Comprehensive Social Communication Support for Improving Transitions for Adolescents with Autism Spectrum Disorder (ASD) Purpose In this article we describe a comprehensive initiative for preparing adolescents with autism spectrum disorder (ASD) for successful transitions into adulthood. We present a framework for teaching and shaping social communication behaviors for bridging potential gaps in the progression from high school into postsecondary education, the workforce, and independent ... Article
Article  |   December 14, 2016
Comprehensive Social Communication Support for Improving Transitions for Adolescents with Autism Spectrum Disorder (ASD)
Author Affiliations & Notes
  • Jana Waller
    Department of Speech-Language Pathology and Audiology, Ithaca College, Ithaca, NY
  • Marie Sanford
    Department of Speech-Language Pathology and Audiology, Ithaca College, Ithaca, NY
  • Tina Caswell
    Department of Speech-Language Pathology and Audiology, Ithaca College, Ithaca, NY
  • Christine Bainbridge
    Spencer Van-Etten Central School District, Spencer, NY
  • Disclosures:
    Disclosures: ×
  • Financial: Jana Waller, Marie Sanford, Tina Caswell, Christine Bainbridge have no relevant financial relationships related to the content of this article.
    Financial: Jana Waller, Marie Sanford, Tina Caswell, Christine Bainbridge have no relevant financial relationships related to the content of this article.×
  • Nonfinancial: Jana Waller, Marie Sanford, Tina Caswell, Christine Bainbridge have no relevant nonfinancial relationships related to the content of this article.
    Nonfinancial: Jana Waller, Marie Sanford, Tina Caswell, Christine Bainbridge have no relevant nonfinancial relationships related to the content of this article.×
Article Information
Special Populations / Autism Spectrum / Language Disorders / Social Communication & Pragmatics Disorders / Attention, Memory & Executive Functions / Part 3
Article   |   December 14, 2016
Comprehensive Social Communication Support for Improving Transitions for Adolescents with Autism Spectrum Disorder (ASD)
Perspectives of the ASHA Special Interest Groups, December 2016, Vol. 1, 63-77. doi:10.1044/persp1.SIG16.63
History: Received August 29, 2016 , Revised October 26, 2016 , Accepted November 1, 2016
Perspectives of the ASHA Special Interest Groups, December 2016, Vol. 1, 63-77. doi:10.1044/persp1.SIG16.63
History: Received August 29, 2016; Revised October 26, 2016; Accepted November 1, 2016

Purpose In this article we describe a comprehensive initiative for preparing adolescents with autism spectrum disorder (ASD) for successful transitions into adulthood. We present a framework for teaching and shaping social communication behaviors for bridging potential gaps in the progression from high school into postsecondary education, the workforce, and independent living.

Background In our program, Information and Communication Readiness for All Transition Experiences (ICREATE), we integrate six fundamental components to build social communication behaviors for effective transitions into new experiences.

Outcomes Participants in ICREATE demonstrate improvements in social communication behaviors, including self-awareness, social reciprocity, and self-advocacy behaviors. Throughout the program, participants apply and generalize their learned social communication behaviors to a variety of contexts.

Implications The ICREATE program has significant implications for adolescents with ASD, their families, and their communities. The information we provide serves as an outline that can be modified and adapted for a variety of settings and populations.

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