Role of Transition Plans on Emotional Well-Being in Young Adults with High-Functioning Autism

Prior research exists which validates the risk of decreased emotional well-being in adults with autism. As a result, it becomes vitally important to identify factors that may contribute to this problem in order to provide increased supports and services to combat the issues. This quantitative comparative study sought to determine whether or not anxiety and/or depression (emotional well-being) of young adults with high-functioning autism is impacted by the possession or lack of a transition plan prior to their leaving high school, by comparing t-scores from the Beck Anxiety Inventory and Beck Depression Inventory, Second Edition. A sample of 32 (N = 32) young adults with high-functioning autism ages 18 to 25 participated in the study, which included an initial online survey, followed by the Beck Anxiety Inventory and Beck Depression Inventory, Second Edition. The average age of the participants was 24. Each of the measures was completed online. T-scores from the Beck Anxiety Inventory and Beck Depression Inventory, Second Edition were analyzed. The mean t-scores on the Beck Anxiety Inventory were 58.9 for participants who indicated they had left high school with a transition plan and 74.5 for those individuals who did not have a transition plan prior to leaving high school. The mean t-scores on the Beck Depression Inventory, Second Edition were 61.6 for participants who indicated they left high school with a transition plan and 71.9 for those individuals who did not have a transition plan prior to leaving high school. These results indicated that participants who did not possess a transition plan prior to leaving high school were more depressed and anxious than their peers who left high school with a transition plan. Future research could focus on obtaining more participants, thus increasing the sample size. This might be accomplished by replicating the current research study in cooperation with a university that has programs for high-functioning young adults with autism. This adaptation may also allow the participants to formally meet the researchers, thus increasing participant trust and compliance.