The number of individuals diagnosed with autism spectrum disorders (ASD) is rising. As a result, much attention is directed on potential employment outcomes for the people with ASD, particularly for those exiting the public school setting. Improving mainstream employment opportunities is therefore a focus of many programs for youth and young adults with ASD. These programs tend to focus on addressing specific behaviors common among individuals with ASD.
A recent Campbell review, led by John D. Westbrook, has examined the effectiveness of pre-graduation interventions aimed at persons with ASD that help shape such behaviors, as well as social interactions and skills in order to improve mainstream employment opportunities.
85 studies were identified for potential inclusion. However, none met the reviews inclusion criteria that required the presence of one of the following research designs: randomized controlled trials, quasi-experimental, or single subject experimental. Thus the authors were unable to reach any conclusions regarding the effectiveness of the aforementioned interventions. Notwithstanding, the review team did identify qualitative research and other related studies that addressed elements of potential successful employment placements for transition-age individuals with ASD that are detailed in Appendix B of the review.
The authors did however note that given the regulations and funding often surrounding transition programming for students with ASD, there is a clear need for methodologically sound research into their effectiveness. They further explain that it is important for any future studies to identify actual employment outcomes that result from presumed preparatory or facilitating interventions utilized in transition programs.