Purpose For many individuals with autism spectrum disorder (ASD), postsecondary outcomes are poor. This may be due to insufficient academic supports, particularly with regard to literacy skills, during high school. More information is needed about skill profiles so that we can better differentiate support for students with varying social, communication, cognitive, and academic proficiency levels. This study was designed to (a) identify unique literacy profiles of high school students with ASD, (b) assess profile stability over time, (c) identify predictors of profile membership, and (d) analyze stakeholder reports of required school support intensity. Method Participants were a diverse sample of high school students with ASD, 14-21 years old (N = 544), their parents, and their teachers who participated in a randomized controlled trial of a comprehensive treatment model for high school students with ASD. Standardized measures were administered to assess nonverbal IQ, autism symptomatology, language/adaptive communication, reading comprehension, academic knowledge, and parent/teacher report of school support needs intensity. Latent transition analysis was conducted to examine sample heterogeneity and to explore the stability of the profiles. Associations between profiles and reports of support intensity were examined. Results Four literacy profiles were identified that were stable over 2 years: Emergent Literacy/Comprehensive Support, Low Literacy/Intensive Support, Average Literacy/Moderate Support, and Average Literacy/Limited Support. Parent and teacher reports of school support intensity generally aligned with the profiles. Conclusions These analyses provide insight into the diverse literacy and support needs in ASD. Implications for practice and the role of speech-language pathologists in assessment and intervention are discussed. Supplemental Material https://doi.org/10.23641/asha.13495119.

中文翻译：

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自闭症谱系障碍青少年读写能力的稳定性以及利益相关者对适当高中支持需求的看法。

目的 对于许多患有自闭症谱系障碍 (ASD) 的人来说，中学后的结果很差。这可能是由于高中期间学术支持不足，特别是在识字技能方面。需要更多关于技能概况的信息，以便我们能够更好地区分对具有不同社交、沟通、认知和学术水平的学生的支持。本研究旨在 (a) 确定患有 ASD 的高中生的独特识字概况，(b) 评估随着时间推移的概况稳定性，(c) 确定概况成员的预测因素，以及 (d) 分析利益相关者对所需学校支持强度的报告。方法 参与者是来自 14-21 岁（N = 544）的 ASD 高中生的多元化样本，他们的父母，和他们的老师参加了一项针对患有 ASD 的高中生的综合治疗模型的随机对照试验。采用标准化措施来评估非语言智商、自闭症症状、语言/适应性交流、阅读理解、学术知识和家长/老师对学校支持需求强度的报告。进行潜在转变分析以检查样品异质性并探索配置文件的稳定性。检查了配置文件和支持强度报告之间的关联。结果 确定了 2 年内稳定的四个识字率：紧急识字/全面支持、低识字/强化支持、平均识字/中等支持和平均识字/有限支持。家长和老师关于学校支持强度的报告通常与概况一致。结论 这些分析提供了对 ASD 不同文化和支持需求的洞察。讨论了实践的意义以及语言病理学家在评估和干预中的作用。补充材料 https://doi.org/10.23641/asha.13495119。