BRIDGING THE TRANSITION GAP: SUPPORT SYSTEMS, SELF-DETERMINATION, AND ADULT PARTICIPATION AMONG INDIVIDUALS WITH AUTISM AND INTELLECTUAL DISABILITIES IN PUNJAB, PAKISTAN

Abstract

Transition to adulthood is a critical developmental stage for individuals with Autism Spectrum Disorder (ASD) and Intellectual Disabilities (ID), involving changes in education, employment, independent living, social participation, and access to adult support systems. However, evidence regarding transition outcomes and support needs among individuals with ASD and ID remains limited in Pakistan. This study examined functional outcomes, transition readiness, support needs, and contextual factors influencing adulthood transition among individuals with ASD and ID in Punjab, Pakistan. A sequential explanatory mixed-methods design was employed. The quantitative phase included 150 individuals with ASD and/or ID aged 16–40 years recruited from special education institutions and rehabilitation settings across Punjab. Data were collected using the researcher-developed Transition Outcomes and Support Needs Questionnaire (TOSNQ), which demonstrated excellent internal consistency reliability (Cronbach’s α = .932). Quantitative data were analyzed using descriptive statistics, ANOVA, and multiple linear regression, followed by qualitative exploration through focus group discussions with parents/caregivers and disability professionals. Qualitative data were analyzed using reflexive thematic analysis. Findings indicated moderate transition readiness, self-determination, and ongoing support requirements, with strong family support but limited access to formal adult services. Transition readiness differed significantly across disability severity levels, and regression analysis showed that service access, family support, educational status, age, and disability severity significantly predicted transition readiness, explaining 55.1% of variance. Qualitative findings identified four themes: gaps in transition planning, family as primary support, barriers to adult participation, and emerging self-determination. The findings highlight that transition outcomes are shaped by interactions between individual abilities and environmental conditions. Coordinated, person-centered transition frameworks integrating education, rehabilitation, employment services, family empowerment, and community-based supports are needed to promote meaningful adult participation among individuals with ASD and ID in Pakistan.