Autism and the Transition to Adulthood (Part 2)

Building Social Skills and Maintaining Relationships

(This article is part 2 of a 2-part series. Check out part 1 on helping young people with autism build a career and develop independent living skills!)

While emphasis is often placed on awareness of the signs and symptoms of autism in young children, identifying traits of autism in young adults and helping to troubleshoot any challenges is equally important, especially as young adults may present with different characteristics than children on the spectrum. High-functioning autistic young adults can sometimes slip through the cracks and miss out on much-needed support that can make big differences in their chances of leading successful lives as they transition into adulthood.

boy with autism looking confused In general, young adults on the autism spectrum may need support with:

Understanding jokes, figurative language, and refraining from literal (i.e., black and white) thinking
Engaging in social interactions and interpreting the body language, facial expressions, and nonverbal gestures and mannerisms of others
Expressing emotions (e.g., not laughing or crying at “socially inappropriate” times)¹
Using alternate forms of communication (e.g., augmentative and alternative communication (AAC) devices–rather than verbal, vocal, or spoken words)²
Creating and maintaining friendships
Conceptualizing social cues and making eye contact
Displaying special and restricted interests in movies, TV shows, etc., which others may not share the same preferences for or interest in
Sensory differences such as sensory sensitivities and/or sensory-seeking behaviors
Limited social imagination and developing one’s own sense of style
Getting “stuck” in the same daily schedule or routine
Flexibility when changes in plans occur or when the activity or event proceeds differently than expected
Determining what another person may be thinking, feeling, or experiencing (e.g., interpreting social nuances–including subtle hints, gestures, and the body language of others)²

A combination of one or several of the traits outlined above may contribute to difficulty in initiating, forming, and maintaining relationships and social interactions with others. These characteristics may also lead to challenges in launching and transitioning to adulthood. However, with proper and sufficient support, those on the autism spectrum can often make great gains towards adulthood–striving for independent living, achieving a productive and fulfilling career, and maintaining meaningful, lifelong relationships with others.

Strategies for Supporting Young People on the Autism Spectrum in the Transition to Adulthood

1. Focusing on Communication

Establishing a functional form of language that encourages independent communication for young adults on the autism spectrum should be a primary consideration when supporting the transition to independence and adulthood. All individuals deserve to have a well-established and reliable system for communicating with others and expressing their needs, wants, desires, and intentions.

While vocal speech is, perhaps, the most common form of communication, augmentative and alternative communication (AAC) devices are another way to support communication among those with autism who do not speak vocally with their mouths. In such a case, using an AAC device to encourage independent communication may be necessary, as it is essential to find a functional and adaptive form of language for the individual to use in place of verbal speech.

boy learning with aac device Two examples of the top AAC options for communication assistance among those with autism include picture exchange communication systems (PECS) and speech-generating devices (SGDs) which “enable the user to type words or sentences that are converted to vocal output.”³SGDs are also known as voice-output communication aids (VOCAs), as they provide an alternative and adaptive approach to using one’s voice in a vocal (i.e., spoken) manner. Such devices function by helping users communicate “through a combination of words, sentences, [and/or] images that the device then ‘says out loud.’”⁴

Similarly, the picture exchange communication system (PECS) is a functional approach to communication that can be used in the place of spoken language. PECS was initially developed from B.F. Skinner’s concept of verbal operants and verbal behavior, which encourages “specific prompting and reinforcement strategies that will lead to independent communication” while also including “systematic error correction procedures to promote learning if an error occurs.”⁵

Without a reliable form of communication, young adults on the autism spectrum may struggle to reach their personal goals for independent living. As a result, establishing a functional, effective, and adaptive form of communication should be a primary focus when assisting young people with autism as they transition successfully into adulthood.

2. Building Social Skills and Relationships With Others

A second approach to supporting young adults with autism is through encouraging the development of appropriate social skills and community relationships with others. This can be achieved through a combination of one or more of the following strategies:

Social competence intervention (SCI):
SCI is a manualized program that focuses on addressing some of the most common areas of deficit and difficulty for those on the spectrum, including emotional recognition and regulation, theory of mind (e.g., understanding the thoughts, feelings, beliefs, desires, and emotions of oneself and others), and executive functioning (e.g., cognitive flexibility, working memory, attention skills, initiating tasks, and keeping organized). This model seeks to highlight the importance of learning and “understanding facial expressions, sharing ideas, turn-taking in conversations, recognizing the feelings and emotions of self and others, and problem-solving” by encouraging personal growth in each of those areas.³
Program for the Evaluation and Enrichment of Relational Skills (PEERS):
Another effective strategy for supporting young adults in the development and acquisition of social skills is the PEERS program. This 14-week course was designed to fit into an easy-to-follow, adaptive, and intuitive curriculum for certified providers to implement with those on the autism spectrum in either a group or individual (i.e., one-on-one) setting. Sessions focus on different aspects of social engagement, and homework assignments are provided pertaining to the materials covered each week. Topics include: safely using forms of electronic communication, finding common interests with others, handling arguments, building and maintaining relationships, entering and exiting conversations, and more.³ PEERS was created to support both the social and relational goals of those on the spectrum as the transition to adulthood–and independent living–is made.
Scripts, social narratives, and video modeling:
When implementing scripts, social narratives, or video modeling with individuals on the autism spectrum, the unique needs of each young adult learner should be carefully considered. Importantly, each of these strategies can be used separately–or combined together–to support an improved understanding of social nuances and to build effective social skills among those with autism.

Try using our free download of social narratives to help develop your child or student’s social skills

Cognitive behavioral therapy (CBT):
CBT is an intervention that supports young adults on the spectrum by helping them increase socially-appropriate behavior and decrease anxiety. Strategies commonly used during CBT sessions include:
- direct instruction
- role-playing, modeling
- active problem-solving
- clarification of goals
- addressing stress
- changing faulty thought patterns
- and developing effective coping mechanisms.³

When initially seeking a therapist who uses CBT, it is important to ensure that the provider has received sufficient training in the treatment and management of autism spectrum disorders.

Self-management strategies and daily activity schedules:
Developing effective self-management skills–in addition to daily activity schedules–provides rewarding benefits that strengthen and deepen one’s intrinsic motivation, while also creating an effective method for stress management when social-emotional challenges arise. These strategies support skill development in the areas of daily task completion and personal organization by providing structure and a sense of control over the individualized goals established for independence.
Learning to communicate directly:
Finally, learning to state one’s intentions and communicate clearly and directly with others is another practical and important skill that should be emphasized during the transition to independence and adulthood for those on the autism spectrum.

As the transition to adulthood occurs, supporting a young person’s social relationships and system of communication becomes an essential focus and necessary emphasis. Therefore, using one or more of the suggested strategies above can help adequately support an individual’s transition to adulthood and independent living.

What strategies or communication supports have you found useful for helping individuals on the autism spectrum develop a functional form of communication?

Do you know of any additional strategies for assisting young adults in building lasting relationships with others that were not mentioned above?