Factors Associated with Participation in Employment for High School Leavers with Autism

Abstract

This study aimed to identify the factors associated with participation in employment for high school leavers with autism. A secondary data analysis of the National Longitudinal Transition Study 2 (NLTS2) data was performed. Potential factors were assessed using a weighted multivariate logistic regression. This study found that annual household income, parental education, gender, social skills, whether the child had intellectual disability, whether the child graduated from high school, whether the child received career counseling during high school, and whether the child's school contacted postsecondary vocational training programs or potential employers were the significant factors associated with participation in employment. These findings may have implications for professionals who provide transition services and post-secondary programs for individuals with autism.

Experiences of university life for students with Asperger’s Syndrome: a comparative study between Spain and England

“…Similar to the results of Chiang et al (2012) and Chiang et al (2013), and Knott and Taylor (2014), personal expectations of academic achievement as well as social participation is equally as important to students with AS as it is for NT students. In Knott and Taylor's study, (ibid, 416) both staff and students reported a need for 'support for academic development'.…”

Employment and Vocational Skills Among Individuals with Autism Spectrum Disorder: Predictors, Impact, and Interventions

“…Most recently, research by Chiang et al (2013) investigated predictive factors for participation in employment for high school leavers with autism (N=830) aged between 13 and 16 years old. The predictors of employment identified were annual household income, parental education, gender (females were more likely to participate in employment), social competence, presence of a comorbid intellectual disability (ID), graduation from high school, and whether the participant's school liaised with postsecondary vocational training programs or potential employers.…”

“…Individual characteristics and employment service characteristics were found to predict employment in the studies reviewed. Two studies reported that being male was a predictor factor for employment (Lawer et al 2009;Migliore et al 2012) while Chiang et al (2013) found that females were more likely to find employment. Increased age in adulthood was also found to be a predictor of employment (Lawer et al 2009;Schaller and Yang 2005) as well as the absence of any comorbid condition (Chiang et al 2013;Schaller and Yang 2005).…”

“…The Individuals with Disabilities Education Act (IDEA 2004) ensures that in the USA, special education services are provided to youth with disabilities, including autism (Chiang et al 2013). Further, IDEA specifies that appropriate postsecondary goals, including further education or employment, based upon students' interests and strengths, should be included in their individualized education plan (IEP) and that students should receive the support necessary to achieve these aims (Chiang et al 2013).…”

“…Further, IDEA specifies that appropriate postsecondary goals, including further education or employment, based upon students' interests and strengths, should be included in their individualized education plan (IEP) and that students should receive the support necessary to achieve these aims (Chiang et al 2013). However, research indicates that, in reality, approximately as few as 25 % of individuals with ASD are employed (Holwerda et al 2012).…”