Transition Planning for Students With Autism: Building Effective Teams Through Role Recognition, Communication, and Trust.

Postsecondary outcomes for students with autism remain among the poorest across disability categories. This qualitative study used focus groups to explore the perspectives of 25 caregivers, special education teachers, and Pre-Employment Transition Service (Pre-ETS) providers to identify how transition teams can be strengthened to support students with autism. We identified three key findings: (1) transition planning is most effective when team members' complementary expertise is recognized and utilized, (2) both personal and systemic communication barriers hinder collaboration but can be addressed through intentional structures, and (3) trust develops through role clarity, consistent communication, and early shared successes. Findings highlight the need for school systems and agencies to provide structured role definitions, adaptive communication tools for team members, and support for relationship building.