AAC and Transition Planning

Becoming an adult is a process, often referred to as the transition to adulthood. Planning for this transition is an important time in every person’s life. But studies consistently show that early transition planning while in school makes a big difference in all autistic people’s lives, no matter their level of diagnosis or whether they have an IEP or 504 plan. It is known to lead to reduced anxiety, an increased chance of finding a job, going to college or other postsecondary training and living a healthier and more independent adult life. For this reason, healthcare professionals and other autism service providers recommend all those with autism start transition planning as soon as 12 years old.

Our Transition to Adulthood Tool Kit, designed for transition-aged autistic people (aged 12 to 25 years old) and their parents/caregivers, covers key areas of transition including: postsecondary education, employment, independent living, community engagement, healthcare, self-advocacy and legal and financial planning.

IEPs and the Transition Plan

All students with an Individualized Education Program (IEP) are federally required by law to have a formal Transition Plan that:

  • starts before the student turns 16, though some states have mandated that it begin at age 14 or freshman year of high school;
  • is individualized;
  • is based on the student’s strengths, preferences, interests and needs;
  • includes opportunities to develop functional skills for education/training, employment and if appropriate, independent living.

You will most likely meet with at least one member of your IEP team before you create your Transition Plan to work on some age-appropriate transition assessments (different from your AAC assessment) to gather information that will help you plan for adulthood. Among popular ones available for free online are:

  • The Community-based Skills Assessment, developed for Autism Speaks through a contract with Virginia Commonwealth University’s Rehabilitation Research and Training Center. It can assess current skill levels and abilities beginning at age 12 and continuing into adulthood.

  • The federal government’s National Secondary Transition Technical Assistance (NSTTAC) Collaborative Assessment Guide for Transition Planning Services includes a Transition Planning Inventory and a Life Skills Inventory, among other useful assessments.

It is important to take advantage of all transition planning opportunities like this while still in school since IDEA and related services end once a student graduates or ages out of the school system.

Transition Plan Meeting

The Transition Plan will be developed as part of your IEP and will become part of your annual IEP Review meeting. Ahead of your first transition planning meeting, you should reference our IEP Transition Plan Checklist. This guide covers everything you need to for the meeting and to create the plan including:

Who should attend the meeting The student, parents/caregivers, at least one special education teacher, one general education teacher and a representative from the school district (typically one involved in administration of special education) should attend. Your SLP and any OT or PT involved in your AAC assessment or device selection should also attend.

What you need to attend You need to make sure you can participate in your meeting with your AAC. You may need to have important vocabulary added to your device ahead of time or getting the questions you’ll be asked before the meeting so you can prepare what you want to say. Also, every IEP Team member should be prepared to communicate with you. Additionally, you should have your most recent AAC assessment with you. Your IEP Team has to reassess you every three years as part of IDEA. However, sometimes they assume you will get an independent reassessment. It is a good idea then for you or your parents/caregivers to make sure your AAC assessment is addressed before the meeting. The most recent assessment should include your preferences for communicating with your AAC in every setting you may face in adulthood, even if you have not yet experienced it. For example, it should cover employment even if you have not yet had a job.

Coordination with Outside Agencies

You should ask the IEP Team to help connect you with the people and programs you might work with as an adult. You can even invite them to future meetings. Those include:

  • Vocational Rehabilitation (VR)
  • Medicaid Waiver case manager (if any)
  • Assistive Technology providers
  • Adult service agencies that may support communication. This could include those who could provide AAC training to support staff who will assist you in your adult life.

Sample Transition Plan Goals

Goals related to AAC

Consider goals that incorporate the following questions:

  • Does your AAC system have the words and phrases you’ll need as an adult: things for work, getting around in the community, healthcare and speaking up for yourself?
  • Have you had a chance to try out different symbols or language options you might use as an adult? For example, do icon-based symbols still feel right for you, or are text-based options something you want to explore?
  • If school helped with or supplied your AAC, how will you get your own after you leave school? You might need to look at funding options like Vocational Rehabilitation (VR), Medicaid or private insurance. You want to start this process before you graduate.
  • Do you have a low-tech backup (like a laminated board or book) that’s set up for important or emergency communication, just in case your device isn’t available?

Goals related to self-advocacy

Consider establishing goals to handle the following:

  • Requesting accommodations: "When a communication breakdown occurs, the individual will use their AAC device to advocate for a specific communication accommodation (e.g., 'Please slow down,' 'Wait, I need a minute') in 80% of opportunities across three different community settings".
  • Communicating personal boundaries: "During interactions with peers and support staff, the individual will use their AAC system to protest or reject undesired activities (e.g., 'no,' 'stop,' 'don't like') with 80% accuracy".
  • Safety and medical information: "The individual will use their AAC device to communicate personal health and safety information (e.g., allergies, pain, address, emergency contact) to a known communication partner when prompted, with 80% accuracy".

Goals related to employment

You should have specific goals if you want to work at any point after you leave school. Consider the following in setting them:

  • Apply for jobs. When provided with a work-related activity, the individual will use their AAC system to answer 5 out of 8 potential interview questions, given minimal verbal cues.
  • Complete work tasks. Given a sequence of job tasks, the individual will use their AAC to indicate "all done" or "need help" after completing or attempting each step, with 90% accuracy.

Goals related to independent living

  • Focus on goals that build real-life communication skills and help you be more independent.
  • Example: Use multiple communication tools for daily tasks. The individual will use a combination of AAC methods (e.g., AAC device, gestures, writing) to communicate a need during a daily activity, such as meal preparation, with 80% accuracy.

Next section: Considerations