Determinants of adult functional outcome in adolescents receiving special educational assistance.

McGeown et al. (2013) followed teenagers who were getting special-education help. They wanted to know what best predicts how well these teens will function as adults.

They looked at three things: challenging behavior scores, IQ, and autistic traits. Then they checked which of those numbers lined up with adult living skills.

Challenging behavior in high school was the clearest crystal ball. More behavior problems meant weaker adult independence.

IQ mattered, but only a little. Autistic traits did not predict adult outcome at all.

Clarke et al. (2025) extend this picture. They show that for autistic teens with IQ under 70, teaching personal daily-living skills (tooth brushing, dressing) pays off later. For those with IQ over 70, community skills like ordering food or using buses matter more.

Hodge et al. (2021) seem to disagree at first. They found that in preschoolers with autism, IQ strongly predicts adaptive skills. The gap closes by adolescence: R et al. show IQ fades while behavior becomes the key. Age and sample mix explain the shift.

Donoso et al. (2024) add a twist. They found that stronger socialization skills cut both anxiety and externalizing problems. This supports R et al.: fewer behavior problems today likely mean smoother adult functioning tomorrow.

If you write transition plans for high-schoolers in special ed, put behavior regulation at the top. Teaching a teen to ask for a break instead of screaming may do more for their future apartment life than another IQ test or autism-symptom checklist. Start functional behavior assessments early and embed self-management goals in the IEP.