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Article: A Preliminary Study of Parent Activation, Parent‐Teacher Alliance, Transition Planning Quality, and IEP and Postsecondary Goal Attainment of Students with ASD

In postsecondary school students with an autism spectrum disorder, the family, student, and school factors are not well understood. A student with ASD issues has shown a lowers employment rate and lower social determination skills than students with other disabilities, and problems can be traced back to educational institutions and individual learning programs. To understand major reason behind students' poor postsecondary performance, schools' total impact has been studied on social interaction and development of students. The impact of school has studied with the help of basic factors like transition planning quality adaptive functioning, and parent-teacher alliance. As part of the Individualized Education Program, the public schools are required to provide transition services to disabled students. For this purpose, the federal law has made the Individuals with Disabilities Education Act 2004 (McGrew, 2019). Research shows that schools fail to provide these transition services to students with an autism spectrum disorder.

The outcomes of such postsecondary students are worse. To evaluate the hypothesis of poor post secondary performance of students with PSD, researchers have conducted an experimental based research study and selected 20 special education teachers and 20 students with ASD issues that the Autism Diagnostic Schedule confirmed. These students and teachers were selected from public schools, and teachers were fully aware of studies beforehand. Researchers have used a Likert-type scale questionnaire to record and analyze teachers' and parents' responses about students' development and behavior before and after IEP programs. The assessment of the transition Planning Quality is based on the 30-item four-point Likert report scale. The results of the article illustrate that the poor outcomes and the goal achievement were not previously reported. The parents reported that greater parent-teacher alliance and higher transition planning quality were directly linked with the postsecondary goals and progress towards the individual Education Program. The areas like parent-teacher alliance and transition planning quality can be controlled by teachers' or parents' actions. The article concludes that the most responsible factor for postsecondary outcomes is the parents and students with an autism spectrum disorder. Parents and students are also responsible for the implementation of the plans relevant to education and training.

Based on results from combined samples, youth with autism disorder are less likely to participate in their transition planning. Such individuals are also reported to be less-determined, less-confident, and have lower decision-making ability. The Parent-Teacher alliance has been studied with different variables and factors. It has shown a positive impact on students' management and social development that is important in their social communication skills. Parents and teacher's alliance can be helpful to improve transition planning quality, and students can perform better. It shows that students require personal and professional guidelines with ongoing support and coaching for teachers' parents and professional skills. The support should be provided to them for problem-solving, plan development, and living in a society with better resources.

References McGrew, L. R. (2019). A Preliminary Study of Parent Activation, Parent‐Teacher Alliance, Transition Planning Quality, and IEP and Postsecondary GoalAttainment of Students with ASD. Journal of Autism and Developmental Disorders, 3231-3243.