Transition to Adulthood

Wei, Xin; Wagner, Mary; Hudson, Laura; Yu, Jennifer; Shattuck, Paul

doi:10.1177/2167696814534417

Cited by 85 publications

(21 citation statements)

References 25 publications

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“…Indeed a host of physical, interpersonal, educational, and other changes emerge throughout adolescence and into early adulthood. Although navigating these myriad transitions can be difficult for anyone, youth with disabilities often experience elevated challenges during this particular period of development (Forte et al 2011;Wei et al 2015). Among those students who may struggle most are youth with autism and youth with intellectual disability (ID).…”

Section: Introductionmentioning

confidence: 99%

Quality of Life for Transition-Age Youth with Autism or Intellectual Disability

Biggs

Carter

2015

J Autism Dev Disord

106

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We examined the subjective health and well-being of 389 transition-age youth with autism or intellectual disability using the parent proxy version of the KIDSCREEN-27. Parents reported well-being of youth with autism and youth with intellectual disability lower than a normative sample in the domains of Physical Well-being, Psychological Well-being, and Social Support and Peers. For both groups of young people, the lowest ratings were reported in Social Support and Peers. Higher ratings of well-being in one or more domains were predicted by minority status, youth character strengths, involvement in community activities, and religious faith. Challenging behaviors, autism, age, and speech as the primary mode of communication were predictive of lower ratings of well-being. We discuss implications for special educators and service providers and offer directions for future research.

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Section: Introductionmentioning

confidence: 99%

Quality of Life for Transition-Age Youth with Autism or Intellectual Disability

Biggs

Carter

2015

J Autism Dev Disord

106

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“…Second, Chiang et al (2013) found that social skills were significantly related to participation in postsecondary employment. Third, Wei, Wagner, Hudson, Yu, and Shattuck (2015) identified three primary pathways of postsecondary outcomes for students with ASD, including (1) primarily postsecondary education focused, (2) primarily employment focused, and (3) disengaged from both postsecondary education and employment; they further found that a brief measure of functional skills and conversational skills predicted which students were categorized as primarily postsecondary education focused, but these same skills did not differentiate between those in the other two groups. The current study aims to extend on these studies and the previous literature in several ways.…”

Section: Predictors Of Postsecondary Outcomes For Students With Asdmentioning

confidence: 97%

“…Additionally, the predictor variables used in this study (i.e., academic achievement and social skills) are based on data from instruments that have been developed to measure a broad range of academic and social skill proficiency levels and that have established technical adequacy. As opposed to use of categorical aca-demic and social skills variables in Chiang et al (2012), Chiang et al (2013), and Wei et al (2015), this allows for more specific examination of the levels of academic achievement and social skills that are more likely to result in successful postsecondary outcomes for the population of students in our study. Second, multiple postsecondary outcomes (i.e., education, employment, independent living, and overall success) will be examined in this study together, as it is important to explore the variety of postsecondary opportunities available to students with ASD.…”

Section: Predictors Of Postsecondary Outcomes For Students With Asdmentioning

confidence: 99%

Exploring Predictors of Postsecondary Outcomes for Students With Autism Spectrum Disorder

Witmer¹,

Fortain²,

Nasamran³

et al. 2013

PsycEXTRA Dataset

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Participating in postsecondary activities such as education and employment can increase an individual's independence, contribution to society, and quality of life. However, researchers suggest that students with autism spectrum disorder (ASD) engage in these postsecondary activities less than their peers do. The extent to which academic and social skills predict postsecondary outcomes for students with ASD is not yet understood. Logistic regression analyses using the National Longitudinal Transition Study -2 (NLTS2;SRI, 2000) dataset were conducted to examine the extent to which academic skills and social skills predict postsecondary outcomes for students with ASD. Results suggested that academic achievement was significantly related to postsecondary education and overall success and that social skills significantly predicted all three postsecondary outcomes for students with ASD.

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“…Suboptimal learning environments will delay diverse learners' learning and preparedness to join the workforce eventually. About one-third of young adults with ASD are unemployed and not enrolled in postsecondary education; this rate is even greater among those with low socioeconomic status or among underrepresented minorities (Wei, Wagner, Hudson, Yu, & Shattuck, 2015). Considering students' young age and the prevalence of ASD, the impact of challenging learning environments is likely a significant cost to society.…”

Section: Introductionmentioning

confidence: 99%

Creating and Testing a Sensory Well–Being Hub for Adolescents with Developmental Disabilities

Park

Nanda

Adams

et al. 2020

Journal of Interior Design

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While multisensory environments (or sensory rooms) are gaining traction in the learning environments, few studies have assessed the comparative effectiveness of specific elements and the link to individuals' unique sensory needs. This study describes the creation and evaluation of a sensory well‐being hub for diverse learners with developmental disabilities and distinct sensory profiles in a Chicago public high school. The sensory well‐being hub is a simple and adaptable freestanding structure with various sensory affordances, supporting a wide range of atypical sensory processing in neurodiverse individuals. Data were collected during one academic year using surveys, focus groups, field observations, sensor data, log‐in sheets, and student records. Results show that the hub was used for both scheduled (preventive) visits and unscheduled (spontaneously needed) ones. The most visited elements in the hub were a beanbag with weighted blanket, sensory cocoon with tensile fabric and a media wall, and a fidget wall with various components. The sensory affordances most often sought by users were compression, quietness, tactility, and proprioception. Students with autism spectrum disorders (ASD) differed from those without ASD in the ways they used sensory intervention even though the two groups were equivalent in sensory profiles (in thresholds for registration and active‐to‐passive response to stimuli). Based on the study findings, design suggestions were included to inform sensory hub design in other learning environments.

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Transition to Adulthood

Cited by 85 publications

References 25 publications

Quality of Life for Transition-Age Youth with Autism or Intellectual Disability

Quality of Life for Transition-Age Youth with Autism or Intellectual Disability

Exploring Predictors of Postsecondary Outcomes for Students With Autism Spectrum Disorder

Creating and Testing a Sensory Well–Being Hub for Adolescents with Developmental Disabilities

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