The authors utilized a national data set to conduct regressions to identify predictors of the involvement of 320 youth with ASD. Attendance positively related to higher expressive language skills, greater time spent in general education, and more frequent discussions about postschool plans at home. Attendance negatively related to greater parent involvement at school. Active participation was shown by students who had higher self-advocacy skills, spent more time in general education, and more often discussed postschool plans at home.
Griffin, Megan M., Taylor, Julie Lounds, Urbano, Richard C., and Hodapp, Robert M. (2014). Involvement in Transition Planning Meetings Among High School Students With Autism Spectrum Disorders. The Journal of Special Education, 47, 256-264.