Author ORCID Identifier
Document Type
Dissertation
Date of Award
2026
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
David Barker
Abstract
Transitioning high school students with autism, primarily with a level 1 diagnosis, from high school to independence in young adulthood has evidence-based practices. However, preferences of the students who are receiving services had not been considered before. This study reviews the thoughts of what prior high school students find helpful in the services they receive. Choosing individualized evidence-based practices is ideal for students. Prior high school students' experiences demonstrate the desire for more transition skills teaching. Leading special educators in the skills of some evidence-based practices is required for the individualization of these practices the students need to occur. Leading a robust and expansive transition skills program leads to students believing they have gained the necessary skills to be successful in life. As of 2023, there were 28 evidence-based practices recognized for working with autistic students. The Individuals with Disabilities Education Act requires educational staff to use evidence-based practices to teach autistic students, however, not all staff are trained in all 28 evidence-based practices. While findings have established what are evidence-based practices, the role of how useful the practices were to students when they become adults is not well known. This study examines how autistic adults perceive the services they received when they were school-age and the usefulness of applying what was learned from those services in their adult lives. Seventeen adults who graduated between one to three years ago from high school were interviewed about their experiences with the services they received in high school. The adults also completed journal entries about their experiences with services during high school. The participants felt services were helpful if they contained a lot of transition services. Working on academics only without any transition services was seen as unhelpful. The participants also found the evidence-based practices used by teachers to be useful. Teachers being trained in three to four Evidence-based practices for autism works for students with autism when the practices are individualized towards them. Transitions are very important and transition services should cover as many of the transition skills as possible.
Subject Categories
Disability and Equity in Education | Education
Keywords
Autism, Helpful, High School, IEP, Services, Transition
Number of Pages
93
Publisher
University of South Dakota
Recommended Citation
Grizzaffi, Michael Angelo, "HELPFUL AUTISM SCHOOL-BASED SERVICES: PERSPECTIVES FROM THE PEOPLE THAT RECEIVED SERVICES" (2026). Dissertations and Theses. 421.
https://red.library.usd.edu/diss-thesis/421