Post-school needs of young people with high-functioning Autism Spectrum Disorder

Neary, Philippa; Gilmore, Linda; Ashburner, Jill

doi:10.1016/j.rasd.2015.06.010

Cited by 47 publications

(28 citation statements)

References 22 publications

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“…We developed five modules of curriculum materials in each of three domains: social communication, self‐determination, and working with others. These domains are supported in the literature (Hendricks & Wehman, ; Neary, Gillmore, & Ashburner, ; Wehman, Schall, Carr et al, ; White et al, ). Figure provides an overview of the areas covered by the curriculum, and the module‐by‐module fidelity checklists available in Supporting Information provide more detail of the session structure and module content.…”

Section: Methodssupporting

confidence: 52%

Results of a RCT on a Transition Support Program for Adults with ASD: Effects on Self‐Determination and Quality of Life

2018

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Few evidence-based services exist for people with Autism Spectrum Disorder (ASD) as they transition into adulthood, particularly those that foster appreciation of one's own goals and strengths. We developed a transition service for adults with ASD (without Intellectual Disability), and conducted a randomized controlled trial (RCT) focusing on self-report of Quality of Life and Self-Determination outcomes. Thirty participants aged 18-29 were randomized to immediate or delayed intervention, with 26 participants analyzed after 4 were lost to follow-up. Curriculum was tailored to participants' selfexpressed needs in three areas: social communication, self-determination, and working with others. Groups of four-to-six participants with ASD and two facilitators met weekly for 10 weeks. Positive intervention effects were observed on selfreport of Quality of Life; the intervention group scored on average 2 points higher than the control group, 95% CI [−0.2, 3.9]. Positive effects were also observed on the Self Determination Scale (Interpersonal Cognitive Problem-Solving subdomain), where the intervention group scored 2 points higher than control group 95% CI [0.082, 3.4]. In addition, participants rated skills targeted by the curriculum 6 points higher after versus before intervention, 95% CI [3.7, 8.6]. This was echoed by a subset of parents rating their child's skills as seven points higher after versus before intervention, 95% CI [1, 14].Lay Summary: These findings indicate that it is possible to increase Self-Determination and subjective Quality of Life in adults with ASD through a brief group-format service, and provide a model for doing so. Self-Determination abilities are linked to improved adult outcomes in individuals with other disabilities. These often overlooked factors should be incorporated in programming for adults with ASD as they transition to adulthood.

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Section: Methodssupporting

confidence: 52%

Results of a RCT on a Transition Support Program for Adults with ASD: Effects on Self‐Determination and Quality of Life

2018

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“…Some 50,000 people with ASD turn 18 every year in the United States and represent the largest group seeking employment in the autism population . The literature indicates that adults with ASD are reported to be among the least successful groups of individuals in terms of community integration, post-secondary education and employment outcomes, even when compared to populations with other disabilities (Burgess & Cimera 2014;Neary, Gilmore & Ashburner 2015). This is most likely due to social difficulties and social anxiety in young adults with ASD (Fortuna 2014).…”

Section: Challenge Of Employmentmentioning

confidence: 99%

“…Most young people with ASD are not only unemployed but live in their family home and have jobs considered low wage and 'unskilled' (Neary, Gilmore & Ashburner 2015;Roux et al 2013). Specifically, for those young individuals with ASD who had exited high school, fewer than 50 per cent had participated in post-secondary education or employment, and six years after high school only 55 per cent of participants had paid employment during this time (Shattuck et al 2012).…”

Section: Challenge Of Employmentmentioning

confidence: 99%

Leveraging 3D Technology for Students with Autism: An innovative university-community collaboration for skill development and vocational exploration

Wright

Diener

et al. 2017

Gateways

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This article describes a university-community collaboration in which an inter-professional team partnered to provide students with autism spectrum disorder (ASD) a paid job opportunity to apply 3D modelling skills for a local construction company. Providing meaningful vocational opportunities to improve the transition to adulthood for individuals with ASD is imperative, as individuals with ASD have unemployment rates that are some of the highest of all disabilities. This novel evidence-supported educational program was designed to develop 3D technology skills, explore vocational careers and promote social engagement through shared interests for transition-age youth with ASD. Both parents and students reported many successful outcomes, including increase in student self-confidence, social and technology skill development and the opportunity for vocational exploration by these young people. Implications of the case study are reported in relation to university-community partnerships and the critical role of community collaboration in addressing the high rates of unemployment in individuals with autism.

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“…The transition from school to post-school activities is difficult for adolescents on the autism spectrum [4, 5], who are significantly less likely to attend post-secondary education and training than young people with other disabilities [6]. People on the spectrum who have an intellectual ability within or above the average range have difficulty securing employment; only 16% in Australia have full-time employment after leaving school and 33% work part-time [7]. In addition, adolescents on the autism spectrum are three times less likely to participate in vocational activities compared to their peers on the autism spectrum who also have an intellectual disability (ID) [8].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the effectiveness of an online transition planning program for adolescents on the autism spectrum: trial protocol

Hatfield

Falkmer

et al. 2016

Child Adolesc Psychiatry Ment Health

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BackgroundThe transition from high school to post-secondary education and work is difficult for adolescents on the autism spectrum. Transition planning can be an effective way of supporting adolescents on the autism spectrum to prepare for leaving school and to succeed in obtaining employment; however, there is a need for an autism-specific transition planning program with proven effectiveness. This paper describes a trial protocol for evaluating the Better OutcOmes & Successful Transitions for Autism (BOOST-A™); an online interactive program that empowers adolescents on the autism spectrum to plan their transition from school to further study, training, or employment.MethodsThe trial will involve adolescents on the autism spectrum in high school and their parents, who will be alternately assigned to a control group (regular practice) or an intervention group (using the BOOST-A™). The BOOST-A™ was developed using the PRECEDE-PROCEED model, and is based on the self-determination model, and the strengths- and technology-based approaches. It involves participants completing a series of online modules. The primary outcome will be self-determination, because high self-determination has been linked to successful transition to employment among adolescents on the autism spectrum. Secondary outcomes will include domain-specific self-determination, career planning and exploration, quality of life, and environmental support. Data will be obtained from questionnaires completed by the adolescent on the autism spectrum and their parent/s. Data collection will take place at baseline (Time point 1) and 12 months later (Time point 2).Discussion and conclusionsThis trial will provide evidence of the effectiveness of the BOOST-A™ to assist adolescents on the autism spectrum to successfully transition from school. Trial registration #ACTRN12615000119594

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Post-school needs of young people with high-functioning Autism Spectrum Disorder

Cited by 47 publications

References 22 publications

Results of a RCT on a Transition Support Program for Adults with ASD: Effects on Self‐Determination and Quality of Life

Results of a RCT on a Transition Support Program for Adults with ASD: Effects on Self‐Determination and Quality of Life

Leveraging 3D Technology for Students with Autism: An innovative university-community collaboration for skill development and vocational exploration

Evaluation of the effectiveness of an online transition planning program for adolescents on the autism spectrum: trial protocol

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