An evaluation of intervention research for transition-age autistic youth / Kristen BOTTEMA-BEUTEL in Autism, 27-4 (May 2023)  

Public ISBD [article]  inAutism > 27-4 (May 2023) . - p.890-904 Titre : An evaluation of intervention research for transition-age autistic youth Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Shannon Crowley LAPOINT, Auteur ; So Yoon KIM, Auteur ; Sarah MOHIUDDIN, Auteur ; Qun YU, Auteur ; Rachael MCKINNON, Auteur Article en page(s) : p.890-904 Langues : Anglais (eng) Mots-clés : adverse events,autism,intervention,risks of bias,systematic review,transition Index. décimale : PER Périodiques Résumé : In this systematic evaluation of intervention research for transition-age autistic youth, we examined quality indicators in 193 group and single-case design intervention studies, which tested effects on 1258 outcomes. Behaviorally based interventions were the most common intervention type. We found significant threats to internal validity for the majority of studies, including inadequate randomization, unmasked assessors, and too few data points to infer functional relations. The majority of outcomes were measured in contexts similar to the intervention and were conceptualized as behaviors directly addressed by intervention procedures. As such, they are of unclear long-term utility for autistic people entering adulthood. Adverse events were rarely reported. We suggest several avenues for improving intervention research for this age group.Lay abstractIn this study, we assess the quality of intervention research that focuses on autistic youth who are 14-22 years old. We found 193 different studies on this topic, and carefully reviewed them. Most of these studies tested strategies that were behavioral. This means that they used procedures like prompting and rewards to change participants' behavior. We found that the majority of studies had problems that make it hard to determine whether or not the intervention worked. The problems related to how researchers designed their studies, and how they measured the study outcomes. We also found that researchers rarely tried to find out if the strategies they studied had unintended negative effects for participants. Because of these issues, we make suggestions for how researchers might design better studies that will let people know how well the strategies worked. En ligne : https://doi.org/10.1177/13623613221128761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] An evaluation of intervention research for transition-age autistic youth [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Shannon Crowley LAPOINT, Auteur ; So Yoon KIM, Auteur ; Sarah MOHIUDDIN, Auteur ; Qun YU, Auteur ; Rachael MCKINNON, Auteur . - p.890-904. Langues : Anglais (eng) in Autism > 27-4 (May 2023) . - p.890-904 Mots-clés : adverse events,autism,intervention,risks of bias,systematic review,transition Index. décimale : PER Périodiques Résumé : In this systematic evaluation of intervention research for transition-age autistic youth, we examined quality indicators in 193 group and single-case design intervention studies, which tested effects on 1258 outcomes. Behaviorally based interventions were the most common intervention type. We found significant threats to internal validity for the majority of studies, including inadequate randomization, unmasked assessors, and too few data points to infer functional relations. The majority of outcomes were measured in contexts similar to the intervention and were conceptualized as behaviors directly addressed by intervention procedures. As such, they are of unclear long-term utility for autistic people entering adulthood. Adverse events were rarely reported. We suggest several avenues for improving intervention research for this age group.Lay abstractIn this study, we assess the quality of intervention research that focuses on autistic youth who are 14-22 years old. We found 193 different studies on this topic, and carefully reviewed them. Most of these studies tested strategies that were behavioral. This means that they used procedures like prompting and rewards to change participants' behavior. We found that the majority of studies had problems that make it hard to determine whether or not the intervention worked. The problems related to how researchers designed their studies, and how they measured the study outcomes. We also found that researchers rarely tried to find out if the strategies they studied had unintended negative effects for participants. Because of these issues, we make suggestions for how researchers might design better studies that will let people know how well the strategies worked. En ligne : https://doi.org/10.1177/13623613221128761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

Autistic undergraduate students’ transition and adjustment to higher education institutions / So Yoon KIM in Research in Autism Spectrum Disorders, 89 (November 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 89 (November 2021) . - 101883 Titre : Autistic undergraduate students’ transition and adjustment to higher education institutions Type de document : Texte imprimé et/ou numérique Auteurs : So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur Article en page(s) : 101883 Langues : Anglais (eng) Mots-clés : Autism  Postsecondary  Special education  Transition  Adjustment  Higher education Index. décimale : PER Périodiques Résumé : Background Only a limited number of studies have specifically examined autistic undergraduate students’ perspectives on transition. Positive experiences during the initial transition from high school to college lead to long-term success in college. Method This study examined the transition and adjustment experiences of 27 autistic undergraduate students attending higher education institutions (HEIs) in the United States. Semi-structured interviews were analyzed using qualitative content analysis. Results The majority (66.7 %) of participants described the transition experience in negative terms. They also reported that geographical proximity to home and family support, social relationships, transition programs, structural changes from their high school experiences, and logistic difficulties were important aspects of their transition experiences during the first few months of HEI. All participants indicated they felt adjusted to college life at the time of the interview, and adjustment was facilitated by familiarity with campus routines, academic achievement, and positive social experiences. Conclusions Themes associated with autistic students’ transition and adjustment experiences should be followed-up in future quantitative research. Careful transition planning that informs autistic students about expectations associated with HEI, familiarizes them with college life, helps them gain practical skills needed in colleges (e.g., transportation), and helps them find a balance between parental support and independence is needed to support autistic students through transition and adjustment. En ligne : https://doi.org/10.1016/j.rasd.2021.101883 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Autistic undergraduate students’ transition and adjustment to higher education institutions [Texte imprimé et/ou numérique] / So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur . - 101883. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 89 (November 2021) . - 101883 Mots-clés : Autism  Postsecondary  Special education  Transition  Adjustment  Higher education Index. décimale : PER Périodiques Résumé : Background Only a limited number of studies have specifically examined autistic undergraduate students’ perspectives on transition. Positive experiences during the initial transition from high school to college lead to long-term success in college. Method This study examined the transition and adjustment experiences of 27 autistic undergraduate students attending higher education institutions (HEIs) in the United States. Semi-structured interviews were analyzed using qualitative content analysis. Results The majority (66.7 %) of participants described the transition experience in negative terms. They also reported that geographical proximity to home and family support, social relationships, transition programs, structural changes from their high school experiences, and logistic difficulties were important aspects of their transition experiences during the first few months of HEI. All participants indicated they felt adjusted to college life at the time of the interview, and adjustment was facilitated by familiarity with campus routines, academic achievement, and positive social experiences. Conclusions Themes associated with autistic students’ transition and adjustment experiences should be followed-up in future quantitative research. Careful transition planning that informs autistic students about expectations associated with HEI, familiarizes them with college life, helps them gain practical skills needed in colleges (e.g., transportation), and helps them find a balance between parental support and independence is needed to support autistic students through transition and adjustment. En ligne : https://doi.org/10.1016/j.rasd.2021.101883 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Barriers to Providing Transitional Supports for Autistic Students: Insights of School Professionals / So Yoon KIM ; Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2807-2819 Titre : Barriers to Providing Transitional Supports for Autistic Students: Insights of School Professionals Type de document : Texte imprimé et/ou numérique Auteurs : So Yoon KIM, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur Article en page(s) : p.2807-2819 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Following high school exit, many autistic young adults are not enrolled in post-secondary education or employed, and few are engaged in community activities. This disengagement among autistic young adults may be a result of the limited or inadequate supports provided to autistic transition-age youth in schools. Therefore, the purpose of the current study is to explore how school professionals report preparing transition-age autistic youth for adulthood and the barriers that make it difficult for school professionals to provide quality transition services. We surveyed 21 school professionals who work with transition-age autistic students. The survey solicited descriptions of transition supports provided to youth, and barriers that make it difficult for school professionals to provide high quality transition supports. Qualitative content analysis was used to identify themes from the data. Participants described barriers related to the autistic youth they taught or supported, their families, the classroom environment, and the community. Barriers were either framed as deficits inherent to autistic students and their families, or larger systemic issues that make it challenging to implement high quality transition supports. We recommend implementation of autism-specific trainings within teacher preparation programs and school districts, professional development opportunities that create spaces for educators to challenge and resist deficit views of autism, and development of strengths-based transition programs that are implemented by school-based professionals who work with autistic students. En ligne : https://doi.org/10.1007/s10803-024-06375-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Barriers to Providing Transitional Supports for Autistic Students: Insights of School Professionals [Texte imprimé et/ou numérique] / So Yoon KIM, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur . - p.2807-2819. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2807-2819 Index. décimale : PER Périodiques Résumé : Following high school exit, many autistic young adults are not enrolled in post-secondary education or employed, and few are engaged in community activities. This disengagement among autistic young adults may be a result of the limited or inadequate supports provided to autistic transition-age youth in schools. Therefore, the purpose of the current study is to explore how school professionals report preparing transition-age autistic youth for adulthood and the barriers that make it difficult for school professionals to provide quality transition services. We surveyed 21 school professionals who work with transition-age autistic students. The survey solicited descriptions of transition supports provided to youth, and barriers that make it difficult for school professionals to provide high quality transition supports. Qualitative content analysis was used to identify themes from the data. Participants described barriers related to the autistic youth they taught or supported, their families, the classroom environment, and the community. Barriers were either framed as deficits inherent to autistic students and their families, or larger systemic issues that make it challenging to implement high quality transition supports. We recommend implementation of autism-specific trainings within teacher preparation programs and school districts, professional development opportunities that create spaces for educators to challenge and resist deficit views of autism, and development of strengths-based transition programs that are implemented by school-based professionals who work with autistic students. En ligne : https://doi.org/10.1007/s10803-024-06375-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Beyond individual support: Employment experiences of autistic Korean designers receiving strength-based organizational support / So Yoon KIM ; Kwinam LEE ; Sehwa SIM ; Hyesung PARK in Autism, 29-7 (July 2025)  

Public ISBD [article]  inAutism > 29-7 (July 2025) . - p.1883-1897 Titre : Beyond individual support: Employment experiences of autistic Korean designers receiving strength-based organizational support Type de document : Texte imprimé et/ou numérique Auteurs : So Yoon KIM, Auteur ; Kwinam LEE, Auteur ; Sehwa SIM, Auteur ; Hyesung PARK, Auteur Article en page(s) : p.1883-1897 Langues : Anglais (eng) Mots-clés : autism  employment  neurodiversity  organizational level  strength-based Index. décimale : PER Périodiques Résumé : This study qualitatively examined the employment experiences of autistic designers in a South Korean company providing strength-based support at the organizational level. The experiences of 12 autistic employees (mean age = 27?years old, 83.3% male), 12 parents, and 5 non-autistic employees were examined using semi-structured interviews and multi-perspective interpretive phenomenological analysis. Four superordinate themes emerged: the impact of inclusive support systems, views on autistic characteristics, empowering employment experiences, and associated outcomes. Results emphasized the importance of organization- and individual-level support in shaping the employment experiences of autistic and non-autistic employees. While autistic characteristics served as facilitators and challenges of autistic employees" employment experiences, they contributed to the company?s overall success. A sense of belonging, competency, and agency motivated autistic employees; their employment outcomes involved perceived changes in autistic characteristics, enhanced quality of life, and positive autistic self-identity. The findings suggest that the implementation of neurodiversity-based support at the organizational level allows autistic employees to leverage their unique characteristics as strengths regardless of support needs and benefits all employees. Future research should explore cultural influences, assess generalizability to other vocational contexts, and investigate the impacts of adopting neurodiversity in the workplace to create inclusive environments that maximize the career potential of autistic employees.Lay Abstract Autistic people have difficulties obtaining and maintaining jobs. This study looked at the experiences of autistic designers working in a South Korean company that supports autistic people at the company level. We wanted to understand how the autistic individuals" jobs and the support they received influenced their lives. We interviewed autistic employees, their parents, and non-autistic coworkers. We found four important themes: how they felt about the support systems, their thoughts on being autistic, the experiences they had at work, and their employment outcomes. Both company and individual support were crucial for the company. Autistic characteristics sometimes created challenges, but overall, they contributed to the company?s success. Feeling like they belonged, being good at their jobs, and having control over their work made autistic employees feel empowered. Working at this company led to positive changes such as reducing certain autism-related challenges, improving their quality of life, and feeling good about being autistic. These findings suggest that companies should support autistic employees not only on a personal level but also as part of the company?s culture. Thus, autistic characteristics can be seen as strengths that benefit the individuals and the whole company. Future research should explore how different cultures influence these experiences and evaluate whether similar findings apply to other jobs. We also need to study how embracing neurodiversity in the workplace can create environments that help autistic individuals do well in their careers. En ligne : https://dx.doi.org/10.1177/13623613251329605 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558 [article] Beyond individual support: Employment experiences of autistic Korean designers receiving strength-based organizational support [Texte imprimé et/ou numérique] / So Yoon KIM, Auteur ; Kwinam LEE, Auteur ; Sehwa SIM, Auteur ; Hyesung PARK, Auteur . - p.1883-1897. Langues : Anglais (eng) in Autism > 29-7 (July 2025) . - p.1883-1897 Mots-clés : autism  employment  neurodiversity  organizational level  strength-based Index. décimale : PER Périodiques Résumé : This study qualitatively examined the employment experiences of autistic designers in a South Korean company providing strength-based support at the organizational level. The experiences of 12 autistic employees (mean age = 27?years old, 83.3% male), 12 parents, and 5 non-autistic employees were examined using semi-structured interviews and multi-perspective interpretive phenomenological analysis. Four superordinate themes emerged: the impact of inclusive support systems, views on autistic characteristics, empowering employment experiences, and associated outcomes. Results emphasized the importance of organization- and individual-level support in shaping the employment experiences of autistic and non-autistic employees. While autistic characteristics served as facilitators and challenges of autistic employees" employment experiences, they contributed to the company?s overall success. A sense of belonging, competency, and agency motivated autistic employees; their employment outcomes involved perceived changes in autistic characteristics, enhanced quality of life, and positive autistic self-identity. The findings suggest that the implementation of neurodiversity-based support at the organizational level allows autistic employees to leverage their unique characteristics as strengths regardless of support needs and benefits all employees. Future research should explore cultural influences, assess generalizability to other vocational contexts, and investigate the impacts of adopting neurodiversity in the workplace to create inclusive environments that maximize the career potential of autistic employees.Lay Abstract Autistic people have difficulties obtaining and maintaining jobs. This study looked at the experiences of autistic designers working in a South Korean company that supports autistic people at the company level. We wanted to understand how the autistic individuals" jobs and the support they received influenced their lives. We interviewed autistic employees, their parents, and non-autistic coworkers. We found four important themes: how they felt about the support systems, their thoughts on being autistic, the experiences they had at work, and their employment outcomes. Both company and individual support were crucial for the company. Autistic characteristics sometimes created challenges, but overall, they contributed to the company?s success. Feeling like they belonged, being good at their jobs, and having control over their work made autistic employees feel empowered. Working at this company led to positive changes such as reducing certain autism-related challenges, improving their quality of life, and feeling good about being autistic. These findings suggest that companies should support autistic employees not only on a personal level but also as part of the company?s culture. Thus, autistic characteristics can be seen as strengths that benefit the individuals and the whole company. Future research should explore how different cultures influence these experiences and evaluate whether similar findings apply to other jobs. We also need to study how embracing neurodiversity in the workplace can create environments that help autistic individuals do well in their careers. En ligne : https://dx.doi.org/10.1177/13623613251329605 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558

A Cross-Cultural Examination of Blatant and Subtle Dehumanization of Autistic People / So Yoon KIM ; Jeong Eun CHEON ; Young-Hoon KIM in Journal of Autism and Developmental Disorders, 55-2 (February 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-2 (February 2025) . - p.678-694 Titre : A Cross-Cultural Examination of Blatant and Subtle Dehumanization of Autistic People : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : So Yoon KIM, Auteur ; Jeong Eun CHEON, Auteur ; Young-Hoon KIM, Auteur Article en page(s) : p.678-694 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This cross-cultural study examined various domains of dehumanization, including both blatant (viewing autistic people as animal-like, child-like, or machine-like) and subtle (denying agency and experience capabilities) dehumanization, of autistic individuals by Koreans and Americans. En ligne : https://doi.org/10.1007/s10803-023-06217-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] A Cross-Cultural Examination of Blatant and Subtle Dehumanization of Autistic People : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / So Yoon KIM, Auteur ; Jeong Eun CHEON, Auteur ; Young-Hoon KIM, Auteur . - p.678-694. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-2 (February 2025) . - p.678-694 Index. décimale : PER Périodiques Résumé : This cross-cultural study examined various domains of dehumanization, including both blatant (viewing autistic people as animal-like, child-like, or machine-like) and subtle (denying agency and experience capabilities) dehumanization, of autistic individuals by Koreans and Americans. En ligne : https://doi.org/10.1007/s10803-023-06217-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

Developmental associations between joint engagement and autistic children's vocabulary: A cross-lagged panel analysis / Kristen BOTTEMA-BEUTEL in Autism, 25-2 (February 2021)  

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Diagnostic validity of Autism Diagnostic Observation Schedule, second edition (K-ADOS-2) in the Korean population / So Yoon KIM in Molecular Autism, 13 (2022)  

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Do Autistic People?s Support Needs and Non-Autistic People?s Support for the Neurodiversity Movement Contribute to Heightened Autism Stigma in South Korea vs. the US? / So Yoon KIM in Journal of Autism and Developmental Disorders, 53-11 (November 2023)  

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Explicit stigma and implicit biases toward autism in South Korea versus the United States / So Yoon KIM in Autism, 27-5 (July 2023)  

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Exploring sex differences in the manifestation of autistic traits in young children / Da-Yea SONG in Research in Autism Spectrum Disorders, 88 (October 2021)  

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High School Experiences and Support Recommendations of Autistic Youth / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 50-9 (September 2020)  

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A meta regression analysis of quality of life correlates in adults with ASD / So Yoon KIM in Research in Autism Spectrum Disorders, 63 (July 2019)  

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A pilot mixed-methods evaluation of an intervention to reduce Korean undergraduates' stigma toward autistic people / So Yoon KIM in Research in Autism Spectrum Disorders, 113 (May 2024)  

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Problems with "problem behavior": A secondary systematic review of intervention research on transition-age autistic youth / Rachael MCKINNON ; Sarah MOHIUDDIN ; Shannon Crowley LAPOINT ; So Yoon KIM in Autism, 28-8 (August 2024)  

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A Systematic Literature Review of Autism Research on Caregiver Talk / Kristen BOTTEMA-BEUTEL in Autism Research, 14-3 (March 2021)  

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