Autistic Young Adults Setting Transition Goals Using the Self-Determined Learning Model of Instruction

The right to live self-determined lives has been strongly advocated for by the disability community broadly, inclusive of the autistic community. Autistic adolescents can benefit from targeted supports as they navigate the transition to adulthood. Self-determination is a strong predictor of adult outcomes during the transition from school to adult life across disability populations, including autistic youth. This article describes the Self-Determined Learning Model of Instruction (SDLMI)-Autism, a modified version of the SDLMI developed in partnership with autistic self-advocates to integrate a community-based delivery model as well as evidence-based supports and best practices in autism. Early findings suggested that, although the level of uncertainty is high given small samples of the pilot study, SDLMI-Autism can improve self-determination outcomes, had an observed effect on mental health outcomes, and greater self-determination was associated with fewer support needs related to executive processes at baseline. We also describe limitations associated with this pilot study as well as implications and recommendations for future research and practice.