Abstract
High school students with developmental disabilities would benefit from transition programs that allow them to increase and maintain their life skills after high school. The findings we found was that when students participate in these interventions, they tend to have better outcomes after high school. After completing the intervention, participants showed improvements in social interaction skills and decreased ASD symptoms related to social responsiveness and social engagements. The percentage of overall interaction for all the participants within each setting increase and it helped them talk to their new friends and enjoyed using the communication book with one of the interventions. There was strong evidence for the effectiveness of incorporating life skills training for transitioning into adulthood to improve overall independence of high school students with developmental disabilities.