US Pilot Curriculum for Transitioning Students with Autism Spectrum Disorders from High School to College and the Workforce

Abstract

<b><i>Objectives:</i></b> Few, evidence-based programs have been developed to prepare social skills for students with autism spectrum disorder (ASD) transitioning to the workplace or college setting. This article describes a pilot curriculum developed for Tarrant County College (TCC) to address the transitional needs of high school students with ASD to a vocation or college. <b><i>Methods:</i></b> TCC enrolled 123 high school students across the ASD who were taught a 2-h, 2-semesters course on how to apply for college as well as employment applications, job interviews, and interpersonal skills. Work preparation and college preparatory skills such as communicating with professors regarding specific student learning accommodations were also included. Publicly available enrollment TCC data were utilized to describe the curricular program outcomes. <b><i>Program Outcomes:</i></b> No statistically significant success rate increase was identified among enrolled ASD students obtaining college acceptance by participating in the TCC program. However, 14 students were successful in attaining employment. TCC enrollment data also showed that 1 course addressing high school ASD students’ transitional needs to a vocation or college is not enough to ensure student success. Ongoing mentorship and advising should play a major role in the development of several semester long transitional courses to assist ASD students as they seek employment or a college program. Such a curriculum should include parental support and ongoing employer and college advisor communication regarding curriculum expectations for long-term success in the lives of ASD students, as they gain the skills requisite for independent living.