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The Secondary School Success Checklist was created to support planning by combining adolescents’ self-assessments of strengths and skill deficits with ratings from parents and teachers across multiple skill domains. Data from over 500 adolescents in the United States show rating discrepancies among adolescents, teachers, and parents, emphasizing multi-perspective inclusion. Variability notwithstanding, concordance on highest and lowest rated skills highlights expanding focus toward problem-solving, post–high school planning, and self-advocacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/multi-informant-assessment-of-transition-related-skills-and-skill-importance-in-adolescents-with-autism-spectrum-disorder/594714/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/multi-informant-assessment-of-transition-related-skills-and-skill-importance-in-adolescents-with-autism-spectrum-disorder/594714.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does this study address in adolescents with autism spectrum disorder?","Question",{"text":112,"@type":113},"It addresses limited adolescent participation in the transition planning process and the need to understand adolescents’ own transition-related skills, goals, and learning priorities to guide planning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the Secondary School Success Checklist support transition planning?",{"text":117,"@type":113},"It incorporates adolescents’ self-assessments of strengths, skill deficits, and instructional prioritization alongside assessments from parents and teachers across multiple skill domains.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the study findings suggest about using multiple informants?",{"text":121,"@type":113},"Findings indicate discrepancies between adolescent, teacher, and parent ratings, supporting inclusion of multiple perspectives. Agreement on the highest and lowest rated skills also suggests broadening focus to critical transition skills such as problem-solving, post–high school planning, and self-advocacy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594714,1792165939,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Special Issue Article  \nMulti-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder  \nKara Hume 1, Jessica Dykstra Steinbrenner 1, John Sideris2, Leann Smith3, Suzanne Kucharczyk4 and Kate Szidon3  \nAutism  \n2018, Vol. 22(1) 40–50  \n© The Author(s) 2017  \nReprints and permissions: [sagepub.co.uk/journalsPermissions.nav](sagepub.co.uk/journalsPermissions.nav)[ ](sagepub.co.uk/journalsPermissions.nav)[DOI: 10.1177/1362361317722029](DOI: 10.1177/1362361317722029)[ ](DOI: 10.1177/1362361317722029)[journals.sagepub.com/home/aut](journals.sagepub.com/home/aut)  \nAbstract  \nAdolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy.  \nKeywords  \nadolescent, autism, Secondary School Success Checklist, skill importance, transition  \nIndividuals with autism spectrum disorder (ASD) often have poor postsecondary outcomes compared to their peers without disabilities, including high rates of unemployment and underemployment, and continued difficulties in adaptive behavior and social relationships (Henninger and Taylor, 2012; Howlin et al., 2004; Roux et al., 2013; Shattuck et al., 2012) . National survey data suggest that after high school nearly 80% of young adults with ASD still live at home, half have no employment, and many experience a decrease in insurance coverage and therapy services (Shattuck et al., 2011, 2012; Wagner et al., 2003) . Longitudinal studies of individuals with ASD and their families forewarn that the transition out of high school and into the adult world is a time of increased vulnerability for youth  \nand burden for parents (Taylor and Seltzer, 2010, 2011) .  \nOne malleable contributor to postsecondary outcomes is the quality of transition plans developed as part of the Individualized Education Plan (IEP; Erickson et al., 2013) . The Individuals with Disabilities Education Improvement Act (Individuals with Disabilities Education Act (IDEA), 2004) requires transition planning for all students with  \ndisabilities beginning by age 16 years, although some states mandate an earlier date, with a focus on developing goals around activities such as employment, recreation, postsecondary education, self-determination, and community living and participation after graduation. Research suggests that student involvement in transition planning, including student participation in IEP meetings and training in self-determination and advocacy, is associated with more optimal transition outcomes (Test et al., 2009b); however, students with ASD rarely have a leadership role in the transition planning process (Shogren and Plotner,  \n1 The University of North Carolina at Chapel Hill, USA  \n2University of Southern California, USA  \n3University of Wisconsin–Madison, USA  \n4University of Arkansas, USA  \nCorresponding author:  \nKara Hume, Frank Porter Graham Child Development Institute, The University of North Carolina at Chapel Hill, 517 S. Greensboro Ro","cbCaiqQKmdT2wYQc","https://ap.wps.com/l/cbCaiqQKmdT2wYQc","pdf",420582,11,"English","# Abstract\n# Keywords\n# Background and Rationale\n## Postsecondary outcomes for youth with ASD\n## Transition planning in IEP and legislation\n# Multi-informant assessment and discrepancies\n## Agreement among informants\n## Need for broader focus on critical transition skills","[{\"question\":\"What problem does this study address in adolescents with autism spectrum disorder?\",\"answer\":\"It addresses limited adolescent participation in the transition planning process and the need to understand adolescents’ own transition-related skills, goals, and learning priorities to guide planning.\"},{\"question\":\"How does the Secondary School Success Checklist support transition planning?\",\"answer\":\"It incorporates adolescents’ self-assessments of strengths, skill deficits, and instructional prioritization alongside assessments from parents and teachers across multiple skill domains.\"},{\"question\":\"What do the study findings suggest about using multiple informants?\",\"answer\":\"Findings indicate discrepancies between adolescent, teacher, and parent ratings, supporting inclusion of multiple perspectives. Agreement on the highest and lowest rated skills also suggests broadening focus to critical transition skills such as problem-solving, post–high school planning, and self-advocacy.\"}]","Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder | PDF",1792079698,28]