Postsecondary Expectations for a Student in a Rural Middle School: Impact of Person-Centered Planning on Team Member Agreement

Abstract

This article describes the impact of a MAPS process on team member agreement on postsecondary expectations and goals for a middle school student with Autism Spectrum Disorders in a rural area. The results revealed similarities and differences in the beliefs and expectations of the participants on the transition team and that the MAPS approach increased agreement in the short term.