Autistic people and life experiences: the role of student skills and support.

Introduction: Studies examining quality of life outcomes have shown that Autistic people experience lower scores across domains (e.g., physical, psychological) compared to other groups, with their lowest scores consistently reported in social functioning. However, to date, little is known about different adult life experiences that Autistic adults have beyond the typically tested outcome of living independently in the community, which may not be a desired outcome culturally for all Autistic people, particularly outcomes that could lead to improved social functioning, like being in relationships. Methods: Survey data were collected from a nationally representative sample of 272 U.S. residents with autism. Respondents were asked about secondary school transition activities, support, and later life experiences of moving into their own home, falling in love, getting married, pregnancy, becoming a caregiver, and being arrested. Results: Logistic regression results indicated goal setting and psychological empowerment were significant predictors of all adult life experience outcomes tested, and autonomy/decision-making predicted moving into one's own home and falling in love. Social skills predicted both falling in love, getting married, and being arrested. For support, the number of people supporting the Autistic youth was related to increased odds of falling in love. Discussion: While transition programs are typically focused on furthering education and employment success in later life, skills taught to students to support those outcomes also relate to a broader range of life experiences for Autistic youth and adults. Programs to support Autistic students and youth should include, at a minimum, activities that build goal setting and psychological empowerment skills in hopes that Autistic adults can experience a fulfilling life of their choosing.