Autism Spectrum Disorder: A Transition from School to Post-School Life

Topics: Autism, Pervasive developmental disorder Pages: 9 (3304 words) Published: September 24, 2015


Autism Spectrum Disorder: A Transition from School to Post-School Life Your Name
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This paper was submitted in partial fulfillment of Class name XXX. Correspondence concerning this research paper should be addressed to Your Name, Department of XXXXXX, School's Name, City, State, Zip Code, Email: XXXXXXXXX Autism Spectrum Disorder: A Transition from School to Post-School Life The development that one experience during their life significantly impacts how they will behave and succeed when they are older. For instance, if an individual is unable to obtain sufficient education or does not have the opportunity to develop essential social skills during their adolescence, they may be less inclined to continue their education and may find it increasingly difficult to develop social bonds with other individuals as they age. Thus, it is absolute essential that every individual is given the opportunity to excel during their school years to increase their probability of future success.

Autism Spectrum Disorders (ASD) are a family of increasingly prevalent disabilities that qualify an individual for special education services in the school under PL94-142, now called the Individuals with Disabilities Education Act (IDEA) (Bradley et al., 2014). There have been multiple theories that have attempted to elucidate on the relative increase of ASDs in contemporary society; however, the underlying mechanism that makes one more predisposed to developing an ASD is currently unknown. Even if an individual has been diagnosed with an ASD, they should be given sufficient opportunity to excel at anything they desired to pursue. A diagnosis of an ASD does not have to be a limiting factor in the individual's life but is only an obstacle that they must overcome to guarantee their development.

The transition of an individual from the academic system to post-school life can be relatively daunting and has the potential to induce a substantial amount of apprehension (Anderson et al., 2014). The transition from school to post-school life can be troubling for any individual, and the cumbersome nature of this change is exacerbated when an individual suffers from an ASD. Multiple proposals have been published that just how an ASD inflicted individual can make a smooth transition from school to post-school life. The purpose of this paper is to examine the evidence-based practices suitable for and required for the transition of an individual with an ASD when transitioning from school to post-school life. This will be accomplished by reviewing relevant peer-reviewed literature that analyzes how an individual with an ASD disorder can make an appropriate transition from school to post-school life. Different evidence-based practices will be presented in each will be scrutinized to determine the most advantageous method. This paper will be concluded by reiterating the main thoughts and by providing a recommendation for which method would allow for the best transition from school to post-school life for an individual suffering from an ASD. Autism Spectrum Disorder

The amount of autism awareness in contemporary society has increased substantially within the past decade (Anderson et al., 2014). According to Felder (2014), the prevalence of autism in the United States’ increased by 119.4% from 2000 (1 in 150) to 2010 (1 in 68), making the disorder the fastest-growing developmental disability in the nation. It is been estimated that the number of individuals suffering from an ASD is approximately 3.5 million, and current projections suggest that there will be at least 4 million individuals with an ASD by 2020 (Felder, 2014). The substantial increase ASD in the United States has been (falsely) linked to multiple causes that have yet to be definitively determined by empirical evidence. Anderson et al. (2014) and Felder (2014) indicate that the causes of autism...

References: Anderson, K. A., Shattuck, P. T., Cooper, B. P., Roux, A. M., & Wagner, M. (2014). Prevalence and correlates of postsecondary residential status among young adults with an autism spectrum disorder. Autism, 18(5), 562-570.
Bradley, E., Caldwell, P., & Underwood, L. (2014). Autism Spectrum Disorder. In Handbook of Psychopathology in Intellectual Disability (pp. 237-264). New York: Springer.
Felder, M. A. (2014). Asperger syndrome: assessing and treating high-functioning autism spectrum disorders. J. C. McPartland, A. Klin, & F. R. Volkmar (Eds.). Toronto: Guilford Publications.
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Irvin, D. W., Boyd, B. A., & Odom, S. L. (2015). Individual and setting characteristics affecting the adult talk directed at preschoolers with autism spectrum disorder in the inclusive classroom. Autism, 19(2), 223-234.
Leboyer, M., & Chaste, P. (2015). Autism Spectrum Disorders. Neuropsychobiology, 71(2), 65 124.
Mandy, W., Murin, M., Baykaner, O., Staunton, S., Hellriegel, J., Anderson, S., & Skuse, D. (2015). The transition from primary to secondary school in mainstream education for individual run with autism spectrum disorder. Autism, 1362361314562616.
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