Adapted Abstract

Background and Aims: There are few interventions to support families and autistic youth during the transition to adulthood. This study describes a multi-family group psychoeducation model to help families of autistic children through problems that occur during the transition to adulthood.

Methods and Results: In this 8-week program, 11 families of autistic children aged 15-18 years joined a multi-family meeting once a week for an hour and a half. They received information about different topics related to transition to adulthood. The outcomes measured after completing the program included (1) parental knowledge and empowerment, (2) parent–child relationship quality, (3) child behavior, and (4) parent stress in a pre- and post-intervention interview. Parent-child relationships improved as well as the parent understanding and knowledge of services available.

Conclusion and implication: This model can help support parent-child relationships throughout the transition to adulthood period. Increased knowledge about available services may help parents advocate for access to available services or programs.

Findings

• Improved parental understanding of adolescents’ differences
• Learned about available services.
• Improved quality of parent–child relationship.
• Parents were better able to predict problem behaviors in their adolescents.
• There was no change in child’s behavior or parental stress.

Summary

The curriculum in this multi-family group psychoeducation model was based on previous research in individuals with schizophrenia or mood disorders. The model was adapted based on findings from focus groups of families of autistic individuals. There was specific interest in community activities and connections, learning about solving common problems that autistics and families face during the transition years and training in advocacy. The program Transitioning Together was created to address these needs. The curriculum included transition planning, self-care, informational topics, and legal issues (trust and guardianship). This program has two stages. Initially, the family joins intervention staff and develops goals they want to achieve. Then, the multi-family group sessions occur weekly for eight weeks to talk about topics relevant to autism and activities for problem solving related to each family’s goals. Each session lasts one and half hours. The autistic individuals do not join the multi-family group sessions. Instead, they participate in a group where they play games and take part in learning activities like role playing, skits, cooking, and other hobbies.

The outcomes measured were parental knowledge and empowerment, parent-child relationship quality, child behavior, and parent stress. These outcomes came from a survey given at an exit interview. There were significant improvements in knowledge and relationships between parent and child. Parents also reported feeling as though they could better predict when their child would have a behavior problem then before the intervention.

Real-World Implications

This intervention is feasible for families of autistic youth and may support parent-child relationship which is an important aspect of transition to adulthood. Developing problem solving skills and knowledge of services available may help parents advocate for the needs of their children during the transition period. Parent advocacy networks and other organizations could provide similar education series to support families with the transition to adulthood.

Limitations

• No information was provided on whether the families goals were achieved.
• There were no outcomes directly reported by autistic youth.