View in EDS HTML Full Text PDF Full Text

Barriers to Providing Transitional Supports for Autistic Students: Insights of School Professionals.

Saved in:
Bibliographic Details
Title: Barriers to Providing Transitional Supports for Autistic Students: Insights of School Professionals.
Authors: LaPoint, Shannon Crowley, Kim, So Yoon, Bottema-Beutel, Kristen
Source: Journal of Autism & Developmental Disorders. Aug2025, Vol. 55 Issue 8, p2807-2819. 13p.
Subjects: School environment, Human services programs, Psychology of teachers, Psychologists, Qualitative research, Autism, Psychology of high school students, Content analysis, Students with disabilities, School administrators, Families, Communities, Thematic analysis, Transitional programs (Education), Special education schools, School mental health services, Asperger's syndrome, Special education, Social support, Psychosocial factors, Transition to adulthood, Adolescence
Abstract: Following high school exit, many autistic young adults are not enrolled in post-secondary education or employed, and few are engaged in community activities. This disengagement among autistic young adults may be a result of the limited or inadequate supports provided to autistic transition-age youth in schools. Therefore, the purpose of the current study is to explore how school professionals report preparing transition-age autistic youth for adulthood and the barriers that make it difficult for school professionals to provide quality transition services. We surveyed 21 school professionals who work with transition-age autistic students. The survey solicited descriptions of transition supports provided to youth, and barriers that make it difficult for school professionals to provide high quality transition supports. Qualitative content analysis was used to identify themes from the data. Participants described barriers related to the autistic youth they taught or supported, their families, the classroom environment, and the community. Barriers were either framed as deficits inherent to autistic students and their families, or larger systemic issues that make it challenging to implement high quality transition supports. We recommend implementation of autism-specific trainings within teacher preparation programs and school districts, professional development opportunities that create spaces for educators to challenge and resist deficit views of autism, and development of strengths-based transition programs that are implemented by school-based professionals who work with autistic students. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 186910024
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Barriers to Providing Transitional Supports for Autistic Students: Insights of School Professionals.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22LaPoint%2C+Shannon+Crowley%22">LaPoint, Shannon Crowley</searchLink><br /><searchLink fieldCode="AR" term="%22Kim%2C+So+Yoon%22">Kim, So Yoon</searchLink><br /><searchLink fieldCode="AR" term="%22Bottema-Beutel%2C+Kristen%22">Bottema-Beutel, Kristen</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Autism+%26+Developmental+Disorders%22">Journal of Autism & Developmental Disorders</searchLink>. Aug2025, Vol. 55 Issue 8, p2807-2819. 13p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Human+services+programs%22">Human services programs</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Psychologists%22">Psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+high+school+students%22">Psychology of high school students</searchLink><br /><searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Families%22">Families</searchLink><br /><searchLink fieldCode="DE" term="%22Communities%22">Communities</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+programs+%28Education%29%22">Transitional programs (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education+schools%22">Special education schools</searchLink><br /><searchLink fieldCode="DE" term="%22School+mental+health+services%22">School mental health services</searchLink><br /><searchLink fieldCode="DE" term="%22Asperger's+syndrome%22">Asperger's syndrome</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink><br /><searchLink fieldCode="DE" term="%22Transition+to+adulthood%22">Transition to adulthood</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescence%22">Adolescence</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Following high school exit, many autistic young adults are not enrolled in post-secondary education or employed, and few are engaged in community activities. This disengagement among autistic young adults may be a result of the limited or inadequate supports provided to autistic transition-age youth in schools. Therefore, the purpose of the current study is to explore how school professionals report preparing transition-age autistic youth for adulthood and the barriers that make it difficult for school professionals to provide quality transition services. We surveyed 21 school professionals who work with transition-age autistic students. The survey solicited descriptions of transition supports provided to youth, and barriers that make it difficult for school professionals to provide high quality transition supports. Qualitative content analysis was used to identify themes from the data. Participants described barriers related to the autistic youth they taught or supported, their families, the classroom environment, and the community. Barriers were either framed as deficits inherent to autistic students and their families, or larger systemic issues that make it challenging to implement high quality transition supports. We recommend implementation of autism-specific trainings within teacher preparation programs and school districts, professional development opportunities that create spaces for educators to challenge and resist deficit views of autism, and development of strengths-based transition programs that are implemented by school-based professionals who work with autistic students. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=186910024
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10803-024-06375-6
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 2807
    Subjects:
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Human services programs
        Type: general
      – SubjectFull: Psychology of teachers
        Type: general
      – SubjectFull: Psychologists
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Psychology of high school students
        Type: general
      – SubjectFull: Content analysis
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: School administrators
        Type: general
      – SubjectFull: Families
        Type: general
      – SubjectFull: Communities
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Transitional programs (Education)
        Type: general
      – SubjectFull: Special education schools
        Type: general
      – SubjectFull: School mental health services
        Type: general
      – SubjectFull: Asperger's syndrome
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Social support
        Type: general
      – SubjectFull: Psychosocial factors
        Type: general
      – SubjectFull: Transition to adulthood
        Type: general
      – SubjectFull: Adolescence
        Type: general
    Titles:
      – TitleFull: Barriers to Providing Transitional Supports for Autistic Students: Insights of School Professionals.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: LaPoint, Shannon Crowley
      – PersonEntity:
          Name:
            NameFull: Kim, So Yoon
      – PersonEntity:
          Name:
            NameFull: Bottema-Beutel, Kristen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Text: Aug2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 01623257
          Numbering:
            – Type: volume
              Value: 55
            – Type: issue
              Value: 8
          Titles:
            – TitleFull: Journal of Autism & Developmental Disorders
              Type: main
ResultId 1