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Tools and Resources for Parents of Older Children with ASD

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Tools and Resources for Parents of Older Children with ASD

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With services and support changing as your child ages, it is important to find them the best care, as well as finding care and support for the other members of the family. This article shares what parents can look for to help their children and where exactly to find it. Including groups and organizations, and personal support.

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An autism diagnosis at any age marks a big change in a child's life. Services and support look different for older children compared to younger children. Our experts share what parents can look for - and where to find it.

One in 44 children is diagnosed with autism, according to the CDC. More boys are diagnosed than girls are; the average age of an autism diagnosis for boys is just over three years, while the average age for girls is four years.

As April marks Autism Acceptance Month, our pediatric behavioral health and complex care teams are conscious of the fact that not all children are diagnosed with autism at a younger age. As a result, the support systems and resources for older children look different than they do for younger children.

Our specialists who work with children with autism and their families offer insights into finding the support and assistance each family needs.

Diagnosing older children

Once a child enters a school district and begins to interact with other children more consistently, teachers and aides are able to identify a potential autism diagnosis around the age of 5-7 years.

Since the majority of children are diagnosed in those early school years, providers usually refer to an autism diagnosis in an "older child" as over the age of 10.

When seeking a diagnosis, providers will use screening tools to identify potential areas of concern. This is followed by a more in-depth evaluation with a behavioral health psychologist or other provider, followed by a care manager being assigned to the family and for any next steps - including a neuropsychological examination to assess the child's strengths and needs.

Children diagnosed with autism are deemed eligible to receive services through the Office of People With Developmental Disabilities (OPWDD) through age 22. If a child is enrolled in a public school district, parents can work with the district to develop an Individualized Education Plan (IEP) that identifies their child's strengths and needs, and sets educational, social, and emotional goals.

"We want to validate the feelings of both the parents and children upon learning about the diagnosis," said Laurie Zweifel, PhD, a psychologist with St. Lawrence Health. "We can be supportive and encouraging that, yes, a child has autism, but autism makes them who they are. Our goal is to help them live the best life they can and empower them with a sense of optimism that their child will live happy and fulfilling lives."

Services, groups, and organizations

Schools are well versed in welcoming students with a broad spectrum of intellectual or developmental disabilities. If a child is referred to the district's special education coordinator following an autism diagnosis, they will help to set the child up with services in school such as speech, occupational, or physical therapy, counseling, social skills training, or applied behavioral analysis (ABA) programs.

Outside of schools, there are a strong number of organizations in communities across the greater Rochester and St. Lawrence regions. Their services cover a broad range of needs, including social skills training, vocational training, connection to community groups and other families, and respite programs. Transitional services for children entering adulthood such as housing, socialization, transportation, and employment services are also available.

A list of groups and organizations include but are not limited to:

Outside these groups, some families find it useful to choose family therapy to address and resolve conflict between parents and children that may stem from an autism diagnosis.

One of the most stressful transitions for families is identifying a medical care setting where their children experience a comprehensive approach to autism similar to the level they have come to expect in pediatrics. Rochester Regional Health Complex Care Program is available for patients with autism ages 18 and older.

"At our Complex Care Program, families can be confident they will receive high-quality, individualized care," said Tiffany Pulcino, MD, Medical Director for Rochester Regional Health Complex Care Program. "Neurologic development does not end at age 18. We are here for our patients and their families throughout their journey."

If a child has a hobby or area of interest they want to pursue, consider finding a club or group where they can play with other children their age. Socialization is a significant need for children with autism so they can develop a sense of belonging.

"Being social is not about trying to force someone to be extroverted; it's about having them find a community where they can interact well and help them find ways that they can fit in and meet other people," said Scott Anderson, PhD, a psychologist with Rochester Regional Health. "Children should be able to pursue things that they enjoy and find meaning in in a way that does not make them uncomfortable."

Finding personal support

It is not unusual for parents to become overwhelmed while caring for a child with autism. Providing support and care for their own child and learning to trust someone else to care for their child is difficult.

If a parent feels the need to talk with a counselor, seeking out a counselor or mental health provider is not a sign of weakness. Taking the time to be a healthy person helps to make a healthy parent.

Finding other parents of children with autism can be a big step in preventing caregiver burnout. Dr. Zweifel said a mother of a young child with autism at her practice joined a Parent-to-Parent group through OPWDD - NY Connects and found that interacting with other parents to talk about their feelings related to raising a child with challenging behaviors is validating and helpful.

Respite programs allow parents of children with autism to take time for themselves as needed. A respite caregiver is available to spend time with a child, either at home or in the community, so their parent can run errands or take the time to relax for a period of time. While there is a shortage of direct support professionals to provide these services, the need for them is not less significant.

"Establishing family support is important for everyone," Dr. Zweifel said. "There might be concerns about children with autism becoming independent and what their future might look like. Thankfully, there are many services in our communities to help children grow up to be strong, capable, independent adults."

Schedule A Consultation

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Tools and Resources for Parents of Older Children with Autism

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An autism diagnosis at any age marks a big change in a child's life. Services and support look different for older children compared to younger children. Our experts share what parents can look for - and where to find it.

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This website gives great outlets for many aspects of Adult life with Autism. From job opportunities, training, networking, and transition help. Autism Speaks gives effective resources and services to help people with ASD live productive lives.

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Resources and Services for Adults with Autism | Autism Speaks

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The Adult Services section is divided into 4 sections: autism & employment, housing & community living, postsecondary education, and Adult Services Grants. Click to learn more about autism in adults.

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Transitioning from pediatric care to adult services for those with autism requires careful planning and consideration. Resources such as guides on legal rights, employment support, and healthcare management can be valuable for families navigating this change.

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Centers for Disease Control and Prevention

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A study from the Centers for Disease Control and Prevention (CDC) found that few adolescents receive the recommended guidance for transitioning from pediatric to adult health care. This can be particularly difficult for adolescents identified with Autism Spectrum Disorder (ASD) in early childhood who, compared to other adolescents, are more likely to have additional mental health or other conditions that require more services and coordination among healthcare providers, but are also less likely to receive the healthcare services they need.

Greater coordination among healthcare programs and offering interdisciplinary training to providers could expand access to services and increase provider comfort in treating the unique healthcare needs of adolescents with ASD and supporting healthcare planning as they transition from pediatric to adult health care.

Read the scientific summary (abstract) of the research.

Main Findings

Compared to adolescents without ASD, adolescents with ASD were

90% more likely to have additional mental health or other conditions.

About 1 in 5 had physical difficulties, and

about 3 in 5 had additional mental health or other conditions, such as ADHD or anxiety.

More likely to receive mental health services (41.8% vs. 22.1%), but also three times more likely to have an unmet healthcare service need (11.0% vs. 3.2%).

Less likely to receive the recommended guidance on healthcare transition (HCT) planning from their doctors or healthcare providers.
Only 1 in 13 adolescents with ASD received the recommended guidance to move from pediatric to adult health care.

About This Study

Data in this report were collected between July 2018-December 2020 from parents/guardians of adolescents aged 12-15 years who were previously enrolled in the Study to Explore Early Development (SEED) at ages 2-5 years and initially identified as having ASD or as being general population controls.

Parents completed survey questions and standardized scales related to the adolescent's daily living skills, current ASD symptom severity, overall health status, physical difficulties, gastrointestinal symptoms, sleep problems, mental health or other conditions, and use of health and mental health services in the past 12 months.

Parents were also asked about HCT planning in the context of the three elements included in the Health Resources and Services Administration's Maternal and Child Health Bureau's (HRSA MCHB) National Performance Measures.

Closing the Gaps

These steps can increase the proportion of adolescents with ASD who receive recommended transition planning:

Healthcare providers can learn about the recommendations for healthcare transitioning and use them when providing care for adolescents, beginning at age 12 years, and modify the plans, goals, and timelines to meet the unique needs of each adolescent.

Parents can ask their child's pediatric healthcare providers about transition planning for their adolescent.

Public health professionals can carry out strategies for reducing gaps in health service utilization by

About Autism Spectrum Disorder

In the United States, about 1 in 36 children were identified with Autism Spectrum Disorder (ASD). Services and support are critical as these children grow into adolescence and adulthood. Treatment continuity is important for long-term mental and physical health. For adolescents with ASD, timely healthcare transition planning may mitigate potential problems that could be caused if healthcare is disrupted.

Our Work
Planning for Service Needs
CDC's most recent funding cycle for the Autism and Developmental Disabilities Monitoring (ADDM) Network includes support for five sites to follow up on 16-year-olds who had been identified with ASD by 8 years of age. This is a new activity for the ADDM Network and will provide valuable information on transition planning in special education services and potential service needs after high school.
Promoting Better Outcomes
CDC's Study to Explore Early Development (SEED) began identifying children with ASD in the mid-2000s, and these children are now beginning the transition from adolescence to adulthood. Through SEED Teen, CDC is tracking the changes that occur during this transition period to learn about factors that may promote more successful transitions and better outcomes in young adults with ASD.

For more information, visit https://www.cdc.gov/ncbddd/autism.

Key Findings Reference

Powell P, Pazol K, Wiggins L, et al. Health Status and Health Care Use Among Adolescents Identified With and Without Autism in Early Childhood - Four U.S. Sites, 2018-2020. MMWR Morb Mortal Wkly Rep 2021;70:605 - 11.

Additional References

Maenner MJ, Warren Z, Williams AR, et al. Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years - Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2020. MMWR Surveill Summ 2023, 72 (No.SS-2): 1-14.

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Transitioning from Pediatric to Adult Health Care is Often Difficult f

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Only 1 in 13 adolescents with Autism Spectrum Disorder (ASD) received the recommended guidance to move from pediatric to adult health care. Greater coordination among healthcare programs and interdisciplinary training for providers could expand access to services and increase provider comfort in treating the unique healthcare needs of adolescents with ASD, and support healthcare planning as they transition from pediatric to adult health care.

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Finding a community that understands can make a huge difference. Support groups for families with adult autistic members offer shared experiences, resources, and coping strategies. These groups often meet online or in person, providing a safe space to discuss challenges and celebrate achievements.

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AANE offers a wide variety of support groups specific to the identity of our community members.

Support groups offer a safe environment where participants can talk with like-minded peers, share similar issues and concerns, and celebrate successes.

Groups are led by facilitators who have the professional and lived experience to bring the greatest level of understanding and empathy.

Click on the links below for more information, and be sure to review the guidelines for groups and events on the Adult Support Group and Event FAQ page.

Financial assistance is available for all groups by emailing groups@aane.org
Generous grants from the Cummings Foundation and the J.E. & Z.B. Butler Foundation help fund parent support groups, information and resources, and other services for families.

You are not alone!

Schedule a call to speak with a member of AANE's staff, or fill out a form to be contacted by email.

Free Call Contact Form

Groups are facilitated by AANE staff, adjunct facilitators, or volunteerswho are Autistic, have Autistic family members, or have worked extensively with the autism community.

Please note that AANE support groups are not intended to be therapy.

* All Community Connections and Support Groups are online unless noted and registration is required.*

Multi-Session or "Closed" Groups

Registration covers six to eight sessions

Each session is 90 minutes

Groups run weekly, every other week or monthly

Have the same small group of participants every session.

Cost $100 - 180 depending on the type of group.

Single Session or "Open" Groups

Registration covers one session

Each session is 90 minutes

Groups are ongoing weekly, every other week or monthly

Have varying participants per session.

Cost $10 for all Open Groups

Groups or events with LOCAL [City, State] in their title are intended for those living in the vicinity of the indicated area. If LOCAL is not indicated, the event is available to those living anywhere.
Financial assistance is available by emailing groups@aane.org.

Community Connection sessions are a great way to meet our staff and join a conversation with others on issues relating to autism. These sessions are FREE, online, single session discussion groups meant to be a one-time introduction to the support group experience. Community Connections are held once a month and organized by audience type.

Social / Support Groups for Teens

Teen groups are a combination of social / support and are age and interest specific so that participants are comfortable with their peers. Click the blocks to see all of the upcoming groups for that audience type.

Sign up below to receive an email to access registration before the general public for Multi-Session "Closed" Groups.

Family Member Support Groups

AANE offers groups for grandparents of Autistic individuals of any age, fathers of Autistic individuals, and adults who think their parent or parents are Autistic. Click the blocks to see all of the upcoming groups for that audience type.

Sign up below to receive an email to access registration before the general public for Multi-Session "Closed" Groups.

Related Programs

If these groups don't seem right for you, here are other ways to connect to AANE.

Stay Current

Subscribe for AANE weekly emails, monthly news, updates, and more!

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AANE offers a wide variety of support groups specific to the identity of our community members. Support groups offer a safe environment where participants AANE's support groups and community connections provide a nurturing space for individuals and families affected by autism spectrum conditions.

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Pathway for Parents is a Parent's guide to Evidence Based Practice that surrounds Autism. Having as much knowledge as possible helps families feel more confident and comfortable when facing new challenges.

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For Families - National Autism Center at May Institute

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Autism Resources for Families PATHWAYS FOR PARENTS: Free Virtual Autism Training Series You are invited to join us online for an informational training series, Pathways for Parents, presented by clinical experts in the field of autism and the National Autism Center at May Institute. Trainings will b…

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With Autism being a lifelong diagnosis, it is necessary for families to feel supported and have outlets for care as your family ages. Changes in physical needs may require modifications in living situations, healthcare needs and more specialized care. This article helps better equip families with the information needed as time goes on.

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Autism is a lifelong diagnosis, and as adults with autism age, many of the medical, physical, and mental changes they face are similar to those of typically aging adults. As adults with autism get older, it is extremely important for family members and/or professionals working with these individuals to understand the aging process. If professionals and family members learn as much as they can about both the person they support and what to expect as that person grows older, they will be better equipped to notice any subtle behavior or physical changes which may alert them that new interventions are necessary. It is important to note that changing physical needs may require home modifications; changing healthcare needs may require more specialized care; and changing psychiatric and neurological needs, such as dementia, may require constant monitoring.

Life expectancy rates are increasing in the United States, and that is no different for many individuals diagnosed on the autism spectrum. According to Mukaetova-Ladinska & Stuart-Hamilton (2015), there continues to be much discussion about the limited research available on older adults with autism. In this study, researchers interviewed 45 adults who were either diagnosed with Autism or who provided care for an adult with autism. The authors found these participants to be deeply worried about the long-term care and management of autism in regards to aging, especially in relation to long-term support in their communities. Additionally, the researchers identified a number of challenges that older adults with autism face including, but not limited to: social isolation, communication challenges, financial problems, not enough support with personal care, lack of employment options, inadequate health care, lack of housing and lack of advocacy.

Residential Model for Older Adults with Autism

One way to support older adults with autism is by living in residential community homes where care is provided consistently and regularly by qualified direct support professionals, along with a team of other professionals. All older adults with Autism do not require this level of care. However, many older adults need this level of support to navigate their environments and reach their maximum potential. This article highlights how one residential provider offers ongoing support to older adults with autism.

As adults with autism age, their group homes or living environments may need to be modified or adapted to their changing needs. Needed environmental modifications can sometimes be overlooked for these individuals, as many behavioral changes are assumed to be related to the biological factors of the aging process (Baker, Fairchild, and Seefeldt, 2015). However, changes or modifications made to the environment can have a positive effect on some behavioral changes (Baker, Fairchild, and Seefeldt, 2015). Residential providers need to assess the impact of the environment on behavioral changes, as well as assess appropriate behavioral programming. In addition to changing behavioral needs, physical needs for older adults with autism may change as well. For example, gait issues can appear or worsen as individuals age. Previously ambulatory adults may present as more of a fall risk, may exhibit decreased mobility, or even become non-ambulatory. Residential providers should be constantly assessing the accessibility and adaptability of their residential settings. In order for individuals to age safely in their residential homes, the homes must meet the physical needs of the older adults living in them.

This is also true for older adults with autism who live at home with family members or in apartment settings. Assessing the environment regularly is key to successfully supporting older adults diagnosed on the autism spectrum. While making these changes, it is also important to remember to keep the environment as familiar as possible, as many adults with autism enjoy routines and familiarity in their homes and bedrooms.

Highly-Qualified and Well-Trained Staff

There is a tremendous need for qualified and trained staff to work with older adults with autism. Staff who are trained in not only providing care, but in the aging process are better able to help these adults build and maintain skills. Highly-trained staff are essential to ensuring the greatest degree of independence is maintained through the lifespan.

Training of direct support staff in the proper care and teaching strategies for older adults with autism is a very important component of staff training. Training on all important job duties surrounding the aging process, providing personal care, teaching skills, and following behavior support plans should be done using a behavior skills training model (BST). BST includes a verbal description of the skill, a succinct written description of the skill, a demonstration of the skill by a competent trainer, and the trainee performing the skill with feedback from the trainer. This process continues until the trainee is competent with the skill (Parsons, Rollyson, & Reid, 2012). By training direct support staff on all necessary job duties utilizing this model, the residential provider can be sure that support staff are fully competent in the delivery of services. If needed, a provider can access expert speakers or consultants to provide additional training on Behavioral Gerontology or the aging process.

Additionally, residential programs that serve older adults with autism must have a specific model of service delivery for this population. It is of the utmost importance to have a collaborative interdisciplinary approach to care. These interdisciplinary teams (IDT) should include physical therapists, nurses, behavior analysts, psychiatrists, primary care physicians, program specialists, supervisory personnel and, of course, the adult served and his/her guardian or representative if appropriate. By working as a team and reviewing the needs of the individual from both a medical and behavioral perspective, all appropriate and necessary interventions can be considered.

Ongoing Assessment by Credentialed Professionals

At Melmark, the ongoing physical and behavioral needs of older adults with autism are assessed and monitored regularly by professionals such as physical therapists, Speech and Language Pathologists (SLPs), nurses, primary care physicians, behavior analysts and psychiatrists.

Physical therapists regularly assess the person's ability to navigate their current environment, and make recommendations for environmental changes to increase safety and independence for each adult served. Since the research is limited on older adults with autism, it is imperative that primary care physicians and nurses assess the ongoing medical and healthcare needs to ensure the individual's current healthcare needs are continually being met. Similar to younger adults with autism, older adults diagnosed on the autism spectrum have difficulty communicating their healthcare needs and may not notice subtle changes.

SLPs can provide support in both feeding issues and communication strategies. The SLP will regularly assess individuals to ensure their current diet is appropriate, and will make recommendations for modifications to diets based on changes with the individual. SLPs also work on goals to promote or maintain communication skills. For example, if an older adult with autism who was previously using sign language to communicate can no longer use that means of communication, the SLP may have that person use an alternate mode, such as an electronic tablet with talking pictures or icons.

Behavior analysts are key to the IDT as they monitor and assess any behavioral changes, and may develop appropriate behavioral interventions, based on the principles of applied behavior analysis. These may include antecedent-based strategies, such as the implementation of a visual schedule for an individual who did not need that type of intervention in the past, and these may also include consequence strategies, such as appropriate reinforcement systems to improve or maintain positive behaviors. Behavior analysts will review data on behavioral changes and make updates to behavioral intervention strategies based on the behavioral data.

Since older adults with Autism may have other comorbid conditions, psychiatrists are an essential part of the IDT as they review behavioral data and medical changes for the individual, making appropriate medication recommendations based on this information. The behavior analyst shares information regarding any behavioral changes, as well as sleep information, and presents all relevant data in graph format so the psychiatrist can observe trends. All medication changes are discussed with the individual and guardian/representative, as well as presented to a Human Rights Committee (HRC) to ensure the least restrictive interventions are being utilized.

Finally, program specialists along with other IDT and family members develop individualized support plans for the adults based on an assessment of likes, dislikes, strengths and needs, safety awareness, communication skills, medication administration skills, community skills, etc. These program plans include individualized goals to support the adult in skill acquisition or skill maintenance so the person served can continue to grow and thrive. These plans include the assistance and support needed in the community to ensure the person can maintain and/or build relationships with members of the community outside of their direct care team. This level of community integration and inclusion is very important for older adults with autism, as it allows for the highest degree of access to the person's local community.

Summary

Many aspects of care need to be considered when providing residential services and/or support to older adults with autism. While taking care of the person's physical health is vital, ensuring the environment in which they live is accommodating and accessible is just as important. As such, residential providers need to continually assess the environment of their residences in addition to the individuals who live in those homes.

The older adult's individual support plan needs to be robust and completely individualized with achievable goals built in that support access to the local community, skill acquisition and maintenance, and comprehensive goals to address communication skills and mobility, if and when needed.

It is equally as important to have a highly-qualified team of professionals working collaboratively to ensure that exemplary care is being provided at all times. This, in addition to well-trained direct support staff working with individuals, will help ensure the greatest outcomes for the older adults can be achieved.
Karen Parenti, MS, PsyD, is Executive Director and Maggie Haag, MEd., BCBA, LSW, is Senior Director of Adult Services at Melmark PA. For more information, visit References .
Baker, J. C., Fairchild, K. M., & Seefeldt, D. A. (2015). Behavioral gerontology: Research and clinical considerations. In Clinical and Organizational Applications of Applied Behavior Analysis (pp. 425-450). Academic Press.

Mukaetova-Ladinska, E.B., & Stuart-Hamilton, I. (2015). Adults with Autism Spectrum Disorder (ASD): Service user perspective on ageing transition(s). American Journal of Autism, 2(1): 1-11.

Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-based staff training: A guide for practitioners. Behavior analysis in practice, 5(2), 2-11.

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Supporting older adults with autism involves looking out for medical & physical changes. Here's how to help older adults with autism.

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This Guide is a great tool for all parents to monitor your child and give access to personalized care. When creating a free account, "My Autism Guide" helps you access relevant autism content, specific to your age, location and level of need. Along with that users can see proactive information to help in planning for future activities, Look for virtual events or events in your community, and see listings of service providers in your area

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This website encourages Adults with Autism to find meaningful employment and live independent lives after they leave the school system. Including Jobs, Day programs for Graduates that remain at home, and tools to make friends outside of their school setting.

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Adults with Autism Spectrum Disorder (ASD) can live, work, learn and play in their communities when given the proper supports. Easterseals works with adults with ASD across the lifespan, encouraging them to find meaningful employment and live independent lives after leaving the school system.

Finding a Job

For adults with ASD, finding a job is a critical first step toward self-determination and financial independence. Through our workforce development services, Easterseals professionals help people with ASD:

assess their skills

identify employment goals

create training to meet personal goals

Easterseals also works with businesses to provide resources for employers to support workforce development.

Day Programs for Graduates Who Remain at Home

Easterseals services for younger adults can offer respite for family members responsible for a relative with ASD who lives at home.

Easterseals day programs are designed for people with autism whose primary needs are for socialization, recreation and community involvement. While people with ASD participating in day programs might need some supervision, they need only minimal assistance with activities of daily living (eating, dressing, walking, etc.). Read frequently asked questions about Easterseals' adult day services.

Moving Away from Home

Adults with ASD have many choices when it comes to living away from home. The primary goal of Easterseals' in-home services is to assist you and your loved one as they strive to stay in the community in a living arrangement of their choice:

Independent Living. Involves persons with ASD living in their own apartment or house with little, if any, support services. Support services may be limited to such areas as complex problem-solving, money management, or budgeting. This option is best suited for persons with appropriate daily living and social skills.

Supported Living. When persons with ASD are not quite ready to live independently, but are able to care for the majority of their own needs, supported living is an option. Supported living usually involves a case manager or support worker assisting the individual with certain areas of self-care or social planning. Individuals in this situation typically have their own apartments, but may share living space or live in the same building as other individuals with similar needs. Often, people in supported living are developing skills to move to independent living.

Supervised Group Living. Group homes are facilities that serve several individuals with disabilities. These homes are usually located in residential areas and have the physical appearance of the average family home. Professional staff assist the residents with daily living and social activities based on individual needs. If possible, it may be advisable to find group homes that specialize in providing service to persons with ASD. The staff in these homes are more likely to be trained specifically to the unique needs associated with ASD.

Adult Foster Care. In adult foster care, individuals live in a home with a family. Unlike foster care for children, adult foster care is intended to be as permanent as possible. Families usually receive government money to support individuals with ASD in their home. They are not necessarily trained or expected to teach independent living skills.

In-home Services. Many adults with ASD live at home or with a friend or family member. In the cases where additional care and support is needed, many people prefer to receive services in the comfort of their home. In-home services may include a companion, homemaking/housekeeping, therapy and health services or personal care.

Respite Care. Some individuals with ASD remain in their parents' home far into their adult years. Sometimes families receive respite care support where a professional comes to the home and provides support services to allow the parents to partake in their own recreational or social activities.

Making Friends

Adults with ASD can be active participants in all areas of community life including social and recreational activities. Easterseals programs may include weekends away, evenings out and other opportunities to participate in recreational activities throughout the year. With more than 100 camping, recreation and respite programs, Easterseals offers thousands of individuals with ASD the chance to develop lasting friendships and learn what they can do, no matter what their age. Participants enjoy adventures and conquer new physical challenges, and some camps also offer sessions exclusively for campers living with ASD.

Outliving the Parents

Easterseals partners with health and human service organizations as well as public and private insurers to provide life-changing services and support for children and adults living with ASD and other disabilities and special needs and for their families. Learn more about Easterseals corporate partner Mass Mutual's SpecialCare Program and LifeBridge Free Insurance Plan.

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Adults with Autism Spectrum Disorder (ASD) can live, work, learn and play in their communities when given the proper supports. Easterseals works with adults with ASD across the lifespan, encouraging them to find meaningful employment and live independent lives after leaving the school system.

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The Spectrum Careers is a program that promotes employment in the autism community. It is a portal that is specific to the individual and what they are looking for directly. It creates equal job opportunities and provides resources to services on how to create a work environment favorable for individuals with autism.

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Autism Speaks provides a tool kit for families that have a child transitioning from childhood to adolescence. Including Self-Advocacy, Legal Matters to Consider, Postsecondary Educational services and many more

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The Autism Speaks Transition Tool Kit will help guide you on the journey from adolescence to adulthood.

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The Autistic Self Advocacy Network is a non-profit organization run by and for people with Autism. Created to provide support and services to individuals and their families, while also educating communities and improving public perceptions of Autism.

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View this statement as a PDF here.

Today, the Autistic Self Advocacy Network, ACLU, and thirty-four other advocacy organizations filed an amicus brief encouraging broad...

This morning, Talking Points Memo published an article featuring quotes from Albert Watkins, an attorney representing Jacob Chansley. Chansley was a prominent participant in...

People with disabilities deserve real work for real pay. Here's how YOU can take action to make that happen:

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View this statement as a PDF here. Today, the Autistic Self Advocacy Network, ACLU, and thirty-four other advocacy organizations filed an amicus brief encouraging broad... This morning, Talking Points Memo published an article featuring quotes from Albert Watkins, an attorney representing Jacob Chansley. Chansley was a prominent participant in...

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This website allows for the person to filter through and find exactly what they are looking for. The filters include audience, age range, level of support, and resource type. Once the filters have been applied different websites are displayed providing information tailored to what they are looking for.

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Our Autism Response Team (ART) is specially trained to connect people with autism, their families, and caretakers to information, tools, and resources.

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Preparing for college and work/career readiness

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Preparing for college and work/career readiness

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This guide helps students with ASD to prepare for college and work/career readiness. It connects with individuals and their families by providing webinars to navigate their options, provide campuses and professionals with the tools and training necessary, and helps them to understand the challenges and talents they bring.

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College Autism Spectrum (CAS) is an independent organization of professionals whose purpose is to assist students with autism spectrum disorders, and their families. We specialize in COLLEGE COUNSELING (helping students find the right college) and WORK/CAREER READINESS (skill building for interviews, jobs and work skills).

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This talks about an organization, Project Hope Foundation, which provides opportunities for adults including, ABA therapy, day services, group employment/career prep, or individualized employment. It helps teenagers and young adults with autism to acquire and maintain real-life skills that lead to a more independent lifestlye.

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Adult Services - Project Hope Foundation

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Day Services focus on building communication, social engagement, independence, life skills, self-advocacy, and self-control. Participants spend time each week in our Hope House, an onsite home that provides a real-life environment for practicing skills such as handling groceries, cooking, using a dishwasher, doing laundry, making beds, eating together, etc.

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This website provides information about preparation for the transition from school to adulthood. It lists different programs, toolkits, reports, research articles, and videos about employment and housing for autistic adults to learn about.

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Housing Resources for Autism - Websites and Program | IACC

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The Interagency Autism Coordinating Committee (IACC) coordinates all efforts within the Department of Health and Human Services (HHS) concerning autism spectrum disorder (ASD).

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Association for Autism and Neurodiversity 

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Association for Autism and Neurodiversity 

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This is an organization that provides support to both the individual with autism and their families. They provide one-to-one services, group services, living support, training courses for partners, social groups and activities, etc. They are dedicated to creating meaningful and connected lives for those with autism

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Open doors is a place where autistic adults can attend support groups in the comfort of their own homes. They offer five groups online: Neurodiverse Working Professionals Group, Autistic Women Group, Neurodiverse College Group, College Transition Summer Group, Neordivergent Young Adults Group, and Autism Parent Support Group. Here they learn social skills and communication, self-advocacy, and coping with stress and anxiety.

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Online Group Therapy for Autistic Adults

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Looking for an online social skills group? Open Doors Therapy Provides Online Group Therapy in California for teens and adults with high-functioning autism.