Date of Conferral

11-11-2025

Date of Award

November 2025

Degree

Ph.D.

School

Psychology

Advisor

Natalie Marr

Abstract

This exploratory study examined the lived experiences of parents whose autistic children turned 21 and aged out school and services provided by the federally funded Free Appropriate Public Education (FAPE) program. Although researchers have conducted numerous studies on autism, limited research has focused specifically on the stress parents face when their autistic child turns 21 and loses access to FAPE. The purpose of this qualitative narrative inquiry was to gain a deeper understanding of the emotional, logistical, and systemic challenges these parents encountered during the transition out of high school. Family Systems Theory provided the conceptual framework for exploring these experiences. Five participants were recruited from autism-related social media groups. Data was collected through semi structured interviews via recorded Zoom sessions and analyzed by utilizing inductive and deductive coding approaches. The resulting themes revealed ongoing stress, uncertainty about the future, and significant service gaps after the loss of FAPE. Highlighting these real-life experiences helped fill a gap in research and brings needed attention to this underserved and often overlooked group of individuals. Findings from this study may promote positive social change by informing policymakers, service providers, and community organizations about ways that could better support autistic adults and their families during this critical transition.

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