Out of School and Into Distress: Families of Young Adults with Intellectual and Developmental Disabilities in Transition

BackgroundThe transition period out of the educational system can be a source of stress for parents of young adults with intellectual and developmental disabilities, as families lose the support and respite offered by schools. Materials and MethodsUsing a before and after design nested within a 24-month follow-up study of parents seeking adult developmental services for their children, parents' perception of distress was measured using the Brief Family Distress Scale (Journal of Child and Family Studies, 20, 2011, 521) and their perception of helpfulness of formal supports was assessed using the Family Support Scale (Journal of Individual, Family, and Community Wellness, 1, 1984, 45). ResultsParents reported significantly higher levels of distress after their child transitioned out of school. Employed parents and parents of a child with an autism spectrum disorder are at increased risk for distress. ConclusionsFamilies fare worse once their adult children are no longer in school, although this is not associated with a reduction in the perception of the helpfulness of formal supports.