Prevalence and correlates of postsecondary residential status among young adults with an autism spectrum disorder.
Most young adults with autism still live with parents or in supervised settings years after high school—plan for extended residential transition support.
01Research in Context
What this study did
The team asked parents where their adult children with autism live.
They compared answers to parents of adults with other disabilities.
The survey looked at any time since high school, not just today.
What they found
Most young adults with autism had never lived on their own.
They were far more likely to stay with parents or in group homes.
Peers with other disabilities had much higher rates of independent living.
How this fits with other research
van Timmeren et al. (2016) asked the same teens what they expected.
Those teens pictured typical adult jobs and homes; the 2014 numbers show the dream rarely happens without help.
Cribb et al. (2019) adds a twist: when young adults feel in control of daily choices, they report growing autonomy even while still at home.
The studies do not clash; independence is low, yet personal agency can still rise.
Why it matters
Your transition plan needs a housing thread that lasts years, not months.
Teach laundry, shopping, and bill pay before 18, then keep rehearsing them in the family home.
Pair those skills with self-advocacy goals so clients can direct their own support.
When parents see measurable progress, they are more willing to trial apartment living later.
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02At a glance
03Original abstract
This study examined the prevalence and correlates of three living arrangements (with a parent or guardian, independently or with a roommate, or in a supervised setting) among a nationally representative sample of postsecondary young adults with an autism spectrum disorder. We assessed living arrangements since leaving high school. Compared with young adults with other disability types (learning disabilities, intellectual disabilities, or emotional disturbances), those with an autism spectrum disorder were more likely to have lived with a parent or guardian and least likely ever to have lived independently since leaving high school. Members of the autism spectrum disorder group were less likely to have ever lived elsewhere and more likely to live under supervision since leaving high school compared to persons with emotional disturbances and learning disabilities. Group differences persisted after controlling for functional ability and demographic characteristics. Correlates of residential independence included being White, having better conversation ability and functional skills, and having a higher household income. Further research is needed to investigate how these residential trends relate to the quality of life among families and young adults.
Autism : the international journal of research and practice, 2014 · doi:10.1177/1362361313481860