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Neurodiverse individuals often struggle to successfully transition into young adulthood. The social, cognitive, and organizational requirements of college, employment, and independent living can be challenging for these adolescents as they strive to adapt to new environments. Their diversity presents unique abilities to see the world differently which impact their significance in the world. The neurodiversity movement suggests a disability is not a defect, but comes from the interaction between a neurodiverse individual and an unaccommodating environment (Chapman, 2020; Leadbitter et al., 2021). This movement calls for improving the quality of life and mental health of neurodiverse individuals. Charged with improving the quality of life for these individuals, I did a study to determine predictors of success as students move into young adulthood by exploring relationships between independent variables, drawn from elements of the Wechsler Intelligence Scale for Children, the Social Thinking- Social Communication Profile ™ , their diagnosis, and the dependent variables of college participation, employment, and independent living.
Learning Objective 1 * Identify Key Indicators for Success in Young Adulthood Learning Objective 2 * Present Programming Structure that Supports Growth in Key Areas Learning Objective 3 * Cite Findings From Studies Specific to Postsecondary Success Learning Objective 4 * Discuss Practical Application for Improving Success
