A Scoping Review of Current Approaches to Strengths-Based Transition Practices for Autistic Adolescents
Saved in:
| Title: | A Scoping Review of Current Approaches to Strengths-Based Transition Practices for Autistic Adolescents |
|---|---|
| Language: | English |
| Authors: | Sophie Rumsa (ORCID |
| Source: | Autism: The International Journal of Research and Practice. 2025 29(11):2644-2661. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Autism Spectrum Disorders, Adolescents, Intervention, Individualized Transition Plans, Transitional Programs, Holistic Approach, Best Practices, Self Determination, Interpersonal Competence, Self Esteem, Job Skills, Career Development, Technology Education, Mentors, Community Involvement, Goal Orientation |
| DOI: | 10.1177/13623613251346336 |
| ISSN: | 1362-3613 1461-7005 |
| Abstract: | This review aimed to map the literature surrounding strengths-based approaches in studies with autistic adolescents focusing on adult transition outcomes, by describing the active ingredients of interventions and the properties of assessment tools. Relevant databases were searched for articles surrounding strengths-based practices, which met the following criteria: (a) written in English, (b) published since 1990, and (c) involving adolescent participants with a diagnosis of autism spectrum disorder. Data extraction included sample, aim, intervention description, outcome measures, and results. Data were synthesised using a descriptive approach and thematic analysis was conducted to identify active ingredients, practice strategies, outcomes, and assessment properties. Overall, 35 articles met the inclusion criteria, including 26 studies evaluating strengths-based interventions and 9 articles relating to general transition outcomes. Five types of interventions were classified according to their active components: transition planning, employment preparation and training, technology programmes, peer mentoring, and cognitive skills training. The best practice themes highlighted the importance of leveraging each individual's interests and skills, developing individualised processes, and accommodating participant's needs through a holistic approach. Analysis of the outcome measures highlighted a gap in standardised strengths-based assessments, but uncovered primary outcome themes of self-determination, social skills, confidence, and work-related skills. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487344 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This review aimed to map the literature surrounding strengths-based approaches in studies with autistic adolescents focusing on adult transition outcomes, by describing the active ingredients of interventions and the properties of assessment tools. Relevant databases were searched for articles surrounding strengths-based practices, which met the following criteria: (a) written in English, (b) published since 1990, and (c) involving adolescent participants with a diagnosis of autism spectrum disorder. Data extraction included sample, aim, intervention description, outcome measures, and results. Data were synthesised using a descriptive approach and thematic analysis was conducted to identify active ingredients, practice strategies, outcomes, and assessment properties. Overall, 35 articles met the inclusion criteria, including 26 studies evaluating strengths-based interventions and 9 articles relating to general transition outcomes. Five types of interventions were classified according to their active components: transition planning, employment preparation and training, technology programmes, peer mentoring, and cognitive skills training. The best practice themes highlighted the importance of leveraging each individual's interests and skills, developing individualised processes, and accommodating participant's needs through a holistic approach. Analysis of the outcome measures highlighted a gap in standardised strengths-based assessments, but uncovered primary outcome themes of self-determination, social skills, confidence, and work-related skills. |
|---|---|
| ISSN: | 1362-3613 1461-7005 |
| DOI: | 10.1177/13623613251346336 |
