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Détail de l'auteur
Auteur Jasin WONG |
Documents disponibles écrits par cet auteur (2)
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Identifying School-Based Factors that Predict Employment Outcomes for Transition-Age Youth with Autism Spectrum Disorder / Jasin WONG in Journal of Autism and Developmental Disorders, 51-1 (January 2021)
[article]
Titre : Identifying School-Based Factors that Predict Employment Outcomes for Transition-Age Youth with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jasin WONG, Auteur ; Wendy J. COSTER, Auteur ; Ellen S. COHN, Auteur ; Gael I. ORSMOND, Auteur Article en page(s) : p.60-74 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Daily functioning skills Nlts-2 Secondary analysis Structural equation modeling Transition Index. décimale : PER Périodiques Résumé : There is a growing need to provide appropriate services to help students with autism spectrum disorder (ASD) transition to employment. Limited research has investigated what aspects of support should be prioritized when preparing youth with ASD for employment. By conducting structural equation modeling using a nationally-representative dataset on high school students receiving special education services (NLTS-2), this study examined the malleable predictors of employment during the transition and developed a model to examine the relationships between predictors and employment outcomes. The findings suggested two pathways for youth with ASD. For youth with higher daily functioning skills (DFS), academic performance mediated the relationship between parent participation and employment. For youth with lower DFS, school-based transition supports was the key mediator. En ligne : http://dx.doi.org/10.1007/s10803-020-04515-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437
in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.60-74[article] Identifying School-Based Factors that Predict Employment Outcomes for Transition-Age Youth with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jasin WONG, Auteur ; Wendy J. COSTER, Auteur ; Ellen S. COHN, Auteur ; Gael I. ORSMOND, Auteur . - p.60-74.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.60-74
Mots-clés : Autism spectrum disorder Daily functioning skills Nlts-2 Secondary analysis Structural equation modeling Transition Index. décimale : PER Périodiques Résumé : There is a growing need to provide appropriate services to help students with autism spectrum disorder (ASD) transition to employment. Limited research has investigated what aspects of support should be prioritized when preparing youth with ASD for employment. By conducting structural equation modeling using a nationally-representative dataset on high school students receiving special education services (NLTS-2), this study examined the malleable predictors of employment during the transition and developed a model to examine the relationships between predictors and employment outcomes. The findings suggested two pathways for youth with ASD. For youth with higher daily functioning skills (DFS), academic performance mediated the relationship between parent participation and employment. For youth with lower DFS, school-based transition supports was the key mediator. En ligne : http://dx.doi.org/10.1007/s10803-020-04515-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 “Success Doesn’t Happen in a Traditional Way”: Experiences of school personnel who provide employment preparation for youth with autism spectrum disorder / Jasin WONG in Research in Autism Spectrum Disorders, 77 (September 2020)
[article]
Titre : “Success Doesn’t Happen in a Traditional Way”: Experiences of school personnel who provide employment preparation for youth with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jasin WONG, Auteur ; Ellen S. COHN, Auteur ; Wendy J. COSTER, Auteur ; Gael I. ORSMOND, Auteur Article en page(s) : 101631 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Employment Transition Qualitative research Index. décimale : PER Périodiques Résumé : Background Secure employment is associated with positive self-esteem and higher quality of life. People with autism spectrum disorder (ASD), however, have poor employment outcomes. Typically, school personnel provide vocational supports for students with ASD. By learning from school personnel’s experiences, we can understand what works well and inform future service development. Aims We aimed to identify barriers and facilitators that school personnel consider when preparing youth with ASD for employment. Methods Twenty school personnel participated in semi-structured interviews. Procedures We conducted thematic analysis to understand how school personnel approached employment preparation with this population. This analysis was guided by an occupational therapy transactional perspective. Outcomes and Results We developed a conceptual model to highlight the transactions across contextual factors in employment preparation. School personnel viewed creating a meaningful life in the community and maintaining employment as inseparable. School personnel also highlighted the importance of empowering youth, supportive environments, and cooperative parents. Conclusions and Implications In preparing youth with ASD for employment, school personnel equally valued contextual factors, individual characteristics, and the dynamic relations between these elements. Future intervention and service development should be guided by a consideration of the transactions between individual and environment. En ligne : https://doi.org/10.1016/j.rasd.2020.101631 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Research in Autism Spectrum Disorders > 77 (September 2020) . - 101631[article] “Success Doesn’t Happen in a Traditional Way”: Experiences of school personnel who provide employment preparation for youth with autism spectrum disorder [Texte imprimé et/ou numérique] / Jasin WONG, Auteur ; Ellen S. COHN, Auteur ; Wendy J. COSTER, Auteur ; Gael I. ORSMOND, Auteur . - 101631.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 77 (September 2020) . - 101631
Mots-clés : Autism spectrum disorder Employment Transition Qualitative research Index. décimale : PER Périodiques Résumé : Background Secure employment is associated with positive self-esteem and higher quality of life. People with autism spectrum disorder (ASD), however, have poor employment outcomes. Typically, school personnel provide vocational supports for students with ASD. By learning from school personnel’s experiences, we can understand what works well and inform future service development. Aims We aimed to identify barriers and facilitators that school personnel consider when preparing youth with ASD for employment. Methods Twenty school personnel participated in semi-structured interviews. Procedures We conducted thematic analysis to understand how school personnel approached employment preparation with this population. This analysis was guided by an occupational therapy transactional perspective. Outcomes and Results We developed a conceptual model to highlight the transactions across contextual factors in employment preparation. School personnel viewed creating a meaningful life in the community and maintaining employment as inseparable. School personnel also highlighted the importance of empowering youth, supportive environments, and cooperative parents. Conclusions and Implications In preparing youth with ASD for employment, school personnel equally valued contextual factors, individual characteristics, and the dynamic relations between these elements. Future intervention and service development should be guided by a consideration of the transactions between individual and environment. En ligne : https://doi.org/10.1016/j.rasd.2020.101631 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432