Identifying School-Based Factors that Predict Employment Outcomes for Transition-Age Youth with Autism Spectrum Disorder / Jasin WONG in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.60-74 Titre : Identifying School-Based Factors that Predict Employment Outcomes for Transition-Age Youth with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Jasin WONG, Auteur ; Wendy J. COSTER, Auteur ; Ellen S. COHN, Auteur ; Gael I. ORSMOND, Auteur Article en page(s) : p.60-74 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Daily functioning skills  Nlts-2  Secondary analysis  Structural equation modeling  Transition Index. décimale : PER Périodiques Résumé : There is a growing need to provide appropriate services to help students with autism spectrum disorder (ASD) transition to employment. Limited research has investigated what aspects of support should be prioritized when preparing youth with ASD for employment. By conducting structural equation modeling using a nationally-representative dataset on high school students receiving special education services (NLTS-2), this study examined the malleable predictors of employment during the transition and developed a model to examine the relationships between predictors and employment outcomes. The findings suggested two pathways for youth with ASD. For youth with higher daily functioning skills (DFS), academic performance mediated the relationship between parent participation and employment. For youth with lower DFS, school-based transition supports was the key mediator. En ligne : http://dx.doi.org/10.1007/s10803-020-04515-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Identifying School-Based Factors that Predict Employment Outcomes for Transition-Age Youth with Autism Spectrum Disorder [texte imprimé] / Jasin WONG, Auteur ; Wendy J. COSTER, Auteur ; Ellen S. COHN, Auteur ; Gael I. ORSMOND, Auteur . - p.60-74. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.60-74 Mots-clés : Autism spectrum disorder  Daily functioning skills  Nlts-2  Secondary analysis  Structural equation modeling  Transition Index. décimale : PER Périodiques Résumé : There is a growing need to provide appropriate services to help students with autism spectrum disorder (ASD) transition to employment. Limited research has investigated what aspects of support should be prioritized when preparing youth with ASD for employment. By conducting structural equation modeling using a nationally-representative dataset on high school students receiving special education services (NLTS-2), this study examined the malleable predictors of employment during the transition and developed a model to examine the relationships between predictors and employment outcomes. The findings suggested two pathways for youth with ASD. For youth with higher daily functioning skills (DFS), academic performance mediated the relationship between parent participation and employment. For youth with lower DFS, school-based transition supports was the key mediator. En ligne : http://dx.doi.org/10.1007/s10803-020-04515-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

“Success Doesn’t Happen in a Traditional Way”: Experiences of school personnel who provide employment preparation for youth with autism spectrum disorder / Jasin WONG in Research in Autism Spectrum Disorders, 77 (September 2020)  

Public ISBD [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 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] / 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

“Untangle the knot”: Maternal blame, emotional reciprocity, and pathways toward autonomy in mothers’ narratives of autistic young adult sons / I. Huei LEE in Research in Autism, 138 (October 2026)  

Public ISBD [article]  inResearch in Autism > 138 (October 2026) . - p.203015 Titre : “Untangle the knot”: Maternal blame, emotional reciprocity, and pathways toward autonomy in mothers’ narratives of autistic young adult sons Type de document : texte imprimé Auteurs : I. Huei LEE, Auteur ; Jasin WONG, Auteur ; Yichen LIN, Auteur ; Eva E. CHEN, Auteur Article en page(s) : p.203015 Langues : Anglais (eng) Mots-clés : Autistic young adults  Mothering  Mother–son relationships  Masculinity  Maternal blame  Emotional reciprocity  Autonomy Index. décimale : PER Périodiques Résumé : Background As autistic young adults transition to adulthood, family support often remains important. Yet mothers’ continued involvement can be interpreted as overprotection rather than being understood in relation to ongoing support needs and uneven institutional responses. Although research has documented the demands of maternal caregiving, less is known about how mothers experience continued caregiving and emotional reciprocity as their autistic children move toward adulthood and how they envision their children’s futures. This study examines these experiences among Taiwanese mothers of autistic young adult sons. Methods This study reports a focused analysis of in-depth interviews with 13 Taiwanese mothers of autistic young adult sons enrolled in higher education. Interview data were analyzed using an inductive, interpretive thematic approach informed by reflexive thematic analysis. Results Three themes were developed. Mothers described being blamed for overprotecting their sons, particularly when continued support was interpreted as hindering masculine independence. They also described emotional reciprocity within close relationships that they believed were often overlooked by others. Looking into the future, mothers understood developing autonomy as dependent not only on individual capacities but also on opportunities to participate and learn within supportive social environments. Conclusions Situated in Taiwan, the findings challenge assumptions that continued maternal involvement necessarily reflects overprotection or is incompatible with autonomy. Mothers’ narratives instead offer a relational understanding of developing autonomy as shaped by care and the social conditions surrounding autistic young adults. En ligne : https://dx.doi.org/https://doi.org/10.1016/j.reia.2026.203015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=594 [article] “Untangle the knot”: Maternal blame, emotional reciprocity, and pathways toward autonomy in mothers’ narratives of autistic young adult sons [texte imprimé] / I. Huei LEE, Auteur ; Jasin WONG, Auteur ; Yichen LIN, Auteur ; Eva E. CHEN, Auteur . - p.203015. Langues : Anglais (eng) in Research in Autism > 138 (October 2026) . - p.203015 Mots-clés : Autistic young adults  Mothering  Mother–son relationships  Masculinity  Maternal blame  Emotional reciprocity  Autonomy Index. décimale : PER Périodiques Résumé : Background As autistic young adults transition to adulthood, family support often remains important. Yet mothers’ continued involvement can be interpreted as overprotection rather than being understood in relation to ongoing support needs and uneven institutional responses. Although research has documented the demands of maternal caregiving, less is known about how mothers experience continued caregiving and emotional reciprocity as their autistic children move toward adulthood and how they envision their children’s futures. This study examines these experiences among Taiwanese mothers of autistic young adult sons. Methods This study reports a focused analysis of in-depth interviews with 13 Taiwanese mothers of autistic young adult sons enrolled in higher education. Interview data were analyzed using an inductive, interpretive thematic approach informed by reflexive thematic analysis. Results Three themes were developed. Mothers described being blamed for overprotecting their sons, particularly when continued support was interpreted as hindering masculine independence. They also described emotional reciprocity within close relationships that they believed were often overlooked by others. Looking into the future, mothers understood developing autonomy as dependent not only on individual capacities but also on opportunities to participate and learn within supportive social environments. Conclusions Situated in Taiwan, the findings challenge assumptions that continued maternal involvement necessarily reflects overprotection or is incompatible with autonomy. Mothers’ narratives instead offer a relational understanding of developing autonomy as shaped by care and the social conditions surrounding autistic young adults. En ligne : https://dx.doi.org/https://doi.org/10.1016/j.reia.2026.203015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=594

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