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Life Skills Training for Middle and High School Students with Autism / Hsu-Min CHIANG in Journal of Autism and Developmental Disorders, 47-4 (April 2017)
[article]
Titre : Life Skills Training for Middle and High School Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Hsu-Min CHIANG, Auteur ; Xinyu NI, Auteur ; Young-Sun LEE, Auteur Article en page(s) : p.1113-1121 Langues : Anglais (eng) Mots-clés : Autism Life skills Adaptive skills Secondary analysis High school Students Index. décimale : PER Périodiques Résumé : This study investigated the extent to which life skills training was offered to middle and high school students with autism and life skills training needs after high school. A secondary analysis of the National Longitudinal Training Study-2 (NLTS-2) data was conducted in this study. This study found that the majority of the middle and high school students with autism (77.4%) had received life skills training in school. Receipt of life skills training differed across students’ gender, age, diagnosis of intellectual disability, and functional mental skills. Students received life skills training in general education classrooms, special education classrooms, individual instruction, and community settings. Life skills training was needed for the majority of the high school leavers with autism (78%). En ligne : http://dx.doi.org/10.1007/s10803-017-3028-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304
in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1113-1121[article] Life Skills Training for Middle and High School Students with Autism [Texte imprimé et/ou numérique] / Hsu-Min CHIANG, Auteur ; Xinyu NI, Auteur ; Young-Sun LEE, Auteur . - p.1113-1121.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1113-1121
Mots-clés : Autism Life skills Adaptive skills Secondary analysis High school Students Index. décimale : PER Périodiques Résumé : This study investigated the extent to which life skills training was offered to middle and high school students with autism and life skills training needs after high school. A secondary analysis of the National Longitudinal Training Study-2 (NLTS-2) data was conducted in this study. This study found that the majority of the middle and high school students with autism (77.4%) had received life skills training in school. Receipt of life skills training differed across students’ gender, age, diagnosis of intellectual disability, and functional mental skills. Students received life skills training in general education classrooms, special education classrooms, individual instruction, and community settings. Life skills training was needed for the majority of the high school leavers with autism (78%). En ligne : http://dx.doi.org/10.1007/s10803-017-3028-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 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)
[article]
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
in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.60-74[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