For many families, therapy becomes part of the rhythm of childhood. There are appointments, evaluations, goals, progress reports, home activities, and regular conversations with professionals. As children grow into teenagers and young adults, families may begin wondering what happens when those supports change.
In Episode 68 of the Autism Family Resource Podcast, Brian Keene speaks with occupational therapist and Milemarkers co-founder Catie Sondrol about life beyond pediatric therapy. Their conversation explores how families can prepare neurodivergent young people for employment, housing, community participation, relationships, and adult responsibilities without assuming there is only one correct path.
Catie offers a reassuring message: therapy does not have to pave the entire road. It can help someone move through a particular challenge, practice new skills, and become more confident using those skills in everyday life.
Listen to the Full Episode
Listen to Brian and Catie’s full conversation using the podcast player above.
The episode is especially relevant for parents of middle-school and high-school students, therapists developing transition-focused goals, and families beginning to explore Arizona’s adult disability services.
Memorable Quote
“Our goal is lifelong participation, not in therapy, but in the real world.”
— Catie Sondrol
In This Episode We Discuss
Why completing therapy can be something families celebrate
When families should begin transition planning
Employment preparation for neurodivergent teens and adults
Arizona vocational rehabilitation and DDD employment supports
Independent, semi-independent, and supported housing
Daily living skills connected with future adult roles
Safety, boundaries, and different levels of trusted relationships
How to evaluate adult day programs
Why adult services should remain person-centered
Key Themes From the Conversation
Therapy Is a Tool, Not the Final Destination
Catie describes therapy as support for the “speed bumps” that appear throughout life. A therapist may help someone develop a morning routine, safely prepare food, communicate at work, manage sensory demands, or learn a household task.
After those skills have been practiced, the person needs opportunities to use them with family members, employers, friends, caregivers, and community supports. A future challenge may lead someone back to therapy, but that does not mean therapy must continue indefinitely.
Reaching a point where someone can step away from therapy should not automatically feel like losing support. It may represent growth, confidence, and an opportunity to see how newly developed skills carry into real life.
Planning Should Begin Before Graduation
Families often hear the word “transition” when a child is already approaching the end of high school. Catie encourages parents to begin much earlier, ideally during middle school or the beginning of high school.
Early planning gives families time to explore questions such as:
What interests and strengths could connect with employment?
Does the young person want additional education?
What daily routines will support work or college?
What type of living arrangement feels desirable and realistic?
Will transportation support be needed?
How will medical and financial decisions be handled?
Who belongs in the person’s long-term support network?
These conversations can also help therapists create more meaningful goals. Instead of practicing isolated skills, therapy can connect those skills to the young person’s desired adult life.
Building on Brian’s conversation with Catie Sondrol, we put together Preparing Autistic Teens for Adulthood: Employment, Housing, and Life Skills to help families put the discussion into practice. This Pure Hearts Therapy guide brings together planning questions, everyday skill-building ideas, and a transition checklist organized by age. For additional guidance from Catie’s team, see the Milemarkers articles below.
Employment Can Include Different Levels of Support
Employment does not have to follow one narrow model. Some people may work competitively with occasional support. Others may participate in group-supported employment or work with a job coach who provides regular assistance.
Arizona Vocational Rehabilitation can help eligible individuals prepare for, obtain, and maintain employment. Pre-Employment Transition Services can introduce students with disabilities to job exploration, workplace readiness, work-based learning, postsecondary options, and self-advocacy. Arizona DDD also offers employment services based on a member’s abilities, interests, and personal goals.
Milemarkers’ Pathways to Employment program provides curriculum-based preparation for people ages 16 and older, including communication, punctuality, personal hygiene, money management, task completion, and workplace expectations.
Independence Does Not Have to Mean Doing Everything Alone
Catie describes several possible living arrangements, including group homes, supported apartments, semi-independent settings, family casitas, and independent homes with scheduled caregiver assistance.
The right arrangement depends on the person. One young adult may need help with medication and transportation. Another may manage most daily routines independently but want support with grocery shopping or financial organization.
The goal is not to force complete independence. It is to identify the amount and type of support that allows the person to live safely, participate meaningfully, and make choices about their own life.
Safety and Autonomy Can Grow Together
Families understandably want to protect their children. At the same time, teenagers and adults need opportunities to make decisions, practice boundaries, and build confidence.
Catie recommends using visual circles of trust. The innermost circle may include close family members and trusted caregivers. Additional circles may include friends, therapists, coworkers, supervisors, community members, and strangers.
Families can then discuss what communication, personal information, and physical contact may be appropriate within each circle. These lessons are often more useful than teaching that every unfamiliar person is simply dangerous.
Common Questions Parents Ask
When should transition planning begin?
Families can begin discussing adulthood during middle school or early high school. Starting early creates more time to explore interests, practice life skills, research programs, and include the young person in decisions.
Can therapy help prepare an autistic teenager for adulthood?
Yes. Therapy goals can address routines, cooking, hygiene, transportation, communication, money use, self-advocacy, workplace participation, and other activities connected with the teenager’s own future plans.
What should families look for in an adult day program?
Look for individualized goals, meaningful choices, consistent staff, community participation, opportunities to build relationships, and activities that match the person’s interests. A strong program should offer more than passive supervision.
Why This Conversation Matters for Families
The transition to adulthood can feel like a cliff when families are expected to learn about education, employment, benefits, legal decisions, housing, and adult services all at once.
This conversation replaces the cliff with a series of smaller stepping-stones. Families can begin with one discussion, one skill, one program tour, or one question at an IEP or DDD meeting.
Most importantly, Catie reminds families to keep the young person at the center. Adulthood should reflect their interests, preferences, strengths, relationships, and definition of a meaningful life.
More Guidance From Milemarkers
For a closer look at adult day services and employment support, Catie shared these additional resources from Milemarkers:
From After School to Adult Day: Helping Your Child Transition Into the Next Chapter
Guidance on preparing for the move into adult day programming, including visiting a new program, building familiar routines, supporting friendships, and including the young person’s preferences.National Disability Employment Awareness Month: Promoting Inclusion at Work
An introduction to employment preparation, job coaching, and individual and group supported employment, with an emphasis on each person’s strengths and interests.
These articles explore two specific parts of the broader transition to adulthood and offer families additional ways to build on the conversation.
Programs and Services Mentioned
About the Guest
Catie Sondrol, MOTR/L, is an occupational therapist, co-founder, and CEO of Milemarkers in Lake Havasu City. Her professional background includes pediatric occupational therapy, sensory support, assistive technology, leadership, and the development of services that support people across different stages of life.
Milemarkers offers pediatric therapy, youth programming, adult day services, and employment programs for individuals and families in Mohave County.
Related Resources for Parents
For additional guidance on supporting development and everyday participation, explore these Pure Hearts Therapy articles:
