Journal of Autism and Developmental Disorders

, Volume 49, Issue 8, pp 3231–3243 | Cite as

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

  • Lisa RubleEmail author
  • John H. McGrew
  • Venus Wong
  • Medina Adams
  • Yue Yu
Original Paper


The school, student and family factors underlying poor postsecondary outcomes of students with autism spectrum disorder (ASD) are not well understood. The potential impact of school [e.g., transition planning quality (TPQ)], family (e.g., parent activation), and student factors (e.g., adaptive functioning) and their interaction (e.g., parent-teacher alliance) on student outcomes were examined. Student IQ and adaptive behavior, TPQ, and alliance correlated with IEP progress, with postsecondary goal attainment generally and with student participation in training/education, specifically. However, only parent activation and student externalizing behavior correlated with employment. Families and students, rather than school personnel, were the primary persons in charge and in control of the implementation of postsecondary plans and required help across multiple coaching sessions to implement plans fully.


ASD transition COMPASS Parent-teacher alliance Transition planning quality Parent activation 



We are grateful to the teachers, families, and children who generously donated their time and effort. We extend our thanks to special education directors and principals for allowing their teachers to participate.

Author Contributions

LR and JHM conceived the study, participated in its design and coordination, statistical anlaysis, and drafted the manuscript. VW, YY, and MA participated in the coordination of the study and draft of the manuscript. VW developed the TPQ.


This work was supported by Grant Number 5R34MH104208 from the National Institute of Mental Health. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute of Mental Health or the National Institutes of Health.

Compliance with Ethical Standards

Ethical Approval

All procedures performed in this study were in accordance with the ethical standards of the institutional research committee and with the 1964 Helsinki declaration and its later amendments.

Informed Consent

Informed consent was obtained from all individual participants included in the study.


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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Department of Educational, School, and Counseling PsychologyUniversity of KentuckyLexingtonUSA
  2. 2.Department of PsychologyIndiana-University-Purdue University at IndianapolisIndianapolisUSA
  3. 3.MIND Institute, University of CaliforniaDavisUSA

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