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Many discussions about autistic adolescents and young adults focus on skill development. Caregivers and professionals play an important role in teaching skills like executive functioning and social interaction to promote independence. These skills, taught throughout childhood, are crucial for becoming a successful adult, so why is the transition to adulthood often so challenging? For autistic individuals, one reason might be that they have come to rely on supports that don’t extend beyond high school and into adulthood. This reliance can stifle their independence, making it harder for them to adapt when those supports change. Some of the changes they experience are: 

1. There are still schedules, but no more bells.
2. They can work, but the vocational support changes or stops.
3. There can be goals, but they are less structured.
4. There are still counselors, but they are no longer down the hall.  

During this transition to adulthood, families often realize how much individuals rely on these services and supports. To enhance an individual’s self-reliance, it’s important to encourage true independence and self-sufficiency earlier in the skill development process. Often, the tools that foster independence are created or accessed for the individual. While it might be easier to provide a pre-made chart, email a teacher, or write down a schedule for them, doing so can deprive them of a key opportunity to practice self-sufficiency.  

For all individuals of all abilities, it’s important to see what they can do without assistance. If assistance is needed, this is a good opportunity to help individuals learn how to access resources or create tools for themselves. Being able to create, practice, and access a tool without prompting can reduce the dependence on outside supports. Here are some practical skills and tools that younger individuals can start practicing and using in their adult life:  

Setting an alarm for themselves

This is essential for waking up for class or work when living on their own or away from family. This is also a great way to have reminders for daily tasks such as hygiene, taking medicine or checking emails.

Developing a list of things to do during downtime

Instead of having their day planned for them, they can create a list of activities to choose from. They can also make similar lists for home, college or at work for tasks to do once they finish their initial responsibilities.

Using a script for making phone calls

For example, they can use a script to schedule a doctor’s appointment instead of relying on someone else to make the call. This tool can be useful for various phone calls or emails needed for work or personal matters.

Looking up and compiling a list of important resources

Learning how to find a specific and appropriate resource will be helpful for college and work settings because they have a variety of resources available.

Creating or purchasing a calendar and filling in their weekly schedule

Figuring out how to organize their time and maintain a schedule is important so they can do this in different contexts.  

No matter the degree to which an individual can do these things, these tools are adaptable and transferable to many contexts, such as in a job or in their personal lives. It’s important to allow the individual time to practice and explore different tools that will work for them. This process might take time and involve some trial and error, but that is essential for building skills and allowing them the chance to experience failure along the way, which is also key to independence.  

The journey to independence for adolescents and young adults is complex, and for autistic individuals it requires careful timing in implementing support and encouraging self-sufficiency. By fostering true independence earlier in skill development, autistic individuals can be better equipped for adulthood and find tools they can use throughout their lives. 

Katie is a professional in higher education, providing support and resources to neurodiverse students. Katie focuses on assisting students with executive functioning and social pragmatics. She aims to provide support that enhances students’ educational journeys and leads to a fulfilling life after graduation.