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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

Yoan Collado

In postsecondary school students with an autism spectrum disorder, the family, student, and school factors are not well understood. This article examines the student outcomes and their interaction with the student factors, the family factor, and the transition planning quality. Accumulatively, all these factors are the heavily impact the school and the staff in transition process. This article specifically focuses on student participation in education and training and postsecondary goal attainment. The primary focus is on adaptive behavior, student IQ, alliance correlated with the IEP, and transition planning quality. 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).

The article talks about the fact that on how the schools fail to provide these transition services to students with the autism spectrum disorder. The outcomes of such postsecondary students are worse. The discussion of the article is aimed to increase the understanding of the failure of these transition services. Furthermore, it focuses on the parent and school characteristics that are two of the three EBPP framework elements. In this study, 20 students with autism spectrum disorder and 20 teachers participated. The parents of the students were also recruited for the study. The study took place in public schools, and the educational outcomes of the students were measured.

Based on a Likert-type questionnaire, the teachers and students assessed Individual Education Program goal. Based on the 30-item four-point Likert report scale, the transition Planning Quality was assessed. The results of the article illustrate that the poor outcomes and the goal achievement for 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. Furthermore, the areas like parent-teacher alliance and transition planning quality can be controlled by teachers' or parents' actions. The article puts forth a conclusion 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.

Furthermore, the study identifies that 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. They have fewer goals for employment or living independently. The article supports the need for ongoing support and coaching for parents and students with an autism spectrum disorder. The support should be provided to them for problem-solving, plan development, and implementation.

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.