Parent Perspectives on Social Skills Instruction of Transitioning Adults with Autism Spectrum Disorder

Abstract

The purpose of this study was to determine parent perspectives of social skills instruction for their transitioning or adult child with an autism spectrum disorder diagnosis age 18-28 years. The leading research question asked was, "What is the perception of classroom engagement for students with ASD who participate in social skills intervention?" One hundred and thirty-one parents volunteered to participate in the first part of this mixed-methods explanatory design study. The information in this study may allow educators to understand the lifelong benefits of social skills instruction for individuals with autism spectrum disorder and the importance of parent-mediated instruction and education. The findings in this study require further research to assist in understanding how the lack of social skills instruction during school hours and parent partnerships by stakeholders can become a barrier to employment, community participation, and quality of life for individuals with a diagnosis of autism spectrum disorder.