gt;&lt;/searchLink&gt;. 2022 34(1):43-56.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Centers for Medicare and Medicaid Services (CMS) (DHHS)&lt;br /&gt;National Center for Advancing Translational Sciences (NCATS) (NIH), Clinical and Translational Science Awards (CTSA) Program
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: UL1TR000439
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Transitional+Programs%22&quot;&gt;Transitional Programs&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Planning%22&quot;&gt;Planning&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Autism+Spectrum+Disorders%22&quot;&gt;Autism Spectrum Disorders&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Developmental+Disabilities%22&quot;&gt;Developmental Disabilities&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Daily+Living+Skills%22&quot;&gt;Daily Living Skills&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Self+Management%22&quot;&gt;Self Management&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Expectation%22&quot;&gt;Expectation&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Parent+Aspiration%22&quot;&gt;Parent Aspiration&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Behavior+Problems%22&quot;&gt;Behavior Problems&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Safety%22&quot;&gt;Safety&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Independent+Living%22&quot;&gt;Independent Living&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Aggression%22&quot;&gt;Aggression&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Sexuality%22&quot;&gt;Sexuality&lt;/searchLink&gt;
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10882-020-09785-3
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1056-263X&lt;br /&gt;1573-3580
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Objective: To determine whether functional self-care skills and presence of behavior problems in youth with developmental disabilities are associated with parents planning for the youth&#39;s transition to adulthood. Methods: This multi-site study consisted of 167 parents of youth aged 10-22 years with autism spectrum disorder, ADHD and/or other developmental disabilities who completed a questionnaire on transition to adulthood. Parent-rated child self-care status was measured using a six-item scale that had excellent reliability (Cronbach&#39;s alpha=0.90). Results: Multivariable logistic regression models revealed that parents were less likely to plan for the youth&#39;s transition to adulthood if their child needed more assistance with functional self-care skills (OR 0.78, 95% CI 0.63-0.96, p=0.021). Despite this unexpected finding, greater child need for assistance with self-care was associated with lower parental expectations that their children would live independently by age 22 (OR 0.40, 95% CI 0.24-0.66, p&lt;0.001) and 35 (OR 0.47, 95% CI 0.35-0.63, p&lt;0.001). The presence of behavioral problems (aggression, sexual behaviors and safety issues) was also associated with lower odds of parental expectations that their child would live independently in adulthood. Conclusions: Despite this unexpected finding, greater child need for assistance with self-care was associated with lower parental expectations that their children would live independently by age 22 (OR 0.40, 95% CI 0.24-0.66, p&lt;0.001) and 35 (OR 0.47, 95% CI 0.35-0.63, p&lt;0.001). The presence of behavioral problems (aggression, sexual behaviors and safety issues) was also associated with lower odds of parental expectations that their child would live independently in adulthood. Despite parents&#39; awareness of the difficulties their children will face, less youth independence with self-care skills was associated with lower odds of plans for transition to adulthood and expectations for independent living. Results support the need for continued interventions targeted at improving daily living skills to achieve functional independence in adulthood, as well as interventions focused on aggression, safety and sexuality of the individuals.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1430915
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1430915
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10882-020-09785-3
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 43
    Subjects:
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Planning
        Type: general
      – SubjectFull: Autism Spectrum Disorders
        Type: general
      – SubjectFull: Developmental Disabilities
        Type: general
      – SubjectFull: Daily Living Skills
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Parent Aspiration
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Safety
        Type: general
      – SubjectFull: Independent Living
        Type: general
      – SubjectFull: Aggression
        Type: general
      – SubjectFull: Sexuality
        Type: general
    Titles:
      – TitleFull: Factors Associated with Transition Planning in Autism and Other Developmental Disabilities
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Charina Reyes
      – PersonEntity:
          Name:
            NameFull: Adam Perzynski
      – PersonEntity:
          Name:
            NameFull: Shanna Kralovic
      – PersonEntity:
          Name:
            NameFull: H. Gerry Taylor
      – PersonEntity:
          Name:
            NameFull: Steven Wexberg
      – PersonEntity:
          Name:
            NameFull: Shijun Zhu
      – PersonEntity:
          Name:
            NameFull: Thomas W. Frazier
      – PersonEntity:
          Name:
            NameFull: Nancy Roizen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 1056-263X
            – Type: issn-electronic
              Value: 1573-3580
          Numbering:
            – Type: volume
              Value: 34
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Developmental and Physical Disabilities
              Type: main
ResultId 1