Implementation of a multi-family autism transition program in the high school setting

Area of Science:

• Autism Spectrum Disorder Research
• Adolescent Transition Services
• Intervention Implementation Science

Background:

• The "Transitioning Together" intervention effectively supports families of adolescents with autism spectrum disorder (ASD) during the transition to adulthood in university settings.
• Widespread adoption in real-world settings like high schools requires understanding implementation factors.

Purpose of the Study:

• To analyze predictors, facilitators, and barriers to implementing "Transitioning Together" in 30 US high schools.
• To assess the feasibility and fidelity of delivering this intervention in a public school context.

Main Methods:

• Researchers trained staff at 30 high schools across three states to deliver the "Transitioning Together" intervention.
• Data were collected on implementation success, predictors (school socioeconomic status, family involvement, transition planning quality), and intervention fidelity.

Main Results:

• Seventeen of 30 schools successfully implemented "Transitioning Together."
• Higher community socioeconomic status, superior family involvement, and robust pre-existing transition planning were significant predictors of successful implementation.
• Schools implementing the intervention generally maintained fidelity and received positive family feedback, though challenges existed with session structure and group activities.

Conclusions:

• Implementing "Transitioning Together" in high schools is feasible but influenced by school-level resources and existing support structures.
• Future research should focus on optimizing the intervention's delivery for broader accessibility and effectiveness, particularly for underserved populations.