Outcomes in adolescents and adults with autism: A review of the literature

Levy, Alissa K.; Perry, Adrienne

doi:10.1016/j.rasd.2011.01.023

Cited by 347 publications

(241 citation statements)

References 126 publications

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“…These challenges are clearly linked to the core features of ASD (APA, 2013) and the unique cognitive style of individuals with ASD, which is characterized by weak central coherence (Happé & Frith, 2006), difficulties with theory of mind (Astington & Jenkins, 1995;Hill & Frith, 2003;Senju, 2013), and impairments of executive function (Ozonoff, Pennington, & Rogers, 1991;Hill, 1994;Rosenthal et al, 2013). The results also correspond with the general research outcomes that throughout adulthood, individuals with ASD continue to struggle with issues related to communication, social skills, repetitive behaviors, resistance to change and sensory challenges (Levy & Perry, 2011;Magiatia, Taya, & Howlin, 2014). However, their different way of processing information also gives rise to some exceptional skills and talents, such as a strong memory, focus precision and an eye for detail, dedication, the ability of putting one's mind to a subject, analytical skills, remarkable powers of observation etc.…”

Section: Discussionsupporting

confidence: 64%

Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs

Hees

Moyson

Roeyers

2014

J Autism Dev Disord

279

323

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The transition into higher education constitutes a precarious life stage for students with autism spectrum disorder (ASD). Research on how students with ASD navigate college life is needed for the development of adequate support. This study investigated the challenges and support needs of 23 students with ASD in higher education through semi-structured interviews. Data were analyzed following the principles of Grounded Theory. Students faced difficulties with new situations and unexpected changes, social relationships, problems with information processing and time management and had doubts about disclosure. Facing these challenges simultaneously in the domains of education, student life and daily (independent) living, had a major impact on students' well being. Besides these challenges, students also reported benefits that contributed to success in the three domains. They pointed out to a set of recommendations for support. These findings are linked with previous research and implications for higher education institutions are extrapolated on the basis of these findings.

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Section: Discussionsupporting

confidence: 64%

Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs

Hees

Moyson

Roeyers

2014

J Autism Dev Disord

279

323

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“…[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. 10 Those who are employed often are employed below their level of education and have difficulty maintaining stable employment.…”

Section: Resultsmentioning

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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“…Given the difficulties adolescents with ASD have in developing and maintaining friendships, they are particularly vulnerable to experiencing emotional problems. For example, research indicates that levels of comorbid mental health issues in adolescents with ASD may be as high as 81% (Barnhill & Myles, 2001;Lasgaard et al, 2010;Levy & Perry, 2011;White & Roberson-Nay, 2009). …”

Section: Increasing Complexity Of the Adolescent Social Realmmentioning

confidence: 99%

“…Individuals with ASD experience persistent and significant social communicative impairments, as well as restricted and repetitive behaviours and/or interests (American Psychiatric Association [APA], 2013). Although several studies report that some individuals with ASD experience improvements during adolescence (in areas such as communication, social interaction, restrictive and repetitive behaviours, and daily living skills; McGovern & Sigman, 2005;Smith, Maenner, & Seltzer, 2012), other research indicates that many adolescents with ASD experience symptom deterioration in areas such as frequency and intensity of sensory abnormalities, compulsions, self-injurious behaviour and aggression, cognitive rigidity, and inappropriate sexualised behaviour (Kring, Greenberg, & Seltzer, 2009;Levy & Perry, 2011;Seltzer, Shattuck, Abbeduto, & Greenberg, 2004). For this reason, understanding the experience of adolescence for individuals with ASD is of high importance for the individuals themselves, their families, and clinicians (Levy & Perry, 2011).…”

Section: Introductionmentioning

confidence: 99%

The perceptions and experiences of adolescent boys with autism spectrum disorder: A personal construct psychology perspective

Cridland

Caputi

Jones

et al. 2015

Journal of Intellectual and Developmental Disability

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. (2015). The perceptions and experiences of adolescent boys with autism spectrum disorder: a personal construct psychology perspective. Journal of Intellectual and Developmental Disability, 40 (4), 354-367.The perceptions and experiences of adolescent boys with autism spectrum disorder: a personal construct psychology perspective AbstractBackground This study applies personal construct psychology for understanding the experiences of adolescents with autism spectrum disorder (ASD). Method Semistructured interviews were conducted with 26 participants from 8 families, including adolescent males with ASD, mothers, fathers, and adolescent neurotypically developing siblings. Analysis of interview data was structured according to the themes presented in a previous theoretical application of personal construct theory (PCT) for understanding adolescents with ASD. Results Themes included complexity of the adolescent social realm, sense-making in multifaceted situations, identity development, development of flexible processing styles, and understanding and managing physical and emotional changes associated with puberty. Conclusion The study provides empirical support for the application of PCT for understanding adolescents with ASD. The insights provided by the participants may be helpful for adolescents with ASD, family members, and clinicians.

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Outcomes in adolescents and adults with autism: A review of the literature

Cited by 347 publications

References 126 publications

Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs

Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs

Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder

The perceptions and experiences of adolescent boys with autism spectrum disorder: A personal construct psychology perspective

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