‘It's Really Who They Are and What They Want’: Staff Perspectives on Supporting Autonomy for Autistic Adults With Intellectual Disabilities

ABSTRACT Background Autonomy is a crucial component of self‐determination, yet it is limited for Autistic individuals, especially those with co‐occurring intellectual disabilities. We explored how professionals supported Autistic people with intellectual disabilities' autonomy. Materials and Methods This qualitative study used a community‐based participatory approach. Nine staff who worked within a post‐secondary transition programme to support Autistic young adults with intellectual disabilities were interviewed. Data were analysed using reflexive thematic analysis. Results The quality and depth of relationships between staff and Autistic adults with intellectual disabilities, and a safe, supportive environment, were critical to supporting autonomy. Staff also identified several skill areas that would benefit program participants to exert their autonomy, including self‐advocacy, interoceptive awareness, working with others, and understanding choices. Conclusions This crucial information for supporting autonomy for Autistic adults with intellectual disabilities provides a basis for enacting programme change to promote self‐determination. Recommendations for staff and programme development are provided.