20 recherche sur le mot-clé 'Transition to adulthood'

Changes in the Autism Behavioral Phenotype During the Transition to Adulthood / Julie LOUNDS TAYLOR in Journal of Autism and Developmental Disorders, 40-12 (December 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-12 (December 2010) . - p.1431-1446 Titre : Changes in the Autism Behavioral Phenotype During the Transition to Adulthood Type de document : texte imprimé Auteurs : Julie LOUNDS TAYLOR, Auteur ; Marsha MAILICK SELTZER, Auteur Année de publication : 2010 Article en page(s) : p.1431-1446 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Transition to adulthood  Maladaptive behaviors  Autism symptoms Index. décimale : PER Périodiques Résumé : We examined whether exiting high school was associated with alterations in rates of change in autism symptoms and maladaptive behaviors. Participants were 242 youth with ASD who had recently exited the school system and were part of our larger longitudinal study; data were collected at five time points over nearly 10 years. Results indicated overall improvement of autism symptoms and internalized behaviors over the study period, but slowing rates of improvement after exit. Youth who did not have an intellectual disability evidenced the greatest slowing in improvement. Lower family income was associated with less improvement. Our findings suggest that adult day activities may not be as intellectually stimulating as educational activities in school, reflected by less phenotypic improvement after exit. En ligne : http://dx.doi.org/10.1007/s10803-010-1005-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Changes in the Autism Behavioral Phenotype During the Transition to Adulthood [texte imprimé] / Julie LOUNDS TAYLOR, Auteur ; Marsha MAILICK SELTZER, Auteur . - 2010 . - p.1431-1446. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-12 (December 2010) . - p.1431-1446 Mots-clés : Autism spectrum disorder  Transition to adulthood  Maladaptive behaviors  Autism symptoms Index. décimale : PER Périodiques Résumé : We examined whether exiting high school was associated with alterations in rates of change in autism symptoms and maladaptive behaviors. Participants were 242 youth with ASD who had recently exited the school system and were part of our larger longitudinal study; data were collected at five time points over nearly 10 years. Results indicated overall improvement of autism symptoms and internalized behaviors over the study period, but slowing rates of improvement after exit. Youth who did not have an intellectual disability evidenced the greatest slowing in improvement. Lower family income was associated with less improvement. Our findings suggest that adult day activities may not be as intellectually stimulating as educational activities in school, reflected by less phenotypic improvement after exit. En ligne : http://dx.doi.org/10.1007/s10803-010-1005-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Changes in the Mother–Child Relationship During the Transition to Adulthood for Youth with Autism Spectrum Disorders / Julie LOUNDS TAYLOR in Journal of Autism and Developmental Disorders, 41-10 (October 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-10 (October 2011) . - p.1397-1410 Titre : Changes in the Mother–Child Relationship During the Transition to Adulthood for Youth with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Julie LOUNDS TAYLOR, Auteur ; Marsha MAILICK SELTZER, Auteur Année de publication : 2011 Article en page(s) : p.1397-1410 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Transition to adulthood  Mother–child relationship  Burden  Warmth Index. décimale : PER Périodiques Résumé : We examined whether exiting high school was associated with changes in the mother–child relationship. Participants were 170 mothers of youth with ASD who were part of our larger longitudinal study and who exited high school during the study; data were collected four times over 7 years. Results indicated improvement in the mother–child relationship while in high school; however, improvement in all indices slowed or stopped after exit. Mothers of youth with ASD without an intellectual disability (ID) and who had more unmet service needs evidenced the least improvement after exit. Our findings provide further evidence that the years after high school exit are a time of increased risk, especially for those with ASD without ID and whose families are under-resourced. En ligne : http://dx.doi.org/10.1007/s10803-010-1166-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143 [article] Changes in the Mother–Child Relationship During the Transition to Adulthood for Youth with Autism Spectrum Disorders [texte imprimé] / Julie LOUNDS TAYLOR, Auteur ; Marsha MAILICK SELTZER, Auteur . - 2011 . - p.1397-1410. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-10 (October 2011) . - p.1397-1410 Mots-clés : Autism spectrum disorder  Transition to adulthood  Mother–child relationship  Burden  Warmth Index. décimale : PER Périodiques Résumé : We examined whether exiting high school was associated with changes in the mother–child relationship. Participants were 170 mothers of youth with ASD who were part of our larger longitudinal study and who exited high school during the study; data were collected four times over 7 years. Results indicated improvement in the mother–child relationship while in high school; however, improvement in all indices slowed or stopped after exit. Mothers of youth with ASD without an intellectual disability (ID) and who had more unmet service needs evidenced the least improvement after exit. Our findings provide further evidence that the years after high school exit are a time of increased risk, especially for those with ASD without ID and whose families are under-resourced. En ligne : http://dx.doi.org/10.1007/s10803-010-1166-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143

Development, Feasibility, and Acceptability of a Nationally Relevant Parent Training to Improve Service Access During the Transition to Adulthood for Youth with ASD / Julie LOUNDS TAYLOR in Journal of Autism and Developmental Disorders, 52-6 (June 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2388-2399 Titre : Development, Feasibility, and Acceptability of a Nationally Relevant Parent Training to Improve Service Access During the Transition to Adulthood for Youth with ASD Type de document : texte imprimé Auteurs : Julie LOUNDS TAYLOR, Auteur ; Florencia PEZZIMENTI, Auteur ; Meghan M. BURKE, Auteur ; Leann S. DAWALT, Auteur ; Chung Eun LEE, Auteur ; Carol RABIDEAU, Auteur Article en page(s) : p.2388-2399 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Families  Intervention  Services  Transition to adulthood Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder (ASD) face challenges accessing needed services as they transition to adulthood. The present study describes the development, feasibility and acceptability of a new intervention designed to teach parents of transition-aged youth with ASD about the adult service system and the most effective ways to access services and supports. As part of a randomized-controlled trial, the intervention-named ASSIST-was delivered to 91 participants in three states in the U.S. Results suggested that ASSIST is feasible and acceptable to participants. Though intended to be an in-person group-based program, due to COVID-19 restrictions ASSIST was primarily delivered online. Results and discussion explore the trade-offs and implications of these different treatment delivery modalities in relation to ASSIST. En ligne : http://dx.doi.org/10.1007/s10803-021-05128-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] Development, Feasibility, and Acceptability of a Nationally Relevant Parent Training to Improve Service Access During the Transition to Adulthood for Youth with ASD [texte imprimé] / Julie LOUNDS TAYLOR, Auteur ; Florencia PEZZIMENTI, Auteur ; Meghan M. BURKE, Auteur ; Leann S. DAWALT, Auteur ; Chung Eun LEE, Auteur ; Carol RABIDEAU, Auteur . - p.2388-2399. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2388-2399 Mots-clés : Autism spectrum disorder  Families  Intervention  Services  Transition to adulthood Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder (ASD) face challenges accessing needed services as they transition to adulthood. The present study describes the development, feasibility and acceptability of a new intervention designed to teach parents of transition-aged youth with ASD about the adult service system and the most effective ways to access services and supports. As part of a randomized-controlled trial, the intervention-named ASSIST-was delivered to 91 participants in three states in the U.S. Results suggested that ASSIST is feasible and acceptable to participants. Though intended to be an in-person group-based program, due to COVID-19 restrictions ASSIST was primarily delivered online. Results and discussion explore the trade-offs and implications of these different treatment delivery modalities in relation to ASSIST. En ligne : http://dx.doi.org/10.1007/s10803-021-05128-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

Educators' knowledge about strategies and supports for autistic students in the transition from school to adulthood / Molly BERMAN ; Laurel A. SNIDER ; Matt SEGALL ; Mikle SOUTH in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202648 Titre : Educators' knowledge about strategies and supports for autistic students in the transition from school to adulthood Type de document : texte imprimé Auteurs : Molly BERMAN, Auteur ; Laurel A. SNIDER, Auteur ; Matt SEGALL, Auteur ; Mikle SOUTH, Auteur Article en page(s) : p.202648 Langues : Anglais (eng) Mots-clés : Autism  Transition  Transition to Adulthood  Educators  Adolescents Index. décimale : PER Périodiques Résumé : High school educators play an integral bridge role in facilitating successful transition services for autistic teenagers moving into adulthood. To better understand everyday educator perspectives, we surveyed 54 general and special education educators about their knowledge and attitudes regarding transition services for autistic students, with additional open-ended questions on perceived barriers to success. Overall knowledge was at a basic level but on average educators would not feel comfortable coaching or teaching others about transition implementation. Educators emphasized the need for student input at all phases of transition planning but acknowledged this happens too rarely. They reported significant challenges because of difficulty connecting with other school staff and with community providers, of too little time and resources, and the struggles students face to advocate for themselves effectively. Educators called for increased family involvement and better communication amongst school staff. Recommendations for transition best practices for autistic students include providing adequate resources for educators to have time for training, transition planning and implementation, and family and student engagement. In some circumstances, it may make sense for students to take more than four years of high school to complete their transition goals. En ligne : https://doi.org/10.1016/j.reia.2025.202648 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Educators' knowledge about strategies and supports for autistic students in the transition from school to adulthood [texte imprimé] / Molly BERMAN, Auteur ; Laurel A. SNIDER, Auteur ; Matt SEGALL, Auteur ; Mikle SOUTH, Auteur . - p.202648. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202648 Mots-clés : Autism  Transition  Transition to Adulthood  Educators  Adolescents Index. décimale : PER Périodiques Résumé : High school educators play an integral bridge role in facilitating successful transition services for autistic teenagers moving into adulthood. To better understand everyday educator perspectives, we surveyed 54 general and special education educators about their knowledge and attitudes regarding transition services for autistic students, with additional open-ended questions on perceived barriers to success. Overall knowledge was at a basic level but on average educators would not feel comfortable coaching or teaching others about transition implementation. Educators emphasized the need for student input at all phases of transition planning but acknowledged this happens too rarely. They reported significant challenges because of difficulty connecting with other school staff and with community providers, of too little time and resources, and the struggles students face to advocate for themselves effectively. Educators called for increased family involvement and better communication amongst school staff. Recommendations for transition best practices for autistic students include providing adequate resources for educators to have time for training, transition planning and implementation, and family and student engagement. In some circumstances, it may make sense for students to take more than four years of high school to complete their transition goals. En ligne : https://doi.org/10.1016/j.reia.2025.202648 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood / Julie LOUNDS TAYLOR in Journal of Autism and Developmental Disorders, 41-5 (May 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-5 (May 2011) . - p.566-574 Titre : Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood Type de document : texte imprimé Auteurs : Julie LOUNDS TAYLOR, Auteur ; Marsha MAILICK SELTZER, Auteur Année de publication : 2011 Article en page(s) : p.566-574 Langues : Anglais (eng) Mots-clés : Transition to adulthood  Employment  Post-secondary education  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : This report describes the post-high school educational and occupational activities for 66 young adults with autism spectrum disorders who had recently exited the secondary school system. Analyses indicated low rates of employment in the community, with the majority of young adults (56%) spending time in sheltered workshops or day activity centers. Young adults with ASD without an intellectual disability were three times more likely to have no daytime activities compared to adults with ASD who had an intellectual disability. Differences in behavioral functioning were observed by employment/day activity group. Our findings suggest that the current service system may be inadequate to accommodate the needs of youths with ASD who do not have intellectual disabilities during the transition to adulthood. En ligne : http://dx.doi.org/10.1007/s10803-010-1070-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 [article] Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood [texte imprimé] / Julie LOUNDS TAYLOR, Auteur ; Marsha MAILICK SELTZER, Auteur . - 2011 . - p.566-574. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-5 (May 2011) . - p.566-574 Mots-clés : Transition to adulthood  Employment  Post-secondary education  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : This report describes the post-high school educational and occupational activities for 66 young adults with autism spectrum disorders who had recently exited the secondary school system. Analyses indicated low rates of employment in the community, with the majority of young adults (56%) spending time in sheltered workshops or day activity centers. Young adults with ASD without an intellectual disability were three times more likely to have no daytime activities compared to adults with ASD who had an intellectual disability. Differences in behavioral functioning were observed by employment/day activity group. Our findings suggest that the current service system may be inadequate to accommodate the needs of youths with ASD who do not have intellectual disabilities during the transition to adulthood. En ligne : http://dx.doi.org/10.1007/s10803-010-1070-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121

Sociomoral Reasoning, Empathy, and Meeting Developmental Tasks During the Transition to Adulthood in Autism Spectrum Disorder / Amie K. SENLAND in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

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Social participation and its relation to internalizing symptoms among youth with autism spectrum disorder as they transition from high school / Julie LOUNDS TAYLOR in Autism Research, 10-4 (April 2017)  

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Frequency and Correlates of Service Access Among Youth with Autism Transitioning to Adulthood / Julie LOUNDS TAYLOR in Journal of Autism and Developmental Disorders, 45-1 (January 2015)  

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Implementation of a multi-family autism transition program in the high school setting / Jocelyn KUHN in Autism, 26-3 (April 2022)  

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Competitive Employment for Transition-Aged Youth with Significant Impact from Autism: A Multi-site Randomized Clinical Trial / Paul WEHMAN in Journal of Autism and Developmental Disorders, 50-6 (June 2020)  

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