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 et/ou numérique 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 et/ou numérique] / 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

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