Background: The transition to adolescence can be challenging for children with autism spectrum disorder (ASD). The present study explored child and family variables that predict functional outcomes of adolescents with ASD in emotional/behavioral difficulties, socialization, daily living skills, and the transition to secondary education.
Method: Forty-five individuals with ASD, without intellectual disability, were assessed during childhood (aged 7-11) and almost five years later. Child measures (executive functions, theory of mind, autism symptom severity) and parent measures (parenting stress, social support, coping strategies) were collected.
Results: In adolescence, the predictive power of childhood executive functions was important for academic and behavioral/emotional indicators whereas theory of mind mainly predicted adaptive and behavior/emotional outcomes. ASD symptoms had predictive value in all outcome domains. Parental educational level, social support and parenting distress predicted socialization, while the engagement coping strategy had a significant role in daily living skills.
Conclusions: The findings raise several clinical considerations related to assessment and intervention in autism. Executive functions and theory of mind programs could help to improve behavior/emotional, adaptive outcomes, and adjustment to school. In addition, the study indicates the need for family-centered interventions based on positive parenting practices and principles of behavioral analysis along with parental support, stress management and coping strategies.