Adolescents on the autism spectrum often have difficulties with the transition from high school to post-school activities. Despite this, little is known about the transition planning processes for this group. This study explored predisposing, reinforcing and enabling factors related to the transition planning processes for adolescents on the autism spectrum in Australia. The PRECEDE model guided a needs assessment, in which descriptive data about transition planning processes were collected via an online questionnaire from adolescents on the autism spectrum, their parents and professionals (N = 162). Predisposing factors included: an individualised and strengths-focused approach, and adolescent motivation, anxiety and insight. Reinforcing factors included: support and guidance, skill development and real-life experiences. Enabling factors were: having a clear plan with a coordinated approach, scheduled meetings and clear formal documentation. Whilst some factors aligned with recommendations for transition planning for adolescents with disabilities in general, there were some autism-specific factors. For example: anxiety, motivation and insight were important predisposing factors, and providing choice and flexibility was an enabling factor.

中文翻译：

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与自闭症谱系青少年成功过渡计划相关的因素

自闭症谱系的青少年在从高中过渡到课后活动时经常遇到困难。尽管如此，对该小组的过渡规划过程知之甚少。本研究探讨了与澳大利亚自闭症谱系青少年过渡规划过程相关的易感、强化和促成因素。PRECEDE 模型指导了需求评估，其中通过在线问卷收集了自闭症谱系青少年、他们的父母和专业人员（N = 162）的有关过渡计划过程的描述性数据。诱发因素包括：个性化和以优势为中心的方法，以及青少年的动机、焦虑和洞察力。强化因素包括：支持和指导、技能发展和现实生活经验。促成因素是：有一个清晰的计划和协调的方法、预定的会议和清晰的正式文件。虽然一些因素与一般残疾青少年过渡计划的建议一致，但也有一些特定于自闭症的因素。例如：焦虑、动机和洞察力是重要的诱发因素，而提供选择和灵活性是一个促成因素。