Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-586b7cd67f-g8jcs Total loading time: 0 Render date: 2024-11-28T04:29:51.867Z Has data issue: false hasContentIssue false

26 - Community-Based Transition Interventions for Adolescents and Young Adults with Neurodevelopmental Disabilities

from Part III - Community Psychology in Action

Published online by Cambridge University Press:  16 December 2021

By
Alexa Stern ,
Elicia C. Wartman ,
Megan N. Scott  and
Scott J. Hunter
Edited by
Caroline S. Clauss-Ehlers
Caroline S. Clauss-Ehlers
Affiliation:
Long Island University, New York
Get access

Summary

This chapter discusses the state of current community-based interventions to support adolescents and young adults (AYAs) with neurodevelopmental disabilities (with a specific focus on spina bifida, autism spectrum disorder, and intellectual disability) as they navigate the transition to adulthood. Taking a social-ecological, developmentally grounded perspective, we provide an overview of the transition to adulthood and key elements related to this process for AYAs with disabilities. Examples of evidence-based community interventions and programs across different countries are discussed. Case studies elucidate how individual, familial, cultural, and community factors can facilitate or complicate the transition process. The implications of culture around disability are also highlighted. Lastly, future directions and ways that community psychologists can incorporate these interventions to support and empower AYAs with disabilities are provided.

Keywords

Transitionadolescents and young adultsneurodevelopmental disabilitiescommunity interventions
Type
Chapter
Information
The Cambridge Handbook of Community Psychology
Interdisciplinary and Contextual Perspectives
 , pp. 539 - 561
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ally, S., Boyd, K., Abells, D., et al. (2018). Improving transition to adulthood for adolescents with intellectual and developmental disabilities: Proactive developmental and systems perspective. Canadian Family Physician, 64(Suppl. 2), S37–S43.Google Scholar
Americans with Disabilities Act. (1990). 42 USC 12101 et seq.Google Scholar
Americans with Disabilities Amendments Act. (2008, September 25). Public Law 110-325.Google Scholar
Antosh, A. A., Blair, M., Edwards, K., et al. (2013, April). A collaborative interagency, interdisciplinary approach to transition from adolescence to adulthood. Silver Spring, MD: Association of University Centers on Disabilities.Google Scholar
Beal, S. J., Riddle, I. K., Kichler, J. C., et al. (2016). The associations of chronic condition type and individual characteristics with transition readiness. Academic Pediatrics, 16(7), 660–667. doi.org/10.1016/j.acap.2016.06.007Google Scholar
Bellin, M. H., Dicianno, B. E., Levey, E., et al. (2011). Interrelationships of sex, level of lesion, and transition outcomes among young adults with myelomeningocele. Developmental Medicine & Child Neurology, 53(7), 647–652. doi.org/10.1111/j.1469-8749.2011.03938.xGoogle Scholar
Bouck, E. C. (2012). Secondary students with moderate/severe intellectual disability: Considerations of curriculum and post‐school outcomes from the National Longitudinal Transition Study‐2. Journal of Intellectual Disability Research, 56(12), 1175–1186. doi.org/10.1111/j.1365-2788.2011.01517.xGoogle Scholar
Butterworth, J., & Migliore, A., (2015). Trends in employment outcomes of young adults with intellectual and developmental disabilities, 2006–2013. University of Massachusetts Boston, Institute for Community Inclusion.Google Scholar
Carter, E. W., & Bumble, J. L. (2018). The promise and possibilities of community conversations: Expanding opportunities for people with disabilities. Journal of Disability Policy Studies, 28(4), 195–202. doi.org/10.1177/1044207317739408Google Scholar
Carter, E. W., Trainor, A. A., Ditchman, N., Swedeen, B., & Owens, L. (2009). Evaluation of a multicomponent intervention package to increase summer work experiences for transition-age youth with severe disabilities. Research and Practice for Persons with Severe Disabilities, 34(2), 1–12. doi.org/10.2511/rpsd.34.2.1Google Scholar
Center for Disease Control and Prevention. (2018). Data and statistics on autism spectrum disorder. Division of Birth Defects, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention. www.cdc.gov/ncbddd/autism/data.htmlGoogle Scholar
Copp, A. J., Adzick, N. S., Chitty, L. S., et al. (2015). Spina bifida. Nature Reviews Disease Primers, 1, 15007. doi.org/10.1038/nrdp. 2015.7Google Scholar
Crane, S. (2013). The transition to adulthood for youth with ID/DD: A review of research, policy and next steps [Policy Brief]. Autistic Self Advocacy Network. https://autisticadvocacy.org/policy/briefs/healthcare-transition/Google Scholar
Davis, A. M., Brown, R. F., Taylor, J. L., Epstein, R. A., & McPheeters, M. L. (2014). Transition care for children with special health care needs. Pediatrics, 134(5), 900–908. doi.org/10.1542/peds.2014-1909CrossRefGoogle ScholarPubMed
Fair, C., Cuttance, J., Sharma, N., et al. (2016). International and interdisciplinary identification of health care transition outcomes. JAMA Pediatrics, 170(3), 205–211. doi.org/10.1001/jamapediatrics.2015.3168Google Scholar
Fisher-Borne, M., Cain, J. M., & Martin, S. L. (2015). From mastery to accountability: Cultural humility as an alternative to cultural competence. Social Work Education, 34(2), 165–181. doi.org/10.1080/02615479.2014.977244CrossRefGoogle Scholar
Foley, K. R., Taffe, J., Bourke, J., et al. (2016). Young people with intellectual disability transitioning to adulthood: Do behaviour trajectories differ in those with and without Down syndrome? PLoS ONE, 11(7), Article e0157667. doi.org/10.1371/journal.pone.0157667Google Scholar
Goode, S., Diefendorf, M., & Colgan, S. (2011). The importance of early intervention for infants and toddlers with disabilities and their families. The National Early Childhood Technical Assistance Center. https://files.eric.ed.gov/fulltext/ED522123.pdfGoogle Scholar
Hartman, M. A. (2009). Step by step: Creating a community-based transition program for students with intellectual disabilities. Teaching Exceptional Children, 41(6), 6–11.CrossRefGoogle Scholar
Hatfield, M., Murray, N., Ciccarelli, M., Falkmer, T., & Falkmer, M. (2017). Pilot of the BOOST‐A™: An online transition planning program for adolescents with autism. Australian Occupational Therapy Journal, 64(6), 448–456. doi.org/10.1111/1440-1630.12410Google Scholar
Higher Education Opportunity Act. (2008, August 14). Public Law 110-315.Google Scholar
Hotez, E., Shane-Simpson, C., Obeid, R., et al. (2018). Designing a summer transition program for incoming and current college students on the autism spectrum: A participatory approach. Frontiers in Psychology, 9, Article 46. doi.org/10.3389/fpsyg.2018.00046Google Scholar
Hussain, Y. (2003). Transitions into adulthood: Disability, ethnicity and gender among British South Asians. Disability Studies Quarterly, 23(2), 100–112. doi.org/10.1111/jar.12207Google Scholar
Individuals with Disabilities Education Act. (2004). 20 U.S.C. § 1400.Google Scholar
Kaehne, A. (2016). Project SEARCH UK: Evaluating its employment outcomes. Journal of Applied Research in Intellectual Disabilities, 29(6), 519–530. doi.org/10.1111/jar.12207Google Scholar
Kaehne, A., & Beyer, S. (2013). Supported employment for young people with intellectual disabilities facilitated through peer support: A pilot study. Journal of Intellectual Disabilities, 17(3), 236–251. doi.org/10.1177/1744629513495265Google Scholar
Kim, K. H., & Turnbull, A. P. (2004). Transition to adulthood for students with severe intellectual disabilities: Shifting toward person-family interdependent planning. Research and Practice for Persons with Severe Disabilities, 29(1), 53–57.Google Scholar
Lee, G. K., & Carter, E. W. (2012). Preparing transition‐age students with high‐functioning autism spectrum disorders for meaningful work. Psychology in the Schools, 49(10), 988–1000. doi.org/10.1002/pits.21651Google Scholar
Lindsay, S., Cruickshank, H., McPherson, A. C., & Maxwell, J. (2016). Implementation of an inter‐agency transition model for youth with spina bifida. Child Care, Health and Development, 42(2), 203–212. doi.org/10.1111/cch.12303Google Scholar
Lord, C., Elsabbagh, M., Baird, G., & Veenstra-Vanderweele, J. (2018). Autism spectrum disorder. The Lancet, 392(10146), 508–520. doi.org/10.1016/S0140-6736(18)31129-2CrossRefGoogle ScholarPubMed
McKenzie, K., Milton, M., Smith, G., & Ouellette-Kuntz, H. (2016). Systematic review of the prevalence and incidence of intellectual disabilities: Current trends and issues. Current Developmental Disorders Reports, 3(2), 104–115. doi.org/10.1007/s40474-016-0085-7Google Scholar
McKenzie, K., Ouellette‐Kuntz, H., Blinkhorn, A., & Démoré, A. (2017). Out of school and into distress: Families of young adults with intellectual and developmental disabilities in transition. Journal of Applied Research in Intellectual Disabilities, 30(4), 774–781. doi.org/10.1111/jar.12264Google Scholar
Newman, L., Wagner, M., Knokey, A. M., et al. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report from the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3005). National Center for Special Education Research.Google Scholar
Nguyen, T., Stewart, D., Rosenbaum, P., et al. (2018). Using the ICF in transition research and practice? Lessons from a scoping review. Research in Developmental Disabilities, 72, 225–239. doi.org/10.1016/j.ridd.2017.11.003Google Scholar
O’Hara, L. K., & Holmbeck, G. N. (2013). Executive functions and parenting behaviors in association with medical adherence and autonomy among youth with spina bifida. Journal of Pediatric Psychology, 38(6), 675–687. doi.org/10.1093/jpepsy/jst007Google Scholar
Ruble, L. A., Dalrymple, N. J., & McGrew, J. H. (2012). Collaborative model for promoting competence and success for students with ASD. New York: Springer Science & Business Media.CrossRefGoogle Scholar
Ruble, L. A., McGrew, J. H., Toland, M., et al. (2018). Randomized control trial of COMPASS for improving transition outcomes of students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(10), 3586–3595. doi.org/10.1007/s10803-018-3623-9Google Scholar
Rueda, R., Monzo, L., Shapiro, J., Gomez, J., & Blacher, J. (2005). Cultural models of transition: Latina mothers of young adults with developmental disabilities. Exceptional Children, 71(4), 401–414. doi.org/10.1177/001440290507100402Google Scholar
Sawin, K. J., Rauen, K., Bartelt, T., et al. (2015). Transitioning adolescents and young adults with spina bifida to adult healthcare: Initial findings from a model program. Rehabilitation Nursing, 40(1), 3–11. doi.org/10.1002/rnj.140Google Scholar
Seeley, A., & Lindeke, L. (2017). Developing a transition care coordination program for youth with spina bifida. Journal of Pediatric Health Care, 31(6), 627–633. doi.org/10.1016/j.pedhc.2017.04.015Google Scholar
Shogren, K. A., & Plotner, A. J. (2012). Transition planning for students with intellectual disability, autism, or other disabilities: Data from the National Longitudinal Transition Study-2. Intellectual and Developmental Disabilities, 50(1), 16–30. doi.org/10.1352/1934-9556-50.1.16Google Scholar
Strickland, D. C., Coles, C. D., & Southern, L. B. (2013). JobTIPS: A transition to employment program for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(10), 2472–2483. doi.org/10.1007/s10803-013-1800-4Google Scholar
Sullivan, W. F., Diepstra, H., Heng, J., et al. (2018). Primary care of adults with intellectual and developmental disabilities: 2018 Canadian consensus guidelines. Canadian Family Physician, 64(4), 254–279.Google Scholar
US Department of Health, Education, and Welfare, Office of Civil Rights. (1978). Section 504 of the Rehabilitation Act of 1973: Fact sheet – Handicapped persons rights under Federal law. Washington, DC: Dept. of Health, Education, and Welfare, Office of the Secretary, Office of Civil Rights.Google Scholar
Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005). After high school: A first look at the postschool experiences of youth with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. www.nlts2.org/reports/2005_04/nlts2_report_2005_04_complete.pdfGoogle Scholar
Wehman, P., Schall, C., McDonough, J., et al. (2013). Project SEARCH for youth with autism spectrum disorders: Increasing competitive employment on transition from high school. Journal of Positive Behavior Interventions, 15(3), 144–155. doi.org/10.1177/1098300712459760Google Scholar
White, S. W., Elias, R., Capriola-Hall, N. N., et al. (2017). Development of a college transition and support program for students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(10), 3072–3078. doi.org/10.1007/s10803-017-3236-8Google Scholar
Wilson, N. J., & Frawley, P. (2016). Transition staff discuss sex education and support for young men and women with intellectual and developmental disability. Journal of Intellectual & Developmental Disability, 41(3), 209–221. doi.org/10.3109/13668250.2016.1162771CrossRefGoogle Scholar
World Health Organization. (2001). International classification of functioning, disability and health: ICF. Geneva, Switzerland: World Health Organization.Google Scholar
World Health Organization. (2007). International classification of functioning, disability and health: Children and youth version (ICF-CY). Geneva, Switzerland: World Health Organization.Google Scholar
World Health Organization. (2011). World report on disability. Geneva, Switzerland: World Health Organization.Google Scholar
Zukerman, J. M., Devine, K. A., & Holmbeck, G. N. (2010). Adolescent predictors of emerging adulthood milestones in youth with spina bifida. Journal of Pediatric Psychology, 36(3), 265–276. doi.org/10.1093/jpepsy/jsq075Google Scholar
Zwick, G. P. (2017). Neuropsychological assessment in autism spectrum disorder and related conditions. Dialogues in Clinical Neuroscience, 19(4), 373–379. doi.org/10.31887/DCNS.2017.19.4/gzwickGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×