High School Math and Science Preparation and Postsecondary STEM Participation for Students With an Autism Spectrum Disorder / Xin WEI in Focus on Autism and Other Developmental Disabilities, 32-2 (June 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.83-92 Titre : High School Math and Science Preparation and Postsecondary STEM Participation for Students With an Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Xin WEI, Auteur ; Jennifer W. YU, Auteur ; Paul SHATTUCK, Auteur ; Jose BLACKORBY, Auteur Article en page(s) : p.83-92 Langues : Anglais (eng) Mots-clés : autism spectrum disorder, postsecondary major, college, science, technology, engineering, and mathematics (STEM), high school coursework, standardized test scores Index. décimale : PER Périodiques Résumé : Previous studies suggest that individuals with an autism spectrum disorder (ASD) are more likely than other disability groups and the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. However, the field knows little about which factors influence the STEM pipeline between high school and postsecondary STEM major. This study analyzed data from the National Longitudinal Transition Study?2, a nationally representative sample of students with an ASD in special education in the United States. Findings suggest that students with an ASD who took more classes in advanced math in a general education setting were more likely to declare a STEM major after controlling for background characteristics and previous achievement level. Educational policy implications are discussed. En ligne : http://dx.doi.org/10.1177/1088357615588489 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] High School Math and Science Preparation and Postsecondary STEM Participation for Students With an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Xin WEI, Auteur ; Jennifer W. YU, Auteur ; Paul SHATTUCK, Auteur ; Jose BLACKORBY, Auteur . - p.83-92. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.83-92 Mots-clés : autism spectrum disorder, postsecondary major, college, science, technology, engineering, and mathematics (STEM), high school coursework, standardized test scores Index. décimale : PER Périodiques Résumé : Previous studies suggest that individuals with an autism spectrum disorder (ASD) are more likely than other disability groups and the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. However, the field knows little about which factors influence the STEM pipeline between high school and postsecondary STEM major. This study analyzed data from the National Longitudinal Transition Study?2, a nationally representative sample of students with an ASD in special education in the United States. Findings suggest that students with an ASD who took more classes in advanced math in a general education setting were more likely to declare a STEM major after controlling for background characteristics and previous achievement level. Educational policy implications are discussed. En ligne : http://dx.doi.org/10.1177/1088357615588489 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

Parents’ and young adults’ perspectives on transition outcomes for young adults with autism / Collette SOSNOWY in Autism, 22-1 (January 2018)  

Public ISBD [article]  inAutism > 22-1 (January 2018) . - p.29-39 Titre : Parents’ and young adults’ perspectives on transition outcomes for young adults with autism Type de document : Texte imprimé et/ou numérique Auteurs : Collette SOSNOWY, Auteur ; Chloe SILVERMAN, Auteur ; Paul SHATTUCK, Auteur Article en page(s) : p.29-39 Langues : Anglais (eng) Mots-clés : autism,measures,outcomes,parents,quality of life,transition,young adults Index. décimale : PER Périodiques Résumé : Existing research shows that young adults with autism spectrum disorder have poorer outcomes than their peers with other developmental disabilities in the key areas of independent living, postsecondary education, and employment. However, we understand little about how young adults with autism and their families understand and value outcomes and whether these indicators match their goals and aspirations. We interviewed parents (n?=?21) and young adults with autism spectrum disorder (n?=?20) about their experiences with the transition to adulthood to understand what they consider to be desirable outcomes and how they seek to achieve them. Understanding these perspectives will help identify areas of need as well as disconnections between service objectives and the goals of young adults and their families. Participants described outcomes as more complex and nuanced than current conceptions and measures account for. They defined and evaluated outcomes in relation to their or their child’s individual abilities, needs, and desires. These findings provide important insight into challenges to and facilitators of desired outcomes, which has implications for programming, service delivery, and policy. En ligne : https://doi.org/10.1177/1362361317699585 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335 [article] Parents’ and young adults’ perspectives on transition outcomes for young adults with autism [Texte imprimé et/ou numérique] / Collette SOSNOWY, Auteur ; Chloe SILVERMAN, Auteur ; Paul SHATTUCK, Auteur . - p.29-39. Langues : Anglais (eng) in Autism > 22-1 (January 2018) . - p.29-39 Mots-clés : autism,measures,outcomes,parents,quality of life,transition,young adults Index. décimale : PER Périodiques Résumé : Existing research shows that young adults with autism spectrum disorder have poorer outcomes than their peers with other developmental disabilities in the key areas of independent living, postsecondary education, and employment. However, we understand little about how young adults with autism and their families understand and value outcomes and whether these indicators match their goals and aspirations. We interviewed parents (n?=?21) and young adults with autism spectrum disorder (n?=?20) about their experiences with the transition to adulthood to understand what they consider to be desirable outcomes and how they seek to achieve them. Understanding these perspectives will help identify areas of need as well as disconnections between service objectives and the goals of young adults and their families. Participants described outcomes as more complex and nuanced than current conceptions and measures account for. They defined and evaluated outcomes in relation to their or their child’s individual abilities, needs, and desires. These findings provide important insight into challenges to and facilitators of desired outcomes, which has implications for programming, service delivery, and policy. En ligne : https://doi.org/10.1177/1362361317699585 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335

Postsecondary Pathways and Persistence for STEM Versus Non-STEM Majors: Among College Students with an Autism Spectrum Disorder / Xin WEI in Journal of Autism and Developmental Disorders, 44-5 (May 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1159-1167 Titre : Postsecondary Pathways and Persistence for STEM Versus Non-STEM Majors: Among College Students with an Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Xin WEI, Auteur ; Elizabeth R. A. CHRISTIANO, Auteur ; Jennifer W YU, Auteur ; Jose BLACKORBY, Auteur ; Paul SHATTUCK, Auteur ; Lynn A. NEWMAN, Auteur Année de publication : 2014 Article en page(s) : p.1159-1167 Langues : Anglais (eng) Mots-clés : Autism  2-Year community colleges  4-Year universities  College pathway  College persistence  Science, technology, engineering and mathematics (STEM) Index. décimale : PER Périodiques Résumé : Little is known about postsecondary pathways and persistence among college students with an autism spectrum disorder (ASD). This study analyzed data from the National Longitudinal Transition Study-2, 2001–2009, a nationally representative sample of students in special education with an ASD who progressed from high school to postsecondary education. Findings suggest that most college students with an ASD enrolled in a 2-year community college at some point in the postsecondary careers (81 %). Those in science, technology, engineering and mathematics (STEM) fields were more likely to persist in a 2-year community college and were twice as likely to transfer from a 2-year community college to a 4-year university than their peers in the non-STEM fields. College persistence rates varied by gender, race, parent education level, and college pathway and major. Educational policy implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1978-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Postsecondary Pathways and Persistence for STEM Versus Non-STEM Majors: Among College Students with an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Xin WEI, Auteur ; Elizabeth R. A. CHRISTIANO, Auteur ; Jennifer W YU, Auteur ; Jose BLACKORBY, Auteur ; Paul SHATTUCK, Auteur ; Lynn A. NEWMAN, Auteur . - 2014 . - p.1159-1167. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1159-1167 Mots-clés : Autism  2-Year community colleges  4-Year universities  College pathway  College persistence  Science, technology, engineering and mathematics (STEM) Index. décimale : PER Périodiques Résumé : Little is known about postsecondary pathways and persistence among college students with an autism spectrum disorder (ASD). This study analyzed data from the National Longitudinal Transition Study-2, 2001–2009, a nationally representative sample of students in special education with an ASD who progressed from high school to postsecondary education. Findings suggest that most college students with an ASD enrolled in a 2-year community college at some point in the postsecondary careers (81 %). Those in science, technology, engineering and mathematics (STEM) fields were more likely to persist in a 2-year community college and were twice as likely to transfer from a 2-year community college to a 4-year university than their peers in the non-STEM fields. College persistence rates varied by gender, race, parent education level, and college pathway and major. Educational policy implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1978-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Research needs and priorities for transition and employment in autism: Considerations reflected in a “Special Interest Group” at the International Meeting for Autism Research / David B NICHOLAS in Autism Research, 10-1 (January 2017)  

Public ISBD [article]  inAutism Research > 10-1 (January 2017) . - p.15-24 Titre : Research needs and priorities for transition and employment in autism: Considerations reflected in a “Special Interest Group” at the International Meeting for Autism Research Type de document : Texte imprimé et/ou numérique Auteurs : David B NICHOLAS, Auteur ; Sandra HODGETTS, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Leann E. SMITH, Auteur ; Paul SHATTUCK, Auteur ; Jeremy R. PARR, Auteur ; Olivia CONLON, Auteur ; Tamara GERMANI, Auteur ; Wendy MITCHELL, Auteur ; Lori-Ann R. SACREY, Auteur ; Margot E. STOTHERS, Auteur Article en page(s) : p.15-24 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  qualitative research  adolescents  adults  transitional issues  vocational/labor force participation  multistakeholder perspective Index. décimale : PER Périodiques Résumé : Research related to supports for adults with autism spectrum disorder (ASD) is under-developed. As an example, system and service development to support successful transition to adulthood and meaningful vocation for adults has received relatively little research scrutiny until recently, with practitioners and program developers lacking evidenceinformed approaches guiding service delivery. A Special Interest Group (SIG) was convened at the International Meeting for Autism Research in May 2014 and May 2015, with a focus on transitional and vocational issues in ASD. The SIG consisted of 120 international delegates, including self-advocates, family members, researchers, program and policy developers, practitioners, and interdisciplinary ASD trainees. Following a summary of the literature, subgroups of attendees were convened in smaller groups to identify research needs and priorities. International researchers facilitated these discussions with notes taken in each subgroup. Using a qualitative analytic approach, key themes across groups were identified. These key themes, outlined in this paper, address the identified need to (a) advance research capacity; (b) build employer capacity relative to employing persons with ASD; and (c) enhance support resources for adults with ASD and their families. Heightened research activity guiding practice and policy, community/employer engagement, and person and family-centered services were recommended. Implications for advancement and implementation are offered. En ligne : http://dx.doi.org/10.1002/aur.1683 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=302 [article] Research needs and priorities for transition and employment in autism: Considerations reflected in a “Special Interest Group” at the International Meeting for Autism Research [Texte imprimé et/ou numérique] / David B NICHOLAS, Auteur ; Sandra HODGETTS, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Leann E. SMITH, Auteur ; Paul SHATTUCK, Auteur ; Jeremy R. PARR, Auteur ; Olivia CONLON, Auteur ; Tamara GERMANI, Auteur ; Wendy MITCHELL, Auteur ; Lori-Ann R. SACREY, Auteur ; Margot E. STOTHERS, Auteur . - p.15-24. Langues : Anglais (eng) in Autism Research > 10-1 (January 2017) . - p.15-24 Mots-clés : autism spectrum disorder  qualitative research  adolescents  adults  transitional issues  vocational/labor force participation  multistakeholder perspective Index. décimale : PER Périodiques Résumé : Research related to supports for adults with autism spectrum disorder (ASD) is under-developed. As an example, system and service development to support successful transition to adulthood and meaningful vocation for adults has received relatively little research scrutiny until recently, with practitioners and program developers lacking evidenceinformed approaches guiding service delivery. A Special Interest Group (SIG) was convened at the International Meeting for Autism Research in May 2014 and May 2015, with a focus on transitional and vocational issues in ASD. The SIG consisted of 120 international delegates, including self-advocates, family members, researchers, program and policy developers, practitioners, and interdisciplinary ASD trainees. Following a summary of the literature, subgroups of attendees were convened in smaller groups to identify research needs and priorities. International researchers facilitated these discussions with notes taken in each subgroup. Using a qualitative analytic approach, key themes across groups were identified. These key themes, outlined in this paper, address the identified need to (a) advance research capacity; (b) build employer capacity relative to employing persons with ASD; and (c) enhance support resources for adults with ASD and their families. Heightened research activity guiding practice and policy, community/employer engagement, and person and family-centered services were recommended. Implications for advancement and implementation are offered. En ligne : http://dx.doi.org/10.1002/aur.1683 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=302

Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder / Xin WEI in Journal of Autism and Developmental Disorders, 43-7 (July 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1539-1546 Titre : Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Xin WEI, Auteur ; Jennifer W. YU, Auteur ; Paul SHATTUCK, Auteur ; Mary MCCRACKEN, Auteur ; Jose BLACKORBY, Auteur Année de publication : 2013 Article en page(s) : p.1539-1546 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Postsecondary enrollment  College major  Young adult  Science, Technology, Engineering and Mathematics (STEM) Index. décimale : PER Périodiques Résumé : Little research has examined the popular belief that individuals with an autism spectrum disorder (ASD) are more likely than the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of students with an ASD in special education. Findings suggest that students with an ASD had the highest STEM participation rates although their college enrollment rate was the third lowest among 11 disability categories and students in the general population. Disproportionate postsecondary enrollment and STEM participation by gender, family income, and mental functioning skills were found for young adults with an ASD. Educational policy implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1700-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Xin WEI, Auteur ; Jennifer W. YU, Auteur ; Paul SHATTUCK, Auteur ; Mary MCCRACKEN, Auteur ; Jose BLACKORBY, Auteur . - 2013 . - p.1539-1546. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1539-1546 Mots-clés : Autism spectrum disorder  Postsecondary enrollment  College major  Young adult  Science, Technology, Engineering and Mathematics (STEM) Index. décimale : PER Périodiques Résumé : Little research has examined the popular belief that individuals with an autism spectrum disorder (ASD) are more likely than the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of students with an ASD in special education. Findings suggest that students with an ASD had the highest STEM participation rates although their college enrollment rate was the third lowest among 11 disability categories and students in the general population. Disproportionate postsecondary enrollment and STEM participation by gender, family income, and mental functioning skills were found for young adults with an ASD. Educational policy implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1700-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

The Prevalence and Correlates of Involvement in the Criminal Justice System Among Youth on the Autism Spectrum / Julianna RAVA in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

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Universal Autism Screening for Toddlers: Recommendations at Odds / Diana L. ROBINS in Journal of Autism and Developmental Disorders, 46-5 (May 2016)  

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