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Abstract: Individuals with autism spectrum disorder (ASD) often experience barriers to competitive integrated employment during their transition to adulthood. To better understand potential reasons for these barriers, we interviewed 10 young adults with ASD, ages 18-26, and their parents or guardians. We audio-recorded, transcribed verbatim, and analyzed the interviews using grounded theory methods. Four major themes emerged as barriers to employment: (a) pre-employment challenges, (b) logistics, (c) few on-the-job supports, and (d) a disconnect between interests and job tasks. These findings indicated young adults who desire competitive employment may benefit from autism-specific interventions and employment programming. Suggestions for research and practice related to the competitive integrated employment ofindividuals with ASD are discussed.
As large numbers of students diagnosed with autism spectrum disorder (ASD) approach adulthood, there is a critical need to address their transition-related employment needs. Approximately 50,000 youth with ASD graduate each year and are no longer eligible for special education services provided through the public-school system (Roux et al., 2013; Shattuck et al., 2012). Research indicates these youth typically experience a lack of positive adult outcomes in the areas recognized by the Individuals with Disabilities Education Improvement Act (IDEIA, 2004): postsecondary education, integrated employment, and independent living (Lipscomb et al., 2017; Newman et al., 2011). As a result, enhancing postsecondary outcomes of transition-aged youth with ASD has received increasing attention in recent years (Burgess & Cimera, 2014).
The 2015 National Autism Indicators Report found that 37% of youth with ASD in their early 20s were defined as "disconnected," meaning neither working outside of the home nor continuing education after high school (Roux et al., 2015). Data from the most recent National Longitudinal Transition Study (NLTS), the NLTS-2012 indicated similar findings (Lipscomb et al., 2017). Specifically, fewer than half (49%) of parents of youth with ASD expected their children to live independently by age 30 compared to 78% of youth with an IEP overall (Lipscomb et al., 2017). One way to increase community engagement and connectiveness with others outside the nuclear family is to work in the local community. Indeed, obtaining employment is an important component of the transition to adulthood for any individual regardless of disability status, and competitive integrated employment (CIE) is considered the gold standard for individuals with disabilities (National...