Environmental interventions supporting autistic transition-age youth employability: A scoping review / Mehmet KARAKUS ; Filiz POLAT in Research in Autism Spectrum Disorders, 109 (November 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 109 (November 2023) . - 102262 Titre : Environmental interventions supporting autistic transition-age youth employability: A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Mehmet KARAKUS, Auteur ; Filiz POLAT, Auteur Article en page(s) : 102262 Langues : Anglais (eng) Mots-clés : Autism  Environment  Transition-age youth  Employment  Vocational outcomes Index. décimale : PER Périodiques Résumé : Background Navigating the transition from school to work presents a challenge to many young people, and for autistic youth the challenge can be such that they never make it into employment. A greater understanding of interventions that support this important transition is needed. Method We conducted a scoping review of existing literature focusing on environmental interventions to support transition age youth preparing for employment. We categorized and analyzed the corpus of articles against the "environmental factors' aspect of the International Classification of Functioning, Disability and Health (ICF) published by the World Health Organization. Results The five domains of environmental factors including the physical, social, and attitudinal environment in which people live offer an a priori framework to identify interventions that have been used globally to address autistic individuals' needs. We provide an overview of existing practices, specific interventions, strategies, processes, and resources used in schools, further and higher education institutions, and by employers that can account for improved vocational outcomes and/or successful transitions. Conclusions The employment potential of autistic students can be supported by a wide range of interventions many of which are not costly or difficult to implement. They fall into three broad types: remedial interventions that seek to change the autistic individual and how they [inter]act with their environment, adaptions that promote a more inclusive physical environment, and training and awareness raising interventions for others that promote change and support for autistic individuals in the social environment. We speculate on the insights to identify areas for further research. En ligne : https://doi.org/10.1016/j.rasd.2023.102262 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=517 [article] Environmental interventions supporting autistic transition-age youth employability: A scoping review [Texte imprimé et/ou numérique] / Mehmet KARAKUS, Auteur ; Filiz POLAT, Auteur . - 102262. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 109 (November 2023) . - 102262 Mots-clés : Autism  Environment  Transition-age youth  Employment  Vocational outcomes Index. décimale : PER Périodiques Résumé : Background Navigating the transition from school to work presents a challenge to many young people, and for autistic youth the challenge can be such that they never make it into employment. A greater understanding of interventions that support this important transition is needed. Method We conducted a scoping review of existing literature focusing on environmental interventions to support transition age youth preparing for employment. We categorized and analyzed the corpus of articles against the "environmental factors' aspect of the International Classification of Functioning, Disability and Health (ICF) published by the World Health Organization. Results The five domains of environmental factors including the physical, social, and attitudinal environment in which people live offer an a priori framework to identify interventions that have been used globally to address autistic individuals' needs. We provide an overview of existing practices, specific interventions, strategies, processes, and resources used in schools, further and higher education institutions, and by employers that can account for improved vocational outcomes and/or successful transitions. Conclusions The employment potential of autistic students can be supported by a wide range of interventions many of which are not costly or difficult to implement. They fall into three broad types: remedial interventions that seek to change the autistic individual and how they [inter]act with their environment, adaptions that promote a more inclusive physical environment, and training and awareness raising interventions for others that promote change and support for autistic individuals in the social environment. We speculate on the insights to identify areas for further research. En ligne : https://doi.org/10.1016/j.rasd.2023.102262 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=517

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