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Evaluation ViewAttendees 5

Adult -ADHD
Session Type:: Symposia

Symposium 20 - Navigating the Transition to Adulthood: Behavioral Interventions and Contextual Supports for ADHD and Autism Across the Lifespan

Friday, November 21, 2025
5:00 PM - 6:30 PM CST
Location: Celestin F, Level 3
CE: 1.5

Keywords: ADHD, Autism Spectrum Disorders, Adult
Level of Familiarity: Basic to Moderate
Recommended Readings: Canu, W., Knouse, L. E., Flory, K., & Hartung, C. M. (2023). Thriving in college with ADHD: A cognitive-behavioral skills manual for therapists. Routledge.,   Bui, H. N., Marsh, N. P., & Chronis-Tuscano, A. (2024). Perspectives on parental support of attention deficit hyperactivity disorder self-management at the transition to adulthood. Nature Mental Health, 2(5), 489-495. https://doi.org/10.1038/s44220-024-00234-0,   Clarke, E., Singer, H., Schiltz, H., & Lord, C. (2024). Autism at 30: Conceptualizations for adult research and clinical practice. American Psychologist. https://doi.org/10.1037/amp0001452,   Dudley, K. M., Klinger, M. R., Meyer, A., Powell, P., & Klinger, L. G. (2019). Understanding service usage and needs for adults with ASD: The importance of living situation. Journal of autism and developmental disorders, 49, 556-568. https://doi.org/10.1007/s10803-018-3729-0,   Raymaker, D. M., Sharer, M., Maslak, J., Powers, L. E., McDonald, K. E., Kapp, S. K., Moura, I., Wallington, A. “Furra”, & Nicolaidis, C. (2022). “[I] don’t wanna just be like a cog in the machine”: Narratives of autism and skilled employment. Autism, 27(1), 65-75. https://doi.org/10.1177/13623613221080813

Attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) have long been conceptualized as childhood disorders. However, these conditions persist across the lifespan and remain understudied in adulthood. The challenges associated with these conditions are informed by contextual factors, which can enhance or inhibit adults’ chances of success. This symposium focuses on the transition into adulthood (ages 18-30), a period marked by new demands and experiences, such as entering higher education, navigating independent living, and starting a career (Barkley et al., 2010; Friedman et al., 2013). These milestones can be difficult for adults with ADHD and ASD, as they lose services available through the school system and family supports and relationships evolve. Intervening early during the transition into adulthood can promote positive academic, occupational, and psychosocial trajectories. Evidence-based behavioral treatments and public health policies that support successful transitions to adulthood are clearly needed. By bringing together perspectives from ADHD and autism research, this symposium integrates insights from both fields for a transdiagnostic understanding on how to best support neurodivergent adults.

We feature five presentations addressing challenges faced by transition-age adults with ADHD or autism, beginning in emerging adulthood (EA). The first two studies explore difficulties EAs with ADHD face entering higher education and seek greater independence from parents. Each study evaluates a behavioral intervention that enhances person-context fit (organizational skills training; adapted Community Reinforcement and Family Training or CRAFT model for ADHD). For example, one uses telehealth to increase flexibility for college students, while the other leverages family contexts to strengthen treatment engagement. We then present a 30-year longitudinal study highlighting the experiences and support needs of autistic adults from diverse socioeconomic and racial backgrounds, followed by a qualitative investigation on how housing supports impact outcomes for autistic adults and their families. The final presentation focuses on employment systems and an intervention for autistic adults, highlighting how micro-level (identity disclosure) and macro-level factors (inclusive employer practices, vocational supports) influence workplace success. The discussant will draw from all presentation to consider how findings can inform behavioral intervention development and public health policies to better support transition-age adults with ADHD and autism.

Learning Objectives:

At the end of this session, the learner will be able to:
  1. Identify academic, work, and psychosocial challenges for transition age adults with ADHD and autism.
  2. Discuss how contextual factors may serve as protective factors and intervention targets for transition-age adults with ADHD and autism.
  3. Examine interventions seeking to improve person-context fit for adults with ADHD/autism (organizational skills training, CRAFT, employment).
  4. Identify individual and contextual factors that predict long-term outcomes, including success in independent living for autistic adults.
  5. Consider how findings can inform public health policies and service provision to enhance transition support for individuals with ADHD and autism.

Presentations:

  • 5:05 PM - 5:22 PM CST
    (SYM 20) Supporting College Students with ADHD: An Examination of a Group Telehealth Intervention

    Speaker: William H. Canu, Ph.D. – Appalachian State University

    Co-author: Cynthia M. Hartung, Ph.D. – University of Wyoming

    Co-author: Tamara M. Abu-Ramadan, M.S. – University of Wyoming

    Co-author: Emily Miller, B.S. – University of Wyoming

    Co-author: John Vasco, MPS – University of Wyoming

    Co-author: Abigail B. de Arellano, N/A, M.A. – University of South Carolina

    Co-author: Yvette Rother, M.A. – University of South carolina

    Co-author: Jennifer Nelson, M.A. – Appalachian State University

    Co-Author: Laura E. Knouse, Ph.D. – University of Richmond

    Co-author: Kate Flory, Ph.D. – University of South Carolina

  • 5:22 PM - 5:39 PM CST
    (SYM 20) Adapting Community Reinforcement and Family Training (CRAFT) for ADHD at Emerging Adulthood

    Speaker: Hong Bui, M.S. (she/her/hers) – University of Maryland, College Park

  • 5:39 PM - 5:56 PM CST
    (SYM 20) Autism After Age 30: Examining and Defining Positive Outcomes in a Diverse Longitudinal Sample

    Speaker: Hannah Singer, M.A. (she/her/hers) – UCLA

    Co-author: Elaine Clarke, Ph.D. (she/her/hers) – Rutgers University

    Co-author: Hillary Schiltz, PhD – University of Washington

    Co-author: Catherine Lord, PhD (she/her/hers) – UCLA

  • 5:56 PM - 6:13 PM CST
    (SYM 20) Understanding Housing Outcomes for Autistic Adults and Their Families: A Mixed-method Study

    Speaker: Elaine Clarke, Ph.D. (she/her/hers) – Rutgers University

    Co-author: Melanie Wellman, BA (she/her/hers) – Rutgers University

    Co-author: Erin J. Libsack, M.A. (she/her/hers) – Rutgers University

    Co-author: Vanessa Bal, PhD (she/her/hers) – Rutgers University

  • 6:13 PM - 6:30 PM CST
    (SYM 20) Discovering What Matters: Building Meaningful and Sustained Employment Outcomes for Autistic Adults by Engaging Across Systems

    Speaker: Kilmer Merritt-Gawe, B.A. (they/them/theirs) – Drexel University

    Co-author: Jacob Bennett, PhD (he/him/his) – University of New Hampshire

    Co-author: Ava N. Gurba, M.S. – Drexel University

    Co-author: Dianne Malley, MFA (she/her/hers) – A.J. Drexel Autism Institute

    Co-author: Jaclyn Abrams, MEd (she/her/hers) – A.J. Drexel Autism Institute

    Co-author: Elena Marta, M.Sc (she/her/hers) – A.J. Drexel Autism Institute

    Co-author: Regina Wilson, M.Cert.ADR (she/her/hers) – A.J. Drexel Autism Institute

    Co-author: Dahrah Chekis, BA (she/her/hers) – A.J. Drexel Autism Institute

    Co-author: Matthew D. Lerner, Ph.D. – Drexel University