Career patterns of adults with autism through late midlife / Emily J. HICKEY in Research in Autism, 133 (May 2026)  

Public ISBD [article]  inResearch in Autism > 133 (May 2026) . - p.202909 Titre : Career patterns of adults with autism through late midlife Type de document : texte imprimé Auteurs : Emily J. HICKEY, Auteur ; Leann Smith DAWALT, Auteur ; Katherine SZIDON, Auteur ; Julie Lounds TAYLOR, Auteur ; Marsha R. MAILICK, Auteur Article en page(s) : p.202909 Langues : Anglais (eng) Mots-clés : Autism  Employment  Career  Adulthood  Midlife Index. décimale : PER Périodiques Résumé : Little is known about the long-term careers of adults with autism. Here we report the employment patterns of adults with autism based on their engagement in distinct categories of employment (agency-based, supported, and competitive employment) from young adulthood through midlife. Persistent patterns of unemployment or unstable employment were also tracked across these life stages. The current study drew data from a longitudinal study of adults with autism and their families, and focused on those for whom at least four points of data were available on employment after high school exit across an average of 14 years (n = 217 adults with autism; 155 with intellectual disability [ID], 62 without ID; average age of the autistic adults at their first available time point after high school exit was 26.23 (SD=7.14), range: 18–48; and, at their final available time point was 40.94 (SD=8.97), range: 25–68). Five mutually-exclusive career categories emerged from a consensus coding process: 1) Primarily unemployed (16% of the sample); 2) Primarily agency-based employment (48%); 3) Primarily supported employment (11%); 4) Primarily competitive employment (12%); and 5) Unstable employment (13%). Descriptive results suggest that adults with autism who do not have ID may be at particular risk for unemployment (23%) or unstable patterns of employment (20%), although nearly the same percentage had sustained competitive employment (37%), while those who had ID often had an agency support system that helped maintain engagement in work (64%). Our study can inform employment expectations and planning for adults with autism, their family members, and vocational and transition support staff. En ligne : https://doi.org/10.1016/j.reia.2026.202909 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Career patterns of adults with autism through late midlife [texte imprimé] / Emily J. HICKEY, Auteur ; Leann Smith DAWALT, Auteur ; Katherine SZIDON, Auteur ; Julie Lounds TAYLOR, Auteur ; Marsha R. MAILICK, Auteur . - p.202909. Langues : Anglais (eng) in Research in Autism > 133 (May 2026) . - p.202909 Mots-clés : Autism  Employment  Career  Adulthood  Midlife Index. décimale : PER Périodiques Résumé : Little is known about the long-term careers of adults with autism. Here we report the employment patterns of adults with autism based on their engagement in distinct categories of employment (agency-based, supported, and competitive employment) from young adulthood through midlife. Persistent patterns of unemployment or unstable employment were also tracked across these life stages. The current study drew data from a longitudinal study of adults with autism and their families, and focused on those for whom at least four points of data were available on employment after high school exit across an average of 14 years (n = 217 adults with autism; 155 with intellectual disability [ID], 62 without ID; average age of the autistic adults at their first available time point after high school exit was 26.23 (SD=7.14), range: 18–48; and, at their final available time point was 40.94 (SD=8.97), range: 25–68). Five mutually-exclusive career categories emerged from a consensus coding process: 1) Primarily unemployed (16% of the sample); 2) Primarily agency-based employment (48%); 3) Primarily supported employment (11%); 4) Primarily competitive employment (12%); and 5) Unstable employment (13%). Descriptive results suggest that adults with autism who do not have ID may be at particular risk for unemployment (23%) or unstable patterns of employment (20%), although nearly the same percentage had sustained competitive employment (37%), while those who had ID often had an agency support system that helped maintain engagement in work (64%). Our study can inform employment expectations and planning for adults with autism, their family members, and vocational and transition support staff. En ligne : https://doi.org/10.1016/j.reia.2026.202909 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Facilitating the Use of Evidence-Based Practices in Classrooms: The National Professional Development Center Model / Ellen L. FRANZONE

Public ISBD in Educational Interventions for Students with Autism / Peter C. MUNDY Titre : Facilitating the Use of Evidence-Based Practices in Classrooms: The National Professional Development Center Model Type de document : texte imprimé Auteurs : Ellen L. FRANZONE, Auteur ; Suzanne KUCHARCZYK, Auteur ; Lisa SULLIVAN, Auteur ; Kate SZIDON, Auteur Année de publication : 2012 Importance : p.131-153 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 in Educational Interventions for Students with Autism / Peter C. MUNDY Facilitating the Use of Evidence-Based Practices in Classrooms: The National Professional Development Center Model [texte imprimé] / Ellen L. FRANZONE, Auteur ; Suzanne KUCHARCZYK, Auteur ; Lisa SULLIVAN, Auteur ; Kate SZIDON, Auteur . - 2012 . - p.131-153. Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

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Implementation of a multi-family autism transition program in the high school setting / Jocelyn KUHN in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.615-627 Titre : Implementation of a multi-family autism transition program in the high school setting Type de document : texte imprimé Auteurs : Jocelyn KUHN, Auteur ; Kate SZIDON, Auteur ; Bonnie KRAEMER, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Kara HUME, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.615-627 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/therapy  Autistic Disorder  Humans  Problem Solving  Schools  autism spectrum disorders  barriers  facilitators  families  high schools  intervention implementation  transition to adulthood Index. décimale : PER Périodiques Résumé : Transitioning Together is an intervention that supports families of adolescents on the autism spectrum as they prepare for the transition to adulthood. While it has been delivered successfully and shown to result in positive outcomes for families in the university setting, questions remain about whether and how well it can be widely provided to families in real-world settings such as high schools. In this study, we analyzed predictors, facilitators, and barriers to providing Transitioning Together to families at 30 high schools across three US states, all of which received training from a team of researchers to deliver this intervention. Our findings highlight struggles and successes with real-world use of the intervention. Seventeen of the 30 schools were successful in providing Transitioning Together to families. Schools who had higher community socioeconomic status, higher quality family involvement, and higher quality transition planning programming before changing anything for this study were much more likely to provide this new intervention to families. Schools who used the intervention were mostly able to deliver it as designed and received positive feedback from families who participated. Common parts of the intervention that schools struggled with most included following the structure of the sessions, including group problem-solving and dialogue in the sessions, and collecting feedback from families. Future research is needed to learn how to make it even easier for public high schools and other service systems to provide this intervention to families, in a way that also maximizes its effectiveness and accessibility for historically underserved autism spectrum populations. En ligne : https://dx.doi.org/10.1177/13623613211065533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Implementation of a multi-family autism transition program in the high school setting [texte imprimé] / Jocelyn KUHN, Auteur ; Kate SZIDON, Auteur ; Bonnie KRAEMER, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Kara HUME, Auteur ; Leann S. DAWALT, Auteur . - p.615-627. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.615-627 Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/therapy  Autistic Disorder  Humans  Problem Solving  Schools  autism spectrum disorders  barriers  facilitators  families  high schools  intervention implementation  transition to adulthood Index. décimale : PER Périodiques Résumé : Transitioning Together is an intervention that supports families of adolescents on the autism spectrum as they prepare for the transition to adulthood. While it has been delivered successfully and shown to result in positive outcomes for families in the university setting, questions remain about whether and how well it can be widely provided to families in real-world settings such as high schools. In this study, we analyzed predictors, facilitators, and barriers to providing Transitioning Together to families at 30 high schools across three US states, all of which received training from a team of researchers to deliver this intervention. Our findings highlight struggles and successes with real-world use of the intervention. Seventeen of the 30 schools were successful in providing Transitioning Together to families. Schools who had higher community socioeconomic status, higher quality family involvement, and higher quality transition planning programming before changing anything for this study were much more likely to provide this new intervention to families. Schools who used the intervention were mostly able to deliver it as designed and received positive feedback from families who participated. Common parts of the intervention that schools struggled with most included following the structure of the sessions, including group problem-solving and dialogue in the sessions, and collecting feedback from families. Future research is needed to learn how to make it even easier for public high schools and other service systems to provide this intervention to families, in a way that also maximizes its effectiveness and accessibility for historically underserved autism spectrum populations. En ligne : https://dx.doi.org/10.1177/13623613211065533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder / Kara HUME in Autism, 22-1 (January 2018)  

Public ISBD [article]  inAutism > 22-1 (January 2018) . - p.40-50 Titre : Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder Type de document : texte imprimé Auteurs : Kara HUME, Auteur ; Jessica R. DYKSTRA STEINBRENNER, Auteur ; John SIDERIS, Auteur ; Leann SMITH, Auteur ; Suzanne KUCHARCZYK, Auteur ; Kate SZIDON, Auteur Article en page(s) : p.40-50 Langues : Anglais (eng) Mots-clés : adolescent,autism,Secondary School Success Checklist,skill importance,transition Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy. En ligne : https://doi.org/10.1177/1362361317722029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335 [article] Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder [texte imprimé] / Kara HUME, Auteur ; Jessica R. DYKSTRA STEINBRENNER, Auteur ; John SIDERIS, Auteur ; Leann SMITH, Auteur ; Suzanne KUCHARCZYK, Auteur ; Kate SZIDON, Auteur . - p.40-50. Langues : Anglais (eng) in Autism > 22-1 (January 2018) . - p.40-50 Mots-clés : adolescent,autism,Secondary School Success Checklist,skill importance,transition Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy. En ligne : https://doi.org/10.1177/1362361317722029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335

Quality of high school programs for students with autism spectrum disorder / Bonnie KRAEMER in Autism, 24-3 (April 2020)  

Public ISBD [article]  inAutism > 24-3 (April 2020) . - p.707-717 Titre : Quality of high school programs for students with autism spectrum disorder Type de document : texte imprimé Auteurs : Bonnie KRAEMER, Auteur ; Samuel L. ODOM, Auteur ; Brianne TOMASZEWSKI, Auteur ; Laura J. HALL, Auteur ; Leann S. DAWALT, Auteur ; Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Katherine SZIDON, Auteur ; Christopher BRUM, Auteur Article en page(s) : p.707-717 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  high school  interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : The purpose of the study was to examine the quality of high school programs for students with autism spectrum disorder in the United States. The Autism Program Environment Rating Scale-Middle/High School was used to rate the quality of programs for students with autism spectrum disorder in 60 high schools located in three geographic locations in the United States (CA, NC, and WI). Findings indicated that the total quality rating across schools was slightly above the adequate criterion. Higher quality ratings occurred for program environment, learning climate, family participation, and teaming domains. However, quality ratings for intervention domains related to the characteristics of autism spectrum disorder (e.g. communication, social, independence, functional behavior, and transition) were below the adequate quality rating level. Also, quality ratings for transition were significantly higher for modified (primarily self-contained) programs than standard diploma (primarily served in general education) programs. School urbanicity was a significant predictor of program quality, with suburban schools having higher quality ratings than urban or rural schools, controlling for race, school enrollment size, and Title 1 eligibility status. Implications for working with teachers and school teams that support high school students with autism spectrum disorder should include a targeted focus on transition programming that includes a breadth of work-based learning experiences and activities that support social-communication domains. En ligne : http://dx.doi.org/10.1177/1362361319887280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Quality of high school programs for students with autism spectrum disorder [texte imprimé] / Bonnie KRAEMER, Auteur ; Samuel L. ODOM, Auteur ; Brianne TOMASZEWSKI, Auteur ; Laura J. HALL, Auteur ; Leann S. DAWALT, Auteur ; Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Katherine SZIDON, Auteur ; Christopher BRUM, Auteur . - p.707-717. Langues : Anglais (eng) in Autism > 24-3 (April 2020) . - p.707-717 Mots-clés : autism spectrum disorders  high school  interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : The purpose of the study was to examine the quality of high school programs for students with autism spectrum disorder in the United States. The Autism Program Environment Rating Scale-Middle/High School was used to rate the quality of programs for students with autism spectrum disorder in 60 high schools located in three geographic locations in the United States (CA, NC, and WI). Findings indicated that the total quality rating across schools was slightly above the adequate criterion. Higher quality ratings occurred for program environment, learning climate, family participation, and teaming domains. However, quality ratings for intervention domains related to the characteristics of autism spectrum disorder (e.g. communication, social, independence, functional behavior, and transition) were below the adequate quality rating level. Also, quality ratings for transition were significantly higher for modified (primarily self-contained) programs than standard diploma (primarily served in general education) programs. School urbanicity was a significant predictor of program quality, with suburban schools having higher quality ratings than urban or rural schools, controlling for race, school enrollment size, and Title 1 eligibility status. Implications for working with teachers and school teams that support high school students with autism spectrum disorder should include a targeted focus on transition programming that includes a breadth of work-based learning experiences and activities that support social-communication domains. En ligne : http://dx.doi.org/10.1177/1362361319887280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder / Samuel L. ODOM in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

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