Importance: Autistic youth who graduate with a high school diploma may experience challenges in acquiring functional skills for everyday independence. Few studies have focused on how their functional and self-management skills change during the transition to adulthood.
Objective: To examine cross-sectional differences and longitudinal changes in the functional and self-management skills of transition-age autistic youth.
Design: Exploratory longitudinal study (18-mo follow-up).
Setting: Community.
Participants: Autistic high school students who graduated with a high school diploma and their parents (N = 50).
Outcomes and measures: Pediatric Evaluation of Disability Inventory-Computer Adaptive Test (ASD).
Results: Older youth (ages 18-20 yr) had significantly lower normative Social/Cognitive and Responsibility domain scores (i.e., self-management) than youth ages 14-17 yr. Approximately 2 yr later, youth in both age groups significantly improved in scaled scores on the Daily Activities and Responsibility domains.
Conclusions and relevance: Autistic youth's functional and self-management skills fell below those of nonautistic peers; however, these skills do change over time and are therefore appropriate targets for intervention. Plain-Language Summary: The findings of this study highlight the importance of focusing on the functional and self-management skills of autistic youth as part of their transition to adulthood. Occupational therapists can play a valuable role in helping autistic youth to achieve independence as adults by assessing their functional needs and strengths and by providing client-centered interventions.
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