Preparing Transition‐Age Students with High‐Functioning Autism Spectrum Disorders for Meaningful Work

This article provides an overview of promising essential elements for fostering vocational success among students with high‐functioning autism spectrum disorders (HFASDs) by drawing literature from the fields of school‐to‐work transition for post‐secondary students and vocational rehabilitation for individuals with disabilities. We highlight seven important elements of high‐quality transition services, including (a) individualized, strengths‐based transition services and supports; (b) positive career development and early work experiences; (c) meaningful collaboration and interagency involvement; (d) family supports and expectations; (e) fostering self‐determination and independence; (f) social and employment‐related skill instruction; and (g) establishing job‐related supports. These elements provide a comprehensive, collaborative, and longitudinal framework for clinical and research interventions aimed at fostering successful employment for students with HFASDs. Clinical and research implications are discussed.