Résumé
Background: there is a growing number of young people transitioning to adulthood diagnosed with an autism-spectrum disorder (ASD). Among them, individuals without an intellectual deficiency have significant adaptive deficits and need individualized care and support services targeting better vocational, social, and educational outcomes. Group-based interventions, including patient education, social-skills training, and cognitive-behavioral therapy, are widely used in clinical settings to improve the daily life and outcomes of individuals who have ASD and face the challenge of transitioning to adulthood. Methods: we performed a systematic review of studies concerning the efficiency of group-based educational interventions focusing on the transition to adulthood among young people with ASD with normal intellectual functioning. Results: following a systematic search, 21studies among 163 were found to be eligible for inclusion. Stronger evidence was found for social-skills training and cognitive-behavioral therapy interventions. Conclusion: professionals should consider group-based psycho-educational intervention to be an appropriate and relevant service for young adults with ASD. Further research is needed on larger samples using a multicentric design to validate their efficiency before generalization.