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Expectations of Transition-Age Students With Autism Spectrum Disorder Toward Postsecondary Education / Seunghee LEE ; David R. JOHNSON ; Yi-Chen WU in Focus on Autism and Other Developmental Disabilities, 39-1 (March 2024)
[article]
Titre : Expectations of Transition-Age Students With Autism Spectrum Disorder Toward Postsecondary Education Type de document : Texte imprimé et/ou numérique Auteurs : Seunghee LEE, Auteur ; David R. JOHNSON, Auteur ; Yi-Chen WU, Auteur Article en page(s) : p.35?44 Mots-clés : autism spectrum disorder (ASD) postsecondary education expectations goal setting Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine factors associated with expectations regarding postsecondary education of students with autism spectrum disorder between the ages of 16 and 21 years. We conducted logistic regressions using variables at the student, family, and school levels using the National Longitudinal Transition Study 2012. Logistic regression results showed that parental expectations for attending college was the only significant predictor of students? own educational expectations. Students? adaptive functioning, autonomy levels, demographic and family variables, parent involvement, and prior roles in Individualized Education Program/transition planning were not significant predictors. Future research needs to examine how schools can develop effective ways to increase both students? and parents? expectations toward postsecondary education. En ligne : https://dx.doi.org/10.1177/10883576231188331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519
in Focus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.35?44[article] Expectations of Transition-Age Students With Autism Spectrum Disorder Toward Postsecondary Education [Texte imprimé et/ou numérique] / Seunghee LEE, Auteur ; David R. JOHNSON, Auteur ; Yi-Chen WU, Auteur . - p.35?44.
in Focus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.35?44
Mots-clés : autism spectrum disorder (ASD) postsecondary education expectations goal setting Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine factors associated with expectations regarding postsecondary education of students with autism spectrum disorder between the ages of 16 and 21 years. We conducted logistic regressions using variables at the student, family, and school levels using the National Longitudinal Transition Study 2012. Logistic regression results showed that parental expectations for attending college was the only significant predictor of students? own educational expectations. Students? adaptive functioning, autonomy levels, demographic and family variables, parent involvement, and prior roles in Individualized Education Program/transition planning were not significant predictors. Future research needs to examine how schools can develop effective ways to increase both students? and parents? expectations toward postsecondary education. En ligne : https://dx.doi.org/10.1177/10883576231188331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 Longitudinal patterns of employment and postsecondary education for adults with autism and average-range IQ / Julie LOUNDS TAYLOR in Autism, 19-7 (October 2015)
[article]
Titre : Longitudinal patterns of employment and postsecondary education for adults with autism and average-range IQ Type de document : Texte imprimé et/ou numérique Auteurs : Julie LOUNDS TAYLOR, Auteur ; Natalie A. HENNINGER, Auteur ; Marsha R. MAILICK, Auteur Année de publication : 2015 Article en page(s) : p.785-793 Langues : Anglais (eng) Mots-clés : adult autism spectrum disorder employment longitudinal postsecondary education Index. décimale : PER Périodiques Résumé : This study examined correlates of participation in postsecondary education and employment over 12?years for 73 adults with autism spectrum disorders and average-range IQ whose families were part of a larger, longitudinal study. Correlates included demographic (sex, maternal education, paternal education), behavioral (activities of daily living, maladaptive behaviors, autism symptoms), and family (size of maternal social network; maternal depressive symptoms, anxiety, and pessimism) factors. Although two-thirds of adults with autism spectrum disorder participated in competitive employment/postsecondary education during the study, fewer than 25% maintained these activities over the study period. Behavioral characteristics distinguished those who never had competitive employment/postsecondary education from those who sometimes or consistently participated in these activities. Women were considerably less likely than men to maintain employment/postsecondary education over time. En ligne : http://dx.doi.org/10.1177/1362361315585643 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269
in Autism > 19-7 (October 2015) . - p.785-793[article] Longitudinal patterns of employment and postsecondary education for adults with autism and average-range IQ [Texte imprimé et/ou numérique] / Julie LOUNDS TAYLOR, Auteur ; Natalie A. HENNINGER, Auteur ; Marsha R. MAILICK, Auteur . - 2015 . - p.785-793.
Langues : Anglais (eng)
in Autism > 19-7 (October 2015) . - p.785-793
Mots-clés : adult autism spectrum disorder employment longitudinal postsecondary education Index. décimale : PER Périodiques Résumé : This study examined correlates of participation in postsecondary education and employment over 12?years for 73 adults with autism spectrum disorders and average-range IQ whose families were part of a larger, longitudinal study. Correlates included demographic (sex, maternal education, paternal education), behavioral (activities of daily living, maladaptive behaviors, autism symptoms), and family (size of maternal social network; maternal depressive symptoms, anxiety, and pessimism) factors. Although two-thirds of adults with autism spectrum disorder participated in competitive employment/postsecondary education during the study, fewer than 25% maintained these activities over the study period. Behavioral characteristics distinguished those who never had competitive employment/postsecondary education from those who sometimes or consistently participated in these activities. Women were considerably less likely than men to maintain employment/postsecondary education over time. En ligne : http://dx.doi.org/10.1177/1362361315585643 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269 Use of Vocational Rehabilitation Supports for Postsecondary Education Among Transition-Age Youth on the Autism Spectrum / Jessica E. RAST in Journal of Autism and Developmental Disorders, 50-6 (June 2020)
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Titre : Use of Vocational Rehabilitation Supports for Postsecondary Education Among Transition-Age Youth on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Jessica E. RAST, Auteur ; Anne M ROUX, Auteur ; Paul T SHATTUCK, Auteur Article en page(s) : p.2164-2173 Langues : Anglais (eng) Mots-clés : Autism Employment Postsecondary education Services Vocational rehabilitation Index. décimale : PER Périodiques Résumé : Transition-age youth with autism (TAY-ASD) experience poor employment outcomes and gaps in services that could assist them in securing jobs. Vocational rehabilitation (VR) is a source of public assistance for people with disabilities seeking employment and TAY-ASD are a growing segment of VR service users. Postsecondary education (PSE) is essential for building vocational skills, contributing to employment satisfaction and better wages. VR provides services to support PSE success. Fewer TAY-ASD received PSE training from VR (18%) than TAY with other disabilities (32%), but more than TAY with an intellectual disability (15%). TAY-ASD who received PSE training were more likely to exit VR with a job. The importance of PSE to employment should be considered in TAY-ASD who seek employment supports. En ligne : http://dx.doi.org/10.1007/s10803-019-03972-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425
in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.2164-2173[article] Use of Vocational Rehabilitation Supports for Postsecondary Education Among Transition-Age Youth on the Autism Spectrum [Texte imprimé et/ou numérique] / Jessica E. RAST, Auteur ; Anne M ROUX, Auteur ; Paul T SHATTUCK, Auteur . - p.2164-2173.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.2164-2173
Mots-clés : Autism Employment Postsecondary education Services Vocational rehabilitation Index. décimale : PER Périodiques Résumé : Transition-age youth with autism (TAY-ASD) experience poor employment outcomes and gaps in services that could assist them in securing jobs. Vocational rehabilitation (VR) is a source of public assistance for people with disabilities seeking employment and TAY-ASD are a growing segment of VR service users. Postsecondary education (PSE) is essential for building vocational skills, contributing to employment satisfaction and better wages. VR provides services to support PSE success. Fewer TAY-ASD received PSE training from VR (18%) than TAY with other disabilities (32%), but more than TAY with an intellectual disability (15%). TAY-ASD who received PSE training were more likely to exit VR with a job. The importance of PSE to employment should be considered in TAY-ASD who seek employment supports. En ligne : http://dx.doi.org/10.1007/s10803-019-03972-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 Barriers and facilitators to supporting Canadian autistic postsecondary students: Experiences of accessible learning staff and administrators / Jonathan VINCENT ; Carly A. MCMORRIS ; Megan E. AMES in Research in Autism Spectrum Disorders, 109 (November 2023)
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Titre : Barriers and facilitators to supporting Canadian autistic postsecondary students: Experiences of accessible learning staff and administrators Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan VINCENT, Auteur ; Carly A. MCMORRIS, Auteur ; Megan E. AMES, Auteur Article en page(s) : 102260 Langues : Anglais (eng) Mots-clés : Autism Higher education Postsecondary education Supports Academic staff Index. décimale : PER Périodiques Résumé : Background Specific supports like social skills training, support groups, and mentorship programs can improve autistic postsecondary students' chances of success. To improve inclusion practices, it is vital to understand the experiences of key staff and administrators who support autistic students during their postsecondary education. This mixed-methods study provides insight into the scope, strengths, and weaknesses of autism-specific services among Canadian universities from the perspective of university staff and administrators associated with accessibility services. Method Thirty-six staff and administrators (N = 36) from publicly-funded Canadian universities responded to an online survey, and eight participated in a follow-up semi-structured interview. Descriptive statistics and reflexive thematic analysis were conducted. Results Half of the participants endorsed having support for autistic students; the most common being for transition to university. Main obstacles to providing autism-specific supports included a need for more funding, knowledgeable staff, and institutional support. In the interviews, participants reported a strong desire to support autistic students; however, noted several barriers, including under-resourced challenges faced by staff and limitations to funding. Conclusions Findings highlight financial and practical challenges to supporting autistic students on postsecondary campuses. We advocate for the implementation and evaluation of wrap-around services for autistic students to enhance their success and promote social inclusion. Achieving this will require changes at all levels of the university system, including leadership and policy decisions involving autistic advocates' perspectives. En ligne : https://doi.org/10.1016/j.rasd.2023.102260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=517
in Research in Autism Spectrum Disorders > 109 (November 2023) . - 102260[article] Barriers and facilitators to supporting Canadian autistic postsecondary students: Experiences of accessible learning staff and administrators [Texte imprimé et/ou numérique] / Jonathan VINCENT, Auteur ; Carly A. MCMORRIS, Auteur ; Megan E. AMES, Auteur . - 102260.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 109 (November 2023) . - 102260
Mots-clés : Autism Higher education Postsecondary education Supports Academic staff Index. décimale : PER Périodiques Résumé : Background Specific supports like social skills training, support groups, and mentorship programs can improve autistic postsecondary students' chances of success. To improve inclusion practices, it is vital to understand the experiences of key staff and administrators who support autistic students during their postsecondary education. This mixed-methods study provides insight into the scope, strengths, and weaknesses of autism-specific services among Canadian universities from the perspective of university staff and administrators associated with accessibility services. Method Thirty-six staff and administrators (N = 36) from publicly-funded Canadian universities responded to an online survey, and eight participated in a follow-up semi-structured interview. Descriptive statistics and reflexive thematic analysis were conducted. Results Half of the participants endorsed having support for autistic students; the most common being for transition to university. Main obstacles to providing autism-specific supports included a need for more funding, knowledgeable staff, and institutional support. In the interviews, participants reported a strong desire to support autistic students; however, noted several barriers, including under-resourced challenges faced by staff and limitations to funding. Conclusions Findings highlight financial and practical challenges to supporting autistic students on postsecondary campuses. We advocate for the implementation and evaluation of wrap-around services for autistic students to enhance their success and promote social inclusion. Achieving this will require changes at all levels of the university system, including leadership and policy decisions involving autistic advocates' perspectives. En ligne : https://doi.org/10.1016/j.rasd.2023.102260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=517 Brief Report: Postsecondary Work and Educational Disruptions for Youth on the Autism Spectrum / Julie LOUNDS TAYLOR in Journal of Autism and Developmental Disorders, 47-12 (December 2017)
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Titre : Brief Report: Postsecondary Work and Educational Disruptions for Youth on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Julie LOUNDS TAYLOR, Auteur ; Leann S. DAWALT, Auteur Année de publication : 2017 Article en page(s) : p.4025-4031 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Employment Parental anxiety Parental depression Postsecondary education Transition to adulthood Index. décimale : PER Périodiques Résumé : This study examined vocational/educational disruption in the 2-3 years after high school for 36 youth with autism spectrum disorder (ASD). Data were collected three times from parents: during youth's last year of high school and two times after high school exit. Data were coded into categories indicating any versus no disruptions in postsecondary vocation/education, and group differences in individual (behavior problems, IQ, adaptive behavior, autism severity, stress reactivity) and family (parent depression, anxiety, quality of life; family income and climate) factors were examined. One-half of youth had experienced a postsecondary vocational/educational disruption; parents of those with a disruption had more depressive and anxiety symptoms and lower quality of life while their son/daughter was still in high school. En ligne : http://dx.doi.org/10.1007/s10803-017-3305-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326
in Journal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.4025-4031[article] Brief Report: Postsecondary Work and Educational Disruptions for Youth on the Autism Spectrum [Texte imprimé et/ou numérique] / Julie LOUNDS TAYLOR, Auteur ; Leann S. DAWALT, Auteur . - 2017 . - p.4025-4031.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.4025-4031
Mots-clés : Autism spectrum disorder Employment Parental anxiety Parental depression Postsecondary education Transition to adulthood Index. décimale : PER Périodiques Résumé : This study examined vocational/educational disruption in the 2-3 years after high school for 36 youth with autism spectrum disorder (ASD). Data were collected three times from parents: during youth's last year of high school and two times after high school exit. Data were coded into categories indicating any versus no disruptions in postsecondary vocation/education, and group differences in individual (behavior problems, IQ, adaptive behavior, autism severity, stress reactivity) and family (parent depression, anxiety, quality of life; family income and climate) factors were examined. One-half of youth had experienced a postsecondary vocational/educational disruption; parents of those with a disruption had more depressive and anxiety symptoms and lower quality of life while their son/daughter was still in high school. En ligne : http://dx.doi.org/10.1007/s10803-017-3305-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326 A Report on Using General-Case Programming to Teach Collateral Academic Skills to a Student in a Postsecondary Setting / Laura C. CHEZAN in Focus on Autism and Other Developmental Disabilities, 27-1 (March 2012)
PermalinkAcademic and psychosocial characteristics of incoming college freshmen with autism spectrum disorder: The role of comorbidity and gender / A. STURM in Autism Research, 12-6 (June 2019)
PermalinkAutism and the University Experience: Narratives from Students with Neurodevelopmental Disorders / Yasamine BOLOURIAN in Journal of Autism and Developmental Disorders, 48-10 (October 2018)
PermalinkOverview and Evaluation of a Mentorship Program for University Students With ASD / Megan E. AMES in Focus on Autism and Other Developmental Disabilities, 31-1 (March 2016)
PermalinkBrief Report: Autism-Specific College Support Programs: Differences Across Geography and Institutional Type / B. R. NACHMAN in Journal of Autism and Developmental Disorders, 52-2 (February 2022)
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