Evaluation of an Innovative Interest-Based Post-School Transition Programme for Young People with Autism Spectrum Disorder

Abstract

After leaving school, young people with autism spectrum disorder often struggle with social, educational and employment participation. A post-school transition programme underpinned by individualised case management, where mentees are guided to complete self-selected projects by mentors with multimedia skills, was evaluated using a qualitative approach. The programme’s impact on mentees’ social participation, emotional well-being, project skills and awareness of and transition to post-school options was examined. Eleven mentees (17–21 years), 12 family members and 7 mentors participated in semi-structured interviews. Mentors completed fortnightly records. Findings included positive impacts on mentees’ motivation and enjoyment, social participation, emotional well-being and skill development; and an appreciation of the programme flexibility and the high-quality mentor–mentee relationships. Some mentees developed their awareness of future options, while others struggled to articulate their goals. Two of 11 mentees transitioned to further education. Overall, the programme appeared to fulfil a critical need for nurturing, post-school transition programmes.

Keywords:

• Adults
• autism
• education
• interest-based
• post-school
• transition
• vocational
• youth

Acknowledgements

The authors would like to acknowledge the financial support of the Cooperative Research Centre for Living with Autism, established and supported under the Australian Governments’ Cooperative Research Centre Program. The authors would also like to acknowledge the Studio G mentees, family members, mentors and programme coordinators who participated in this study and to thank them for their time.

Notes

1. The authors acknowledge that people in the autism community vary in their preferences for the way that autism is described (Kenny et al., 2016). The terminology used in this paper is consistent with academic literature and the preference of this journal for person-first language.