Young adults with autism spectrum disorder (ASD) experience increased rates of anxiety and depression which can impact academic success. The Stepped Transition in Education Program for Students with ASD (STEPS) applies cognitive-behavioral principles to help young adults with ASD improve their adjustment to postsecondary education. We aimed to determine if STEPS had an effect on anxiety and depression. Treatment-seeking adults with ASD (n = 32; Mage = 19.74) were randomized to STEPS or transition as usual (TAU; i.e., waitlist control group). STEPS participants evinced significantly greater declines in depressive symptoms from pre-treatment to post-treatment compared to the waitlist. Anxiety symptoms did not significantly change. Results suggest that transition support for young people with ASD may improve mental health.

患有自闭症谱系障碍 (ASD) 的年轻人的焦虑和抑郁率会增加，这会影响学业成功。针对 ASD 学生的逐步过渡教育计划 (STEPS) 应用认知行为原则来帮助患有 ASD 的年轻人改善他们对高等教育的适应。我们旨在确定 STEPS 是否对焦虑和抑郁有影响。患有 ASD 的寻求治疗的成年人（n  = 32；法师 = 19.74) 被随机分配到 STEPS 或照常过渡（TAU；即等待名单对照组）。与候补名单相比，STEPS 参与者的抑郁症状从治疗前到治疗后显着下降。焦虑症状没有明显变化。结果表明，对患有 ASD 的年轻人的过渡支持可能会改善心理健康。