BOOST-A: from research to practice

Formal transition planning using the Better OutcOmes & Successful Transitions for Autism (BOOST-A) program should start in Year 9, or as soon as possible after that.

Starting early gives the adolescent time to develop life skills that are important for future employability, e.g.: 

• safely and independently using public transport
• preparing simple meal
• managing money.

Starting early also gives the adolescent time to: 

• explore potential jobs through work experience
• explore further training or education courses
• select subjects for the later years of high school that may be pre-requisites for further study.

Adolescents on the autism spectrum are much more likely to succeed after school if they have someone supporting them who believes they can succeed.

The BOOST-A program encourages adolescents and their supporters to focus on interests and strengths rather than difficulties. A growing amount of evidence shows how adolescents on the spectrum can excel in employment when they are working in areas related to their special interests and unique skills.

Parents/carers have reported that the BOOST-A program helped them to increase their expectations of what their child could achieve. Adolescents who have used the BOOST-A program have said it gave them the confidence to try new activities because they knew they could always change their mind if the activity was not for them. 

Talking to adolescents on the spectrum about their future can be challenging because they haven't yet experienced it. They may struggle to imagine possible pathways, or to see the big picture.

Adolescents on the spectrum may not understand the importance of getting a job. Work experience can help them see the big picture about the value of work – beyond earning money – including benefits such as:

• participating in interesting activities
• increasing social networks 
• having a sense of belonging to a community.

Work experience provides adolescents on the spectrum with low-risk, authentic opportunities to try out different careers and to find out what they like – and what they don't like – in a job.

When an adolescent builds self-determination, they believe they can take charge of their life, which helps them to succeed after they leave school. 

To help them build self-determination, adolescents should be involved in every transition planning meeting. Because adolescents on the spectrum may have difficulty with social situations and experience anxiety, the transition planning process should be structured and clear, and the level of their involvement should be scaffolded, with accommodations made to meet their needs. 

Transition planning is more successful when the adolescent has a champion on the transition planning team.

A champion is a trusted person who advocates for the adolescent's strengths in finding work experience and employment opportunities. They share their knowledge and provide ideas and strategies to help the adolescent achieve their goals. 

The champion is often the 'glue' that holds the team together over the transition planning years. They may be a parent/carer, a teacher, a health professional, or a trusted friend.