Predictive factors of participation in postsecondary education for high school leavers with autism.

Chiang et al. (2012) looked at what helps teens with autism go to college. They used a big U.S. data set called NLTS2. The team ran numbers on parent, school, and money facts.

They wanted to know which of these facts best predict who enrolls in postsecondary school.

Parents who expected their child would go to college and high schools that listed college as a goal came out on top. Family income, school type, and grades also mattered, but parent and school expectations carried the most weight.

The study shows these two things are the clearest levers we can pull.

Pitchford et al. (2019) looked at young adults with intellectual disability, not autism. They found adaptive living skills, not parent hope, drive post-school success. The two studies seem to clash, but they focus on different groups and outcomes.

Chiang et al. (2012) predict college entry for students with autism. Pitchford et al. (2019) predict overall adult success for students with ID. Expectations open doors early; skills keep them open later.

Taylor et al. (2014) add that vocational engagement in adulthood brings later behavioral gains. Together, the papers say: set high goals early, teach daily living skills, and support real work after school.

You can act on expectations right now. During transition planning, ask parents, "Do you see your child going to college?" If the answer is no, explore why and share success stories. Write college attendance into the IEP goals. These simple steps raise the odds the student will try college, and later skill building can keep them there.