Creating a Highly Effective College Transition Guide: For Secondary School Students with Autism Spectrum Disorder

Author

• Trevor J. Sparacio, Lynn University

Date of Award

4-8-2025

Document Type

Dissertation

Granting Institution

Lynn University

Degree Name

Doctor of Education (Ed.D.)

Degree Program

Educational Leadership

Department

College of Education

First Advisor

Dr. Kelly A. Burlison

Second Advisor

Dr. Brittany E. Kiser

Third Advisor

Dr. Kathleen Weigel

Abstract

This dissertation examines the secondary-to-postsecondary transition experiences of autistic youth and develops The Sparacio Transition Guide, a comprehensive, research-informed tool designed to improve college and career outcomes for students with autism spectrum disorder (ASD).

Framed by ecological systems theory, the social model of disability, Universal Design for Learning, and person-centered planning, the study investigates strategies, supports, and program components that promote successful movement from high school to higher education and employment. Using a qualitative phenomenological design, the researcher conducted in-depth, semi-structured Zoom interviews with eight accomplished autistic adults who completed postsecondary education and achieved career success, then employed thematic analysis, triangulation, member checking, and peer debriefing to identify recurring patterns across participants’ narratives.

Findings highlight the centrality of early, individualized intervention; explicit instruction in executive functioning and self-advocacy; coordinated family–school collaboration; sensory-friendly and trauma-informed learning environments; and structured mentorship and peer support as critical foundations for positive postsecondary and employment outcomes. Participants affirmed the value of the Sparacio Transition Guide’s modular, “living document” structure spanning domains such as social interactions, health and wellness, time and money management, academics, organization, and behavior and mental health while recommending refinements that deepen self-advocacy training, expand mental health and sensory resources, and formalize peer and workplace-readiness components.

The study concludes that transition planning for autistic students must be flexible, individualized, and deeply collaborative, positioning autistic youth as active partners in their own planning and offering schools and families a practical, customizable model to support more equitable, independent, and fulfilling adult outcomes.

Comments

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Recommended Citation

Sparacio, T. J. (2025). Creating a highly effective college transition guide: For secondary school students with Autism Spectrum Disorder [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/446