A follow-up study of high-functioning autistic children

Szatmári, Péter; Bartolucci, Giampiero; Bremner, Rebecca; Bond, Sharon; Rich, Steve

doi:10.1007/bf02211842

Cited by 243 publications

(155 citation statements)

References 14 publications

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“…Rates of postsecondary educational participation for youth with an ASD are substantially lower than the general population, with previous studies indicating 40% or fewer ever attend college and very few receive a degree. [2][3][4][5][6][7] Lower rates of postsecondary education participation have been found among individuals with more severe impairments, comorbid conditions, or lack of access to services. 8,9 Rates of employment for adults with an ASD are also low across studies, with 25% to 50% of adults with an ASD participating in any type of paid employment.…”

Section: Discussionmentioning

confidence: 99%

Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder

Shattuck¹,

Narendorf²,

Cooper³

et al. 2012

Pediatrics

828

538

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WHAT'S KNOWN ON THIS SUBJECT: Previous research has identified low rates of employment and postsecondary education for youth with autism, but generalizability has been limited by small samples. WHAT THIS STUDY ADDS:Using national data, the authors of this study found that youth with autism are at high risk for no postsecondary education or employment, especially in the first 2 years after high school. Findings highlight the need for improved transition planning. abstract OBJECTIVES: We examined the prevalence and correlates of postsecondary education and employment among youth with an autism spectrum disorder (ASD).METHODS: Data were from a nationally representative survey of parents, guardians, and young adults with an ASD. Participation in postsecondary employment, college, or vocational education and lack of participation in any of these activities were examined. Rates were compared with those of youth in 3 other eligibility categories: speech/ language impairment, learning disability, and mental retardation. Logistic regression was used to examine correlates of each outcome. RESULTS:For youth with an ASD, 34.7% had attended college and 55.1% had held paid employment during the first 6 years after high school. More than 50% of youth who had left high school in the past 2 years had no participation in employment or education. Youth with an ASD had the lowest rates of participation in employment and the highest rates of no participation compared with youth in other disability categories. Higher income and higher functional ability were associated with higher adjusted odds of participation in postsecondary employment and education. CONCLUSIONS:Youth with an ASD have poor postsecondary employment and education outcomes, especially in the first 2 years after high school. Those from lower-income families and those with greater functional impairments are at heightened risk for poor outcomes. Further research is needed to understand how transition planning before high school exit can facilitate a better connection to productive postsecondary activities.

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Section: Discussionmentioning

confidence: 99%

Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder

Shattuck¹,

Narendorf²,

Cooper³

et al. 2012

Pediatrics

828

538

View full text Add to dashboard Cite

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“…These systems ofer a threedimensional representation of real, controlled and safe environments that can be executed in a repetitive manner A number of early works [1][2][3][4][5][6][7][8] already highlighted the advantages of virtual reality as a tool to create predictable learning environments. Other subsequent and more recent works [9][10][11][12][13][14][15][16][17][18][19][20][21][22][23][24] have veriied the advantages of virtual reality as a support and help tool for students with deicits in communication, social and emotional skills, and more precisely for students diagnosed with autism spectrum disorders (ASDs).…”

Section: Review Of the Literature On Virtual Realitymentioning

confidence: 99%

“…It became obvious that ASD students exponentially increased visual contact at the moment when the robot came closer to them, unlike what happened with the control group [39], but without forgeting that any variation whatsoever in the virtual environment generated changes in the child's psychological and social ratios. Another line of research advocates the identiication of VR as a platform for social discussion and interaction with other children, which ofers the possibility of achieving improvements in the social skills of ASD students [23].…”

Section: Review Of the Literature On Virtual Realitymentioning

confidence: 99%

New Educational Challenges and Innovations: Students with Disability in Immersive Learning Environments

Lledó¹,

Lorenzo-Lledó‬²,

Martínez-Roig³

et al. 2016

Virtual Learning

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In today society, one of the most demanded challenges faced by the current educational system is the educational response to diversity in the various educational contexts. University lecturers are opening new lines of research focused on issues as social demand and current reality of produced new learning environments. The general aim of this study was to design learning environments using immersive virtual reality and evaluate improvements produced by this tool in relation to the diiculties show by the participants. From that point, an action plan was created to recreate school situations with a high degree of realism and interaction using IVRSystem. In this way, we want to obtain answers according to the dysfunctions of educational system to work with these students. This was done by a mixed design. On the one hand, a quasi-experimental methodology was used with a control group and an experimental group. On the other hand, direct and observation and applicative methodology made possible the development of educational intervention in immersive learning environments. The results obtained throughout these years have given a response to the initial problem-question raised: Can immersive virtual learning environments serve as a support tool for working disabilities of students, which have a visual learning style, such as students with autism spectrum disorders?

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“…[1][2][3][4][5][6] Subsequent data, however, amply demonstrate that many children with ASD undergo significant qualitative change over time. [7][8][9][10][11][12][13][14] • Third, ASD of any degree of severity can occur in combination with any degree of general intelligence. I use the concept of general intelligence broadly, recognizing that the very concept of general intelligence begins to break down in children with ASD, who may have large discrepancies between nonverbal and verbal abilities.…”

mentioning

confidence: 99%

“…This clinical impression is partly supported by the research literature: higher intelligence levels are associated with better outcome. [1][2][3][4][5][6][7][8][9][10][11][12][13][14] However, I am not aware of any studies that have serially measured IQ and severity of autism as a way of developing an outcome model.…”

mentioning

confidence: 99%

Counseling Parents Regarding Prognosis in Autistic Spectrum Disorder

Coplan

2000

Pediatrics

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ABSTRACT. A triaxial model for autistic spectrum disorder (ASD) is presented, incorporating age, degree of intelligence, and severity of autistic features. As the name implies, ASD can vary in degree of expression from minimal to profound. Furthermore, the symptoms of ASD change in predictable ways with the passage of time. For example, echolalia during early childhood may be replaced by verbal literalism and difficulty with verbal humor during later childhood or adolescence. The prognosis for children with ASD is governed by the joint impact of the degree of expression of ASD and the degree of developmental delay, if any. All combinations of ASD and intellect are possible (ie, severe ASD plus severe mental retardation, severe ASD plus normal general intelligence, and so forth). The relationship among these 3 parameters-severity of ASD, level of general intelligence, and change in symptom expression over time, is represented schematically as a 3-dimensional graph. The utility of this graph as a counseling tool, and as the basis for future research on the prognosis of ASD are discussed. Pediatrics 2000;105(5). URL: http://www. pediatrics.org/cgi/content/full/105/5/e65; autism, autistic spectrum disorder, pervasive developmental disorder, Asperger syndrome, developmental disability.ABBREVIATIONS. ASD, autistic spectrum disorder; MR, mental retardation. P arents of the child with autistic spectrum disorder (ASD) commonly desire information regarding prognosis. In this article, I present a conceptual model, based on 2 decades of clinical experience, that I have found useful when introducing parents to the diagnosis of ASD and making preliminary statements about prognosis. This model does not enable the clinician to specify a given child's outcome. Rather, it conveys an overall perspective of the range of expression of ASD and acts as a roadmap on which the parents may plot their own child's progress over time. Although based primarily on my clinical experience, I believe this model also has the potential to serve as a frame of reference for formulating researchable questions regarding the epidemiology and prognosis of ASD, terminological issues, and the putative benefits of various therapeutic interventions.The qualitative distortions of development in ASD are "atypical," in the sense that there is no age for which they would constitute typical phenomena. For example, emergence of single words at 24 months of age would be indicative of speech delay (abnormally late, but typical behavior for a younger child); in contrast, absence of speech until 24 months of age, followed by the sudden appearance of echolalia and delayed echolalia would be considered atypicalthere is no age for which this constitutes normative behavior. One parent of a child with ASD articulated this concept succinctly, describing her son as "off the beaten path."The model I use when counseling parents rests on 4 generally accepted premises:• First, atypical development occurs along a spectrum from mild to severe, although differences of opinion rema...

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A follow-up study of high-functioning autistic children

Cited by 243 publications

References 14 publications

Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder

Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder

New Educational Challenges and Innovations: Students with Disability in Immersive Learning Environments

Counseling Parents Regarding Prognosis in Autistic Spectrum Disorder

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