Emerging Perspectives ep.journalhosting.ucalgary.ca Vocational Training for Adolescents and Adults with Autism Spectrum Disorder: Effectiveness of the Practical Assessment Exploration System (PAES) Amanda Smith-Demers, Adam W. McCrimmon, Katrina S. Shaw University of Calgary There are few specific, validated vocational training programs for individuals with Autism Spectrum Disorder (ASD). The Practical Assessment Exploration System (PAES) is a functional vocational skills training tool that teaches and measures vocational potential in individuals with developmental disabilities. This project utilized a mixed methods approach to better understand the effectiveness of PAES in enhancing the vocational abilities of twelve adolescents and young adults with ASD. Results indicated a statistically significant improvement in vocational skill and behaviour after completing PAES. Additional qualitative interviews with parents and attendees highlighted four primary themes: strengths, benefits derived, limitations, and program suggestions. Implications of these findings are discussed. Keywords: Autism Spectrum Disorder, vocation, intervention, adolescents, young adults Smith-Demers, A., McCrimmon, A. W., & Shaw, K. S. (2017). Vocational training for adolescents and adults with autism spectrum disorder: Effectiveness of the Practical Assessment Exploration System (PAES). Emerging Perspectives, 1, (1), 1-19. Individuals with Autism Spectrum Disorder (ASD) experience varying degrees of impairment in socio-communicative functioning and restricted, repetitive patterns of behaviours, activities, or interests (American Psychiatric Association [APA], 2013). Due to the variety and severity of demonstrated impairments, each individual with ASD can present with unique challenges that change throughout development, resulting in significant challenges with providing targeted intervention (Cimera & Cowan, 2009). The focus of research and intervention efforts for ASD has largely been dedicated to early identification and intervention in infancy and childhood, with little emphasis on adolescents and young adults (Taylor et al., 2012). This restricted focus has limited our understanding of the specific and varying outcomes for adolescents and adults with ASD (Bailey, 2012; Taylor et al., 2012). This issue is particularly concerning when considering these individuals’ transition to adulthood and the developmentally appropriate interventions that are often necessary during this period to facilitate independent daily living, communication, social, and vocational functioning to promote their independence throughout adolescence and adulthood (Seltzer, Shattuck, Abbeduto, & Greenberg, 2004). The purpose of this article is to report the findings of an empirical investigation of a unique vocational intervention, the Practical Assessment Exploration System (PAES), designed to enhance the job-related skills of adolescents and adults with a developmental disability and its specific effectiveness with individuals with ASD, including program strengths, limitations, and potential