ArticleJMIR formative research2025
Stepped Transition to Employment and Postsecondary Education Success (STEPS) for Adolescents and Adults with Autism: Community Implementation Pilot Trial.
Article in JMIR formative research, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Evaluating Partnership Quality and Outcomes Within an Autism Community Collaborative.Journal of autism and developmental disorders · 2026Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Programming to optimize successful transition into adulthood and build skills for independence is consistent with the goal of improving autonomous living among adults with autism, which is a top stakeholder-identified priority. There has been surprisingly little research; however, on structured curricula targeting transition into adulthood. Objective: This formative community pilot trial of Stepped Transition to Employment and Postsecondary Education Success (STEPS) was designed to test feasibility and effectiveness as implemented by community-based providers and, secondarily, to identify factors that affect implementation. Methods: This was a 2-phase study. Phase 1 involved engagement with a group of community stakeholders to identify factors likely to influence implementation of STEPS. Phase 2 involved an open pilot trial of STEPS. In the Hybrid Type 1 trial, 24 adolescents and young adults with autism received STEPS in their communities at a local agency unaffiliated with the research study. Results: Based on stakeholder input (Phase 1), several adjustments were made to the program before implementation (eg, increased attention to building client motivation and clarification of the role of caregivers). Stakeholders and providers indicated that STEPS could be successfully delivered and adopted in the community. From the pilot (Phase 2), results indicate feasibility of study procedures and intervention implementation, supporting future larger-scale implementation. Satisfaction (eg, how helpful and beneficial) with the program was reported as moderate or higher by the participants, and the only 2 drops occurred before the program start. Caregiver-rated transition readiness significantly increased from baseline to end point (P<.001), as well as some domains of functional independence (finance management, self-care, and engagement in the community; all P<.05). Employment and education status at the end point did not yield a clear pattern indicating a positive or negative impact of the program. Conclusions: This pilot study supports the feasibility, acceptability, and effectiveness of STEPS as delivered by community providers.
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