5 recherche sur le mot-clé 'Post-school outcomes'

Brief Report: What Happens After School? Exploring Post-school Outcomes for a Group of Autistic and Non-autistic Australian Youth / Rebecca L. FLOWER in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1385-1391 Titre : Brief Report: What Happens After School? Exploring Post-school Outcomes for a Group of Autistic and Non-autistic Australian Youth Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca L. FLOWER, Auteur ; Amanda L. RICHDALE, Auteur ; Lauren P. LAWSON, Auteur Article en page(s) : p.1385-1391 Langues : Anglais (eng) Mots-clés : Adolescence  Autism  Employment  Higher education  Post-school outcomes  Transitions Index. décimale : PER Périodiques Résumé : Young autistic Australians are less likely to attend higher education and have lower employment rates than non-autistic Australians (in: Australian Bureau of Statistics, Survey of disability, ageing and carers Australia: Summary of Findings 2018. Australian Bureau of Statistics, Canberra, 2019a). Few studies have examined post-school outcomes among this population. Using data from the first phase of a national longitudinal study including autistic (n?=?79) and non-autistic (n?=?107) 17-25-year olds, we found young autistic adults were (a) less likely to be employed, (b) more likely to attend technical and further education (TAFE) than university, (c) more likely to enrol in higher education on a part-time basis and (d) less likely to be engaged in both higher education and employment, than their non-autistic peers. Findings highlight a need to understand post-school trajectories of young autistic adults. En ligne : http://dx.doi.org/10.1007/s10803-020-04600-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Brief Report: What Happens After School? Exploring Post-school Outcomes for a Group of Autistic and Non-autistic Australian Youth [Texte imprimé et/ou numérique] / Rebecca L. FLOWER, Auteur ; Amanda L. RICHDALE, Auteur ; Lauren P. LAWSON, Auteur . - p.1385-1391. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1385-1391 Mots-clés : Adolescence  Autism  Employment  Higher education  Post-school outcomes  Transitions Index. décimale : PER Périodiques Résumé : Young autistic Australians are less likely to attend higher education and have lower employment rates than non-autistic Australians (in: Australian Bureau of Statistics, Survey of disability, ageing and carers Australia: Summary of Findings 2018. Australian Bureau of Statistics, Canberra, 2019a). Few studies have examined post-school outcomes among this population. Using data from the first phase of a national longitudinal study including autistic (n?=?79) and non-autistic (n?=?107) 17-25-year olds, we found young autistic adults were (a) less likely to be employed, (b) more likely to attend technical and further education (TAFE) than university, (c) more likely to enrol in higher education on a part-time basis and (d) less likely to be engaged in both higher education and employment, than their non-autistic peers. Findings highlight a need to understand post-school trajectories of young autistic adults. En ligne : http://dx.doi.org/10.1007/s10803-020-04600-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

The Role of Adaptive Behavior and Parent Expectations in Predicting Post-School Outcomes for Young Adults with Intellectual Disability / K. A. DELL'ARMO in Journal of Autism and Developmental Disorders, 49-4 (April 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1638-1651 Titre : The Role of Adaptive Behavior and Parent Expectations in Predicting Post-School Outcomes for Young Adults with Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : K. A. DELL'ARMO, Auteur ; M. J. TASSE, Auteur Article en page(s) : p.1638-1651 Langues : Anglais (eng) Mots-clés : Adaptive behavior  Employment  Intellectual disability  Nlts2  Parent expectations  Post-school outcomes Index. décimale : PER Périodiques Résumé : This study examined the role of parent expectations and adaptive behavior in predicting outcomes for youth with intellectual disability. A sample of students with intellectual disability were drawn from the National Longitudinal Transition Study-2 for inclusion in this study. Four latent variables were created: demographic factors, adaptive behavior, parent expectations, and post-school outcomes. Structural equation modeling was used to test relationships between these constructs. Results indicated that adaptive behavior was more important than parent expectations in predicting post-school outcomes. Results supported the conclusion that adaptive behavior plays a critical role in post-school success for individuals with intellectual disability and that parent expectations alone were insufficient to ensure positive outcomes for youth with poor adaptive skills. Implications are discussed. En ligne : https://dx.doi.org/10.1007/s10803-018-3857-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] The Role of Adaptive Behavior and Parent Expectations in Predicting Post-School Outcomes for Young Adults with Intellectual Disability [Texte imprimé et/ou numérique] / K. A. DELL'ARMO, Auteur ; M. J. TASSE, Auteur . - p.1638-1651. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-4 (April 2019) . - p.1638-1651 Mots-clés : Adaptive behavior  Employment  Intellectual disability  Nlts2  Parent expectations  Post-school outcomes Index. décimale : PER Périodiques Résumé : This study examined the role of parent expectations and adaptive behavior in predicting outcomes for youth with intellectual disability. A sample of students with intellectual disability were drawn from the National Longitudinal Transition Study-2 for inclusion in this study. Four latent variables were created: demographic factors, adaptive behavior, parent expectations, and post-school outcomes. Structural equation modeling was used to test relationships between these constructs. Results indicated that adaptive behavior was more important than parent expectations in predicting post-school outcomes. Results supported the conclusion that adaptive behavior plays a critical role in post-school success for individuals with intellectual disability and that parent expectations alone were insufficient to ensure positive outcomes for youth with poor adaptive skills. Implications are discussed. En ligne : https://dx.doi.org/10.1007/s10803-018-3857-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

From high school to postsecondary education, training, and employment: Predicting outcomes for young adults with autism spectrum disorder / Scott H. YAMAMOTO in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) Titre : From high school to postsecondary education, training, and employment: Predicting outcomes for young adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Scott H. YAMAMOTO, Auteur ; Charlotte Y. ALVERSON, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  post-school outcomes  predictive analytics  multilevel logistic regression  machine learning  receiver operating characteristic curve Index. décimale : PER Périodiques Résumé : Background and AimsThe fastest growing group of students with disabilities are those with Autism Spectrum Disorder (ASD). States annually report on post-high school outcomes (PSO) of exited students. This study sought to fill two gaps in the literature related to PSO for exited high-school students with ASD and the use of state data and predictive modeling.MethodsData from two states were analyzed using two predictive analytics (PA) methods: multilevel logistic regression and machine learning. The receiver operating characteristic curve (ROC) analysis was used to assess predictive performance.ResultsData analyses produced two results. One, the strongest predictor of PSO for exited students with ASD was graduating from high school. Two, machine learning performed better than multilevel logistic regression in predicting PSO engagement across the two states.ConclusionThis study contributed two new and important findings to the literature: (a) PA models should be applied to state PSO data because they produce useful information, and (b) PA models are accurate and reliable over time.ImplicationsThese findings can be used to support state and local educators to make decisions about policies, programs, and practices for exited high school students with ASD, to help them successfully transition to adult life. En ligne : https://doi.org/10.1177/23969415221095019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] From high school to postsecondary education, training, and employment: Predicting outcomes for young adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Scott H. YAMAMOTO, Auteur ; Charlotte Y. ALVERSON, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) Mots-clés : Autism spectrum disorder  post-school outcomes  predictive analytics  multilevel logistic regression  machine learning  receiver operating characteristic curve Index. décimale : PER Périodiques Résumé : Background and AimsThe fastest growing group of students with disabilities are those with Autism Spectrum Disorder (ASD). States annually report on post-high school outcomes (PSO) of exited students. This study sought to fill two gaps in the literature related to PSO for exited high-school students with ASD and the use of state data and predictive modeling.MethodsData from two states were analyzed using two predictive analytics (PA) methods: multilevel logistic regression and machine learning. The receiver operating characteristic curve (ROC) analysis was used to assess predictive performance.ResultsData analyses produced two results. One, the strongest predictor of PSO for exited students with ASD was graduating from high school. Two, machine learning performed better than multilevel logistic regression in predicting PSO engagement across the two states.ConclusionThis study contributed two new and important findings to the literature: (a) PA models should be applied to state PSO data because they produce useful information, and (b) PA models are accurate and reliable over time.ImplicationsThese findings can be used to support state and local educators to make decisions about policies, programs, and practices for exited high school students with ASD, to help them successfully transition to adult life. En ligne : https://doi.org/10.1177/23969415221095019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

Post-school needs of young people with high-functioning Autism Spectrum Disorder / Philippa NEARY in Research in Autism Spectrum Disorders, 18 (October 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 18 (October 2015) . - p.1-11 Titre : Post-school needs of young people with high-functioning Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Philippa NEARY, Auteur ; Linda GILMORE, Auteur ; Jill ASHBURNER, Auteur Article en page(s) : p.1-11 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  High-functioning ASD  Post-school outcomes  Adults  Service needs Index. décimale : PER Périodiques Résumé : Abstract This study describes the post-school circumstances and service needs of older teenagers and adults with high-functioning Autism Spectrum Disorder, living in Queensland, Australia. The respondents were 95 parents. Results indicated that the majority of the young people lived in the family home and were unemployed. Of those who worked, 56% had unskilled jobs. They were estimated to spend a significant proportion of their time engaged in solitary, technology-based activities, and comparatively little time in employment or socialising. Parents rated employment support as the greatest service priority for their sons and daughters, followed by specialised support to assist with completing post-school education and training, assistance to support the transition from high school to adulthood, and social skills training. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 [article] Post-school needs of young people with high-functioning Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Philippa NEARY, Auteur ; Linda GILMORE, Auteur ; Jill ASHBURNER, Auteur . - p.1-11. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 18 (October 2015) . - p.1-11 Mots-clés : Autism Spectrum Disorder  High-functioning ASD  Post-school outcomes  Adults  Service needs Index. décimale : PER Périodiques Résumé : Abstract This study describes the post-school circumstances and service needs of older teenagers and adults with high-functioning Autism Spectrum Disorder, living in Queensland, Australia. The respondents were 95 parents. Results indicated that the majority of the young people lived in the family home and were unemployed. Of those who worked, 56% had unskilled jobs. They were estimated to spend a significant proportion of their time engaged in solitary, technology-based activities, and comparatively little time in employment or socialising. Parents rated employment support as the greatest service priority for their sons and daughters, followed by specialised support to assist with completing post-school education and training, assistance to support the transition from high school to adulthood, and social skills training. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268

Does Curriculum Matter for Secondary Students with Autism Spectrum Disorders: Analyzing the NLTS2 / Emily C. BOUCK in Journal of Autism and Developmental Disorders, 45-5 (May 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1204-1212 Titre : Does Curriculum Matter for Secondary Students with Autism Spectrum Disorders: Analyzing the NLTS2 Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. BOUCK, Auteur ; Gauri S. JOSHI, Auteur Article en page(s) : p.1204-1212 Langues : Anglais (eng) Mots-clés : Secondary  Education  Functional curriculum  Post-school outcomes Index. décimale : PER Périodiques Résumé : A common presumption of secondary education is that what occurs in-school impacts students after they exit school. Previous researchers found transition-services received in school by students with autism spectrum disorder predicted their post-school success with regards to employment and independent living. This secondary analysis of the National Longitudinal Transition Study-2 sought to understand the relationship between curriculum—functional versus non-functional—and seven measures of post-school outcomes for students with autism spectrum disorder. The main results of the study include low rates of receipt of a functional curriculum, poor post-school outcomes, and the lack of relationship between curriculum and post-school outcomes for students with autism spectrum disorder. En ligne : http://dx.doi.org/10.1007/s10803-014-2281-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Does Curriculum Matter for Secondary Students with Autism Spectrum Disorders: Analyzing the NLTS2 [Texte imprimé et/ou numérique] / Emily C. BOUCK, Auteur ; Gauri S. JOSHI, Auteur . - p.1204-1212. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1204-1212 Mots-clés : Secondary  Education  Functional curriculum  Post-school outcomes Index. décimale : PER Périodiques Résumé : A common presumption of secondary education is that what occurs in-school impacts students after they exit school. Previous researchers found transition-services received in school by students with autism spectrum disorder predicted their post-school success with regards to employment and independent living. This secondary analysis of the National Longitudinal Transition Study-2 sought to understand the relationship between curriculum—functional versus non-functional—and seven measures of post-school outcomes for students with autism spectrum disorder. The main results of the study include low rates of receipt of a functional curriculum, poor post-school outcomes, and the lack of relationship between curriculum and post-school outcomes for students with autism spectrum disorder. En ligne : http://dx.doi.org/10.1007/s10803-014-2281-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259