Preparing for the future: multi-stakeholder perspectives on autonomous goal setting for adolescents with autism spectrum disorders

Hodgetts, Sandra; Richards, Kathryn; Park, Elly

doi:10.1080/09638288.2017.1334836

Cited by 21 publications

(43 citation statements)

References 17 publications

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“…Clear articulation of discrete steps in a goal-directed action plan can also be a useful strategy for children who have difficulty with abstract concepts. 18,42,43…”

Section: Discussionmentioning

confidence: 99%

“…Children typically begin to develop self-regulatory capacity in the toddler years; 17 however, it is important to consider that some children may not develop the capacity for self-regulation of complex tasks. 18…”

Section: Social Cognitive Theorymentioning

confidence: 99%

“…Some professionals who work with children with autism spectrum disorder, for example, may strive to avoid perpetuating restricted or perseverative interests. A previous study related to autonomous goal setting for youth with autism spectrum disorder 18 suggested that professionals, but not parents or youth with autism spectrum disorder, saw restricted interests as a barrier to collaborative goal setting. Rather, some parents felt that goals would be most meaningful when they reflected their child's interests and strengths.…”

Section: Goal Formulationmentioning

confidence: 99%

“…Clear articulation of discrete steps in a goaldirected action plan can also be a useful strategy for children who have difficulty with abstract concepts. 18,42,43 Coping planning Barriers to behaviour change are common, especially when an individual is attempting to make long-term changes. For example, environmental barriers (either physical or social), unexpected external events, such as illness, or competing time demands, such as caregiving or work commitments, will almost inevitably occur in the context of families' daily lives.…”

Section: Formulation Of the Action Planmentioning

confidence: 99%

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A review of goal setting theories relevant to goal setting in paediatric rehabilitation

Pritchard

Thompson‐Hodgetts

2019

Clin Rehabil

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Background: Goal setting in paediatric rehabilitation is influenced by shifting parent, sibling, caregiver, and child roles over time and evolving child developmental capacity for participation in the process. A theoretical and evidence-informed approach to goal setting, specific to paediatrics, would provide a framework for goal setting in practice and facilitate systematic evaluation of the effects of goal-setting processes on child and family outcomes. Objective: To provide an overview of relevant goal-setting theories and their implications for paediatric rehabilitation. Methods: Prevalent theories were identified from relevant rehabilitation, motivation, behaviour change, and goal-setting literature. Implications for goal setting in paediatrics are summarized according to goal-setting and action-planning phases: (1) preparation, (2) formulation of goals, (3) formulation of action plan, (4) coping planning, and (5) follow up. Results: Social cognitive theory, self-determination theory, Health Action Process Approach, Mastery Motivation, and goal-setting theory are reviewed. Examples of implications for goal setting include, sharing information with families about the purpose of goal setting; identifying goals that are specific, proximal, challenging, and important to the child; and addressing self-efficacy. Conclusion: The theories reviewed have clear implications for paediatric rehabilitation research and practice. They address considerations not typically discussed in adult rehabilitation such as observing children to obtain information about meaningful goals when they are unable to communicate them directly and the importance of establishing flexible processes that will accommodate changing family roles over time. Research is needed to evaluate the effects of goal-setting processes and strategies on outcomes in paediatric rehabilitation.

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“…Clear articulation of discrete steps in a goal-directed action plan can also be a useful strategy for children who have difficulty with abstract concepts. 18,42,43…”

Section: Discussionmentioning

confidence: 99%

Section: Social Cognitive Theorymentioning

confidence: 99%

Section: Goal Formulationmentioning

confidence: 99%

Section: Formulation Of the Action Planmentioning

confidence: 99%

See 2 more Smart Citations

A review of goal setting theories relevant to goal setting in paediatric rehabilitation

Pritchard

Thompson‐Hodgetts

2019

Clin Rehabil

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show abstract

“…26 Thus, when there is disagreement, goals may rely only on parental or professional perspectives. 28 Meanwhile, evidence shows that youth require opportunities to make decisions and set goals for themselves to develop selfdetermination skills that are critical for adult life. [28][29][30] As described, studies show that both parent and adolescent expectations for the future influence postsecondary outcomes, yet autistic adolescents and their parents may have differing perspectives about the future.…”

Section: Introductionmentioning

confidence: 99%

Autistic Adolescents' and Their Parents' Visions for the Future: How Aligned Are They?

Kirby

Diener

Dean

et al. 2022

Autism in Adulthood

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Introduction:The expectations that individuals hold about the future can influence the decisions they make toward achieving their goals. Existing research suggests that parents of autistic adolescents hold expectations about the future that are significantly related to the postsecondary outcomes they achieve. However, less research exists about the adolescents' own expectations and the extent to which autistic adolescents and their parents agree about the future. Methods: We used a scoring procedure to ''quantitize'' semi-structured interview data about what 46 adolescent-parent dyads envisioned for the future of the autistic adolescent across three areas of adulthood (postsecondary education, employment, and living situation). Adolescents ranged in age from 13 to 19 years (85.1% male) and were able to participate in a verbal interview. We scored the dyads' interviews on the extent to which they agreed or disagreed about the postsecondary future of the adolescent, as well as whose expectations were higher (when they differed). Results: Fewer than half (37.0%-47.8%) of adolescents and their parents partly or strongly agreed about their visions for the future in each of the three areas. Only 17.4% of dyads partly or strongly agreed across all three areas, and 23.9% did not agree in any area. When adolescents' and parents' views differed, adolescents were significantly more likely to have a higher expectation across all three areas ( p's < 0.01). Conclusions: Future research is needed to examine the differences in autistic adolescents' and parents' visions of the future, and to explore interventions to support families to work toward shared goals for the future. This study contributes to a growing body of literature emphasizing the importance of including the perspectives of autistic adolescents in research and for them to have an active and substantial role in their own transition planning.

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Subjective wellbeing of autistic adolescents and young adults: A cross sectional study

Ridgway,

Macmillan,

Demmer

et al. 2024

Autism Research

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Subjective wellbeing (SWB) represents an individual's perception of wellness that is supported by homeostatic mechanisms. These mechanisms are proposed to be maintained by low negative affect and high positive affect, although less is known about these mechanisms and SWB in autism. The current cross‐sectional study aimed to compare patterns of positive affect, negative affect (Positive Affect and Negative Affect Scale), and SWB (Personal Wellbeing Index‐School Children) between autistic (n = 53) and non‐autistic (n = 49) individuals aged 10–22 years (Mage = 13.97, SD = 3.13). Between‐group t‐tests revealed that compared with same‐age peers, autistic participants scored lower SWB overall (p < 0.001). In both groups average SWB scores fell into the higher range, however, autistic participants were three‐times more likely to fall below this range when compared to non‐autistic participants. Negative affect had a higher intercept in the autistic sample, but no difference in slopes were observed. A hierarchical multiple regression revealed that diagnosis, positive affect, and negative affect significantly predicted SWB in our sample. Between‐group t‐tests found no significant difference in positive affect or negative affect across age between the autistic and non‐autistic samples. In autistic participants, positive affect increased across age as SWB decreased, whilst negative affect remained stable, a pattern inconsistent with homeostatic SWB. The current study is overall consistent with the homeostatic explanation for SWB within autism; however, we identified potential differences between autistic and non‐autistic participants in the contribution of positive affect and negative affect to homeostatic protect mood across development.

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Preparing for the future: multi-stakeholder perspectives on autonomous goal setting for adolescents with autism spectrum disorders

Cited by 21 publications

References 17 publications

A review of goal setting theories relevant to goal setting in paediatric rehabilitation

A review of goal setting theories relevant to goal setting in paediatric rehabilitation

Autistic Adolescents' and Their Parents' Visions for the Future: How Aligned Are They?

Subjective wellbeing of autistic adolescents and young adults: A cross sectional study

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