Describing Outcomes in Autistic Young Adults One Year After High School Graduation / Gael I. ORSMOND ; Sharada G. Krishnan ; Elizabeth G. S. MUNSELL ; Ellen S. COHN ; Wendy J. COSTER 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.695-705 Titre : Describing Outcomes in Autistic Young Adults One Year After High School Graduation : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Gael I. ORSMOND, Auteur ; Sharada G. Krishnan, Auteur ; Elizabeth G. S. MUNSELL, Auteur ; Ellen S. COHN, Auteur ; Wendy J. COSTER, Auteur Article en page(s) : p.695-705 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research documents poor outcomes for autistic adults in the domains of employment, independent living, and social relationships. Measurement and sample limitations in prior studies may have amplified past estimates of poor outcomes. The goal of the current study was to improve upon past approaches and to create and describe a measurement approach to capture adult outcomes that reflected the context of young adulthood and the perspectives of autistic individuals, pairing objective outcome indicators with subjective satisfaction indicators. En ligne : https://doi.org/10.1007/s10803-023-06152-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Describing Outcomes in Autistic Young Adults One Year After High School Graduation : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Gael I. ORSMOND, Auteur ; Sharada G. Krishnan, Auteur ; Elizabeth G. S. MUNSELL, Auteur ; Ellen S. COHN, Auteur ; Wendy J. COSTER, Auteur . - p.695-705. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-2 (February 2025) . - p.695-705 Index. décimale : PER Périodiques Résumé : Research documents poor outcomes for autistic adults in the domains of employment, independent living, and social relationships. Measurement and sample limitations in prior studies may have amplified past estimates of poor outcomes. The goal of the current study was to improve upon past approaches and to create and describe a measurement approach to capture adult outcomes that reflected the context of young adulthood and the perspectives of autistic individuals, pairing objective outcome indicators with subjective satisfaction indicators. En ligne : https://doi.org/10.1007/s10803-023-06152-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

How have Participation Outcomes of Autistic Young Adults been Measured? A Scoping Review / Elizabeth G. S. MUNSELL in Journal of Autism and Developmental Disorders, 53-11 (November 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4424-4437 Titre : How have Participation Outcomes of Autistic Young Adults been Measured? A Scoping Review Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth G. S. MUNSELL, Auteur ; Wendy J. COSTER, Auteur Article en page(s) : p.4424-4437 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autistic young adults experience challenges participating in the workforce, post-secondary schooling, and living in the community. We examined how participation outcomes have been measured in autistic young adults. Articles (n=113) were identified through database searches and citation tracking. Guided by current models in the literature, data were extracted for each measure of participation. Results include a description of the studies in the review, the extent to which participation across life situations has been addressed, and a critical analysis of the measures used to describe participation. While there is some breadth in the investigation of participation across diverse life situations, there is limited depth in what the measures capture and many measures used lack psychometric support. En ligne : https://doi.org/10.1007/s10803-022-05725-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512 [article] How have Participation Outcomes of Autistic Young Adults been Measured? A Scoping Review [Texte imprimé et/ou numérique] / Elizabeth G. S. MUNSELL, Auteur ; Wendy J. COSTER, Auteur . - p.4424-4437. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4424-4437 Index. décimale : PER Périodiques Résumé : Autistic young adults experience challenges participating in the workforce, post-secondary schooling, and living in the community. We examined how participation outcomes have been measured in autistic young adults. Articles (n=113) were identified through database searches and citation tracking. Guided by current models in the literature, data were extracted for each measure of participation. Results include a description of the studies in the review, the extent to which participation across life situations has been addressed, and a critical analysis of the measures used to describe participation. While there is some breadth in the investigation of participation across diverse life situations, there is limited depth in what the measures capture and many measures used lack psychometric support. En ligne : https://doi.org/10.1007/s10803-022-05725-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512

Metacognition Mediates the Effect of Social Communication and Internalizing Behaviors on Self-management of Daily Life Tasks for Diploma-Track Autistic Youth / Elizabeth G. S. MUNSELL in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4274-4285 Titre : Metacognition Mediates the Effect of Social Communication and Internalizing Behaviors on Self-management of Daily Life Tasks for Diploma-Track Autistic Youth Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth G. S. MUNSELL, Auteur ; Gael I. ORSMOND, Auteur ; Daniel FULFORD, Auteur ; Wendy J. COSTER, Auteur Article en page(s) : p.4274-4285 Langues : Anglais (eng) Mots-clés : Adaptive behavior  Autism  Daily living skills  Executive functioning  Transition Index. décimale : PER Périodiques Résumé : Social communication and executive functioning challenges as well as co-occurring anxiety/depression may make acquiring the skills needed to manage daily life tasks difficult for diploma-track autistic youth, thus limiting their participation in adult roles. This study describes the associations between executive function, social communication skills, and internalizing behaviors on task management in academically capable autistic adolescents (n=46) using multiple regression with mediator analysis. The three predictors and youth age explained a moderate amount of variance in task management. Metacognition mediated the effect of social communication skills and internalizing behaviors on task management. Relations between underlying factors that influence self-management of daily life tasks are complex, supporting the need for multifaceted assessment and intervention approaches for academically capable autistic youth. En ligne : http://dx.doi.org/10.1007/s10803-021-05306-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Metacognition Mediates the Effect of Social Communication and Internalizing Behaviors on Self-management of Daily Life Tasks for Diploma-Track Autistic Youth [Texte imprimé et/ou numérique] / Elizabeth G. S. MUNSELL, Auteur ; Gael I. ORSMOND, Auteur ; Daniel FULFORD, Auteur ; Wendy J. COSTER, Auteur . - p.4274-4285. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4274-4285 Mots-clés : Adaptive behavior  Autism  Daily living skills  Executive functioning  Transition Index. décimale : PER Périodiques Résumé : Social communication and executive functioning challenges as well as co-occurring anxiety/depression may make acquiring the skills needed to manage daily life tasks difficult for diploma-track autistic youth, thus limiting their participation in adult roles. This study describes the associations between executive function, social communication skills, and internalizing behaviors on task management in academically capable autistic adolescents (n=46) using multiple regression with mediator analysis. The three predictors and youth age explained a moderate amount of variance in task management. Metacognition mediated the effect of social communication skills and internalizing behaviors on task management. Relations between underlying factors that influence self-management of daily life tasks are complex, supporting the need for multifaceted assessment and intervention approaches for academically capable autistic youth. En ligne : http://dx.doi.org/10.1007/s10803-021-05306-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

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