[article] 
inResearch in Autism Spectrum Disorders > 77 (September 2020) . - 101631

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

[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