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Using the Grid Elaboration Method (GEM) to investigate transition experiences of young autistic adults

ABSTRACT Transition research tends to consider the experiences of typically developing pupils and often focuses on the primary to secondary school transition. Accounts that speciﬁcally focus on the views of autistic pupils also tend to rely heavily on the accounts of parents and staff. This study explored the transition experiences of four young autistic adults in further education from the perspective of the young people themselves. The free association Grid Elaboration Method was used to elicit the views of four young autistic adults enrolled in further education, followed by thematic analysis of the data. Researcher field notes were used to support the analysis. Six themes were identified: (a) Resilience, (b) Growth and Development, (c) Relationships, (d) Mental Wellbeing, (e) Agency and (f) Understanding Difference. Applied implications of the findings for educational psychologists (EPs) working with young autistic adults, plus strengths and limitations of the study are discussed.