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Détail de l'auteur
Auteur Jenna M. HOFFMAN |
Documents disponibles écrits par cet auteur (2)
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Parent Perspectives on Supports and Barriers for Autistic Youth Transitioning to Adulthood / Jenna M. HOFFMAN in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
[article]
Titre : Parent Perspectives on Supports and Barriers for Autistic Youth Transitioning to Adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Jenna M. HOFFMAN, Auteur ; Anne V. KIRBY, Auteur Article en page(s) : p.4044-4055 Langues : Anglais (eng) Mots-clés : Adolescent Adult Autism Spectrum Disorder Autistic Disorder Humans Parents Qualitative Research Adolescence Autism Qualitative Transition Index. décimale : PER Périodiques Résumé : Knowledge is needed about specific supports and barriers for successful transitions to adulthood for autistic youth, especially from the perspective of parents, who are highly involved in transition preparation. We conducted a qualitative thematic analysis of previously conducted semi-structured interviews with 39 parents of 41 autistic adolescents to identify themes related to supports and barriers; we then used Bronfenbrenner's Ecological System's Theory to aid in interpreting the themes. We identified three main supports and four main barriers to the transition to adulthood from the parent interviews. The supports and barriers represent factors to consider at each theorized ecological level. Results point to opportunities to promote person-environment fit and support the transition to adulthood for autistic youth at multiple system levels. En ligne : http://dx.doi.org/10.1007/s10803-021-05273-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.4044-4055[article] Parent Perspectives on Supports and Barriers for Autistic Youth Transitioning to Adulthood [Texte imprimé et/ou numérique] / Jenna M. HOFFMAN, Auteur ; Anne V. KIRBY, Auteur . - p.4044-4055.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.4044-4055
Mots-clés : Adolescent Adult Autism Spectrum Disorder Autistic Disorder Humans Parents Qualitative Research Adolescence Autism Qualitative Transition Index. décimale : PER Périodiques Résumé : Knowledge is needed about specific supports and barriers for successful transitions to adulthood for autistic youth, especially from the perspective of parents, who are highly involved in transition preparation. We conducted a qualitative thematic analysis of previously conducted semi-structured interviews with 39 parents of 41 autistic adolescents to identify themes related to supports and barriers; we then used Bronfenbrenner's Ecological System's Theory to aid in interpreting the themes. We identified three main supports and four main barriers to the transition to adulthood from the parent interviews. The supports and barriers represent factors to consider at each theorized ecological level. Results point to opportunities to promote person-environment fit and support the transition to adulthood for autistic youth at multiple system levels. En ligne : http://dx.doi.org/10.1007/s10803-021-05273-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Transition preparation activities and expectations for the transition to adulthood among parents of autistic youth / Anne V. KIRBY in Research in Autism Spectrum Disorders, 78 (October 2020)
[article]
Titre : Transition preparation activities and expectations for the transition to adulthood among parents of autistic youth Type de document : Texte imprimé et/ou numérique Auteurs : Anne V. KIRBY, Auteur ; Kristina J. Cottle FELDMAN, Auteur ; Jenna M. HOFFMAN, Auteur ; Marissa L. DIENER, Auteur ; Michael B. HIMLE, Auteur Article en page(s) : 101640 Langues : Anglais (eng) Mots-clés : Autism Transition Adulthood Parent expectations Family Index. décimale : PER Périodiques Résumé : Background Parents of autistic youth are highly involved in the transition preparation process, yet the role and influence of parental factors and perceptions is underexplored. In the current study, we aimed to expand understanding of transition preparation and the role and influence of parental factors for autistic youth including perceptions of the likelihood (i.e., parent expectations), importance, and parental influence over postsecondary outcomes as well as parental self-efficacy, parent stress, and parent concerns for the future. Method We surveyed 269 parents of autistic youth (ages 14–21, 78.2 % male) who did not have co-occurring intellectual disability. We used linear regression analyses to examine youth and parent predictors of the frequency of transition preparation activities, parents’ overall sense of preparation, and parental worry about the future. We also qualitatively analyzed open-ended responses about parent concerns. Results The most frequently endorsed transition preparation activities were discussions about the future and chores. Parental factors were associated with greater frequency of transition preparation activities, greater overall sense of preparation for the transition, and less overall worry. Key areas of parent concern were related to youth independence, social life, employment/finances, autism features, safety, happiness, and health. Conclusions The results of this study have implications for education and interventions focused on supporting autistic youth and their parents for the transition to adulthood. There is a need for transition-related interventions that focus on parents and on particular instruction for raising expectations, enhancing parent self-efficacy, and increasing parental sense of control over outcomes. En ligne : https://doi.org/10.1016/j.rasd.2020.101640 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433
in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101640[article] Transition preparation activities and expectations for the transition to adulthood among parents of autistic youth [Texte imprimé et/ou numérique] / Anne V. KIRBY, Auteur ; Kristina J. Cottle FELDMAN, Auteur ; Jenna M. HOFFMAN, Auteur ; Marissa L. DIENER, Auteur ; Michael B. HIMLE, Auteur . - 101640.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101640
Mots-clés : Autism Transition Adulthood Parent expectations Family Index. décimale : PER Périodiques Résumé : Background Parents of autistic youth are highly involved in the transition preparation process, yet the role and influence of parental factors and perceptions is underexplored. In the current study, we aimed to expand understanding of transition preparation and the role and influence of parental factors for autistic youth including perceptions of the likelihood (i.e., parent expectations), importance, and parental influence over postsecondary outcomes as well as parental self-efficacy, parent stress, and parent concerns for the future. Method We surveyed 269 parents of autistic youth (ages 14–21, 78.2 % male) who did not have co-occurring intellectual disability. We used linear regression analyses to examine youth and parent predictors of the frequency of transition preparation activities, parents’ overall sense of preparation, and parental worry about the future. We also qualitatively analyzed open-ended responses about parent concerns. Results The most frequently endorsed transition preparation activities were discussions about the future and chores. Parental factors were associated with greater frequency of transition preparation activities, greater overall sense of preparation for the transition, and less overall worry. Key areas of parent concern were related to youth independence, social life, employment/finances, autism features, safety, happiness, and health. Conclusions The results of this study have implications for education and interventions focused on supporting autistic youth and their parents for the transition to adulthood. There is a need for transition-related interventions that focus on parents and on particular instruction for raising expectations, enhancing parent self-efficacy, and increasing parental sense of control over outcomes. En ligne : https://doi.org/10.1016/j.rasd.2020.101640 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433