73 recherche sur le mot-clé 'transition'

Transition preparation activities and expectations for the transition to adulthood among parents of autistic youth / Anne V. KIRBY in Research in Autism Spectrum Disorders, 78 (October 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 78 (October 2020) . - 101640 Titre : Transition preparation activities and expectations for the transition to adulthood among parents of autistic youth Type de document : texte imprimé Auteurs : Anne V. KIRBY, Auteur ; Kristina J. COTTLE, Auteur ; Jenna M. HOFFMAN, Auteur ; Marissa L. DIENER, Auteur ; Michael B. HIMLE, Auteur Article en page(s) : 101640 Langues : Anglais (eng) Mots-clés : Autism  Transition  Adulthood  Parent expectations  Family Index. décimale : PER Périodiques Résumé : Background Parents of autistic youth are highly involved in the transition preparation process, yet the role and influence of parental factors and perceptions is underexplored. In the current study, we aimed to expand understanding of transition preparation and the role and influence of parental factors for autistic youth including perceptions of the likelihood (i.e., parent expectations), importance, and parental influence over postsecondary outcomes as well as parental self-efficacy, parent stress, and parent concerns for the future. Method We surveyed 269 parents of autistic youth (ages 14–21, 78.2 % male) who did not have co-occurring intellectual disability. We used linear regression analyses to examine youth and parent predictors of the frequency of transition preparation activities, parents’ overall sense of preparation, and parental worry about the future. We also qualitatively analyzed open-ended responses about parent concerns. Results The most frequently endorsed transition preparation activities were discussions about the future and chores. Parental factors were associated with greater frequency of transition preparation activities, greater overall sense of preparation for the transition, and less overall worry. Key areas of parent concern were related to youth independence, social life, employment/finances, autism features, safety, happiness, and health. Conclusions The results of this study have implications for education and interventions focused on supporting autistic youth and their parents for the transition to adulthood. There is a need for transition-related interventions that focus on parents and on particular instruction for raising expectations, enhancing parent self-efficacy, and increasing parental sense of control over outcomes. En ligne : https://doi.org/10.1016/j.rasd.2020.101640 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 [article] Transition preparation activities and expectations for the transition to adulthood among parents of autistic youth [texte imprimé] / Anne V. KIRBY, Auteur ; Kristina J. COTTLE, Auteur ; Jenna M. HOFFMAN, Auteur ; Marissa L. DIENER, Auteur ; Michael B. HIMLE, Auteur . - 101640. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101640 Mots-clés : Autism  Transition  Adulthood  Parent expectations  Family Index. décimale : PER Périodiques Résumé : Background Parents of autistic youth are highly involved in the transition preparation process, yet the role and influence of parental factors and perceptions is underexplored. In the current study, we aimed to expand understanding of transition preparation and the role and influence of parental factors for autistic youth including perceptions of the likelihood (i.e., parent expectations), importance, and parental influence over postsecondary outcomes as well as parental self-efficacy, parent stress, and parent concerns for the future. Method We surveyed 269 parents of autistic youth (ages 14–21, 78.2 % male) who did not have co-occurring intellectual disability. We used linear regression analyses to examine youth and parent predictors of the frequency of transition preparation activities, parents’ overall sense of preparation, and parental worry about the future. We also qualitatively analyzed open-ended responses about parent concerns. Results The most frequently endorsed transition preparation activities were discussions about the future and chores. Parental factors were associated with greater frequency of transition preparation activities, greater overall sense of preparation for the transition, and less overall worry. Key areas of parent concern were related to youth independence, social life, employment/finances, autism features, safety, happiness, and health. Conclusions The results of this study have implications for education and interventions focused on supporting autistic youth and their parents for the transition to adulthood. There is a need for transition-related interventions that focus on parents and on particular instruction for raising expectations, enhancing parent self-efficacy, and increasing parental sense of control over outcomes. En ligne : https://doi.org/10.1016/j.rasd.2020.101640 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433

Transition to Kindergarten for Children With Autism Spectrum Disorder: A Focus Group Study With Ethnically Diverse Parents, Teachers, and Early Intervention Service Providers / Elizabeth M. STARR in Focus on Autism and Other Developmental Disabilities, 31-2 (June 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.115-128 Titre : Transition to Kindergarten for Children With Autism Spectrum Disorder: A Focus Group Study With Ethnically Diverse Parents, Teachers, and Early Intervention Service Providers Type de document : texte imprimé Auteurs : Elizabeth M. STARR, Auteur ; Tanya S. MARTINI, Auteur ; Ben C.H. KUO, Auteur Article en page(s) : p.115-128 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  parent  transition  special education  multicultural issues Index. décimale : PER Périodiques Résumé : Despite the stated importance of a successful kindergarten transition (TTK) for future school success, no research has addressed this transition for culturally/ethnically diverse families having children with autism spectrum disorders (ASD). To address this gap, six focus groups (three with ethnically diverse parents, one with kindergarten teachers, and one each with early childhood resource teachers and early intervention providers) were conducted to elicit the experiences of these stakeholders regarding TTK for children with ASD generally, and the TTK experience for ethnically diverse families specifically. Four major themes relating to TTK emerged from the focus groups: Relationship Building, Communication, Knowledge, and Support. While these themes were relevant for all groups, parents who were relatively recent immigrants and for whom English was not a first language identified unique difficulties. Results are discussed within the context of Bronfenbrenner’s Ecological Systems Theory. Recommendations to improve the experience for ethnically diverse families are explored. En ligne : http://dx.doi.org/10.1177/1088357614532497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] Transition to Kindergarten for Children With Autism Spectrum Disorder: A Focus Group Study With Ethnically Diverse Parents, Teachers, and Early Intervention Service Providers [texte imprimé] / Elizabeth M. STARR, Auteur ; Tanya S. MARTINI, Auteur ; Ben C.H. KUO, Auteur . - p.115-128. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.115-128 Mots-clés : autism spectrum disorders  parent  transition  special education  multicultural issues Index. décimale : PER Périodiques Résumé : Despite the stated importance of a successful kindergarten transition (TTK) for future school success, no research has addressed this transition for culturally/ethnically diverse families having children with autism spectrum disorders (ASD). To address this gap, six focus groups (three with ethnically diverse parents, one with kindergarten teachers, and one each with early childhood resource teachers and early intervention providers) were conducted to elicit the experiences of these stakeholders regarding TTK for children with ASD generally, and the TTK experience for ethnically diverse families specifically. Four major themes relating to TTK emerged from the focus groups: Relationship Building, Communication, Knowledge, and Support. While these themes were relevant for all groups, parents who were relatively recent immigrants and for whom English was not a first language identified unique difficulties. Results are discussed within the context of Bronfenbrenner’s Ecological Systems Theory. Recommendations to improve the experience for ethnically diverse families are explored. En ligne : http://dx.doi.org/10.1177/1088357614532497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

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

Autism and the transition to university from the student perspective / Sinead LAMBE in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1531-1541 Titre : Autism and the transition to university from the student perspective Type de document : texte imprimé Auteurs : Sinead LAMBE, Auteur ; Ailsa RUSSELL, Auteur ; Catherine BUTLER, Auteur ; Sangeet FLETCHER, Auteur ; Chris ASHWIN, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.1531-1541 Langues : Anglais (eng) Mots-clés : education services  qualitative research  transition  university  young adult Index. décimale : PER Périodiques Résumé : University provides individuals with the opportunity to develop greater independence in living skills and social networks, while also gaining valuable qualifications. Despite a high proportion of autistic individuals aspiring to attend university, many either do not seek or gain entry or drop out prematurely. Although some steps have been taken to develop effective support, a recent review highlighted the scarcity of research into programmes designed to support autistic students transitioning to university. In addition, few studies have examined the views of autistic students themselves. This study investigated the perspectives of autistic students transitioning to university. Three focus groups were conducted with 25 autistic students preparing to start university. Participants were asked about their hopes for starting university, as well as their worries and concerns. Data were analysed using thematic analysis, from which five main themes were identified: The Social World, Academic Demands, Practicalities of University Living, Leaving the Scaffolding of Home and Transition to Adulthood. The results provide an important account of the challenges autistic students face when transitioning to university, as well as their aspirations. These findings have a number of practical implications. En ligne : http://dx.doi.org/10.1177/1362361318803935 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Autism and the transition to university from the student perspective [texte imprimé] / Sinead LAMBE, Auteur ; Ailsa RUSSELL, Auteur ; Catherine BUTLER, Auteur ; Sangeet FLETCHER, Auteur ; Chris ASHWIN, Auteur ; Mark BROSNAN, Auteur . - p.1531-1541. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1531-1541 Mots-clés : education services  qualitative research  transition  university  young adult Index. décimale : PER Périodiques Résumé : University provides individuals with the opportunity to develop greater independence in living skills and social networks, while also gaining valuable qualifications. Despite a high proportion of autistic individuals aspiring to attend university, many either do not seek or gain entry or drop out prematurely. Although some steps have been taken to develop effective support, a recent review highlighted the scarcity of research into programmes designed to support autistic students transitioning to university. In addition, few studies have examined the views of autistic students themselves. This study investigated the perspectives of autistic students transitioning to university. Three focus groups were conducted with 25 autistic students preparing to start university. Participants were asked about their hopes for starting university, as well as their worries and concerns. Data were analysed using thematic analysis, from which five main themes were identified: The Social World, Academic Demands, Practicalities of University Living, Leaving the Scaffolding of Home and Transition to Adulthood. The results provide an important account of the challenges autistic students face when transitioning to university, as well as their aspirations. These findings have a number of practical implications. En ligne : http://dx.doi.org/10.1177/1362361318803935 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Autistic undergraduate students’ transition and adjustment to higher education institutions / So Yoon KIM in Research in Autism Spectrum Disorders, 89 (November 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 89 (November 2021) . - 101883 Titre : Autistic undergraduate students’ transition and adjustment to higher education institutions Type de document : texte imprimé Auteurs : So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur Article en page(s) : 101883 Langues : Anglais (eng) Mots-clés : Autism  Postsecondary  Special education  Transition  Adjustment  Higher education Index. décimale : PER Périodiques Résumé : Background Only a limited number of studies have specifically examined autistic undergraduate students’ perspectives on transition. Positive experiences during the initial transition from high school to college lead to long-term success in college. Method This study examined the transition and adjustment experiences of 27 autistic undergraduate students attending higher education institutions (HEIs) in the United States. Semi-structured interviews were analyzed using qualitative content analysis. Results The majority (66.7 %) of participants described the transition experience in negative terms. They also reported that geographical proximity to home and family support, social relationships, transition programs, structural changes from their high school experiences, and logistic difficulties were important aspects of their transition experiences during the first few months of HEI. All participants indicated they felt adjusted to college life at the time of the interview, and adjustment was facilitated by familiarity with campus routines, academic achievement, and positive social experiences. Conclusions Themes associated with autistic students’ transition and adjustment experiences should be followed-up in future quantitative research. Careful transition planning that informs autistic students about expectations associated with HEI, familiarizes them with college life, helps them gain practical skills needed in colleges (e.g., transportation), and helps them find a balance between parental support and independence is needed to support autistic students through transition and adjustment. En ligne : https://doi.org/10.1016/j.rasd.2021.101883 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Autistic undergraduate students’ transition and adjustment to higher education institutions [texte imprimé] / So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur . - 101883. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 89 (November 2021) . - 101883 Mots-clés : Autism  Postsecondary  Special education  Transition  Adjustment  Higher education Index. décimale : PER Périodiques Résumé : Background Only a limited number of studies have specifically examined autistic undergraduate students’ perspectives on transition. Positive experiences during the initial transition from high school to college lead to long-term success in college. Method This study examined the transition and adjustment experiences of 27 autistic undergraduate students attending higher education institutions (HEIs) in the United States. Semi-structured interviews were analyzed using qualitative content analysis. Results The majority (66.7 %) of participants described the transition experience in negative terms. They also reported that geographical proximity to home and family support, social relationships, transition programs, structural changes from their high school experiences, and logistic difficulties were important aspects of their transition experiences during the first few months of HEI. All participants indicated they felt adjusted to college life at the time of the interview, and adjustment was facilitated by familiarity with campus routines, academic achievement, and positive social experiences. Conclusions Themes associated with autistic students’ transition and adjustment experiences should be followed-up in future quantitative research. Careful transition planning that informs autistic students about expectations associated with HEI, familiarizes them with college life, helps them gain practical skills needed in colleges (e.g., transportation), and helps them find a balance between parental support and independence is needed to support autistic students through transition and adjustment. En ligne : https://doi.org/10.1016/j.rasd.2021.101883 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Development of a College Transition and Support Program for Students with Autism Spectrum Disorder / Susan W. WHITE in Journal of Autism and Developmental Disorders, 47-10 (October 2017)  

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Educator perspectives on the postsecondary transition difficulties of students with autism / Rebecca ELIAS in Autism, 23-1 (January 2019)  

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Evaluation of a Transition to University Programme for Students with Autism Spectrum Disorder / Jiedi LEI in Journal of Autism and Developmental Disorders, 50-7 (July 2020)  

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"Everyone should at least get a Kia": Policymaker perspectives on equity of Medicaid among transition age autistic youth / Kaitlin H. KOFFER MILLER in Research in Autism Spectrum Disorders, 118 (October 2024)  

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Examining the associations among knowledge, empowerment, and advocacy among parents of transition-aged youth with autism / W. Catherine CHEUNG ; Meghan M. BURKE ; Julie Lounds TAYLOR ; Leann S. DAWALT in Autism, 28-8 (August 2024)  

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