Determinants of Adult Functional Outcome in Adolescents Receiving Special Educational Assistance

Autor/inn/en	McGeown, H. R.; Johnstone, E. C.; McKirdy, J.; Owens, D. C.; Stanfield, A. C.
Titel	Determinants of Adult Functional Outcome in Adolescents Receiving Special Educational Assistance
Quelle	In: Journal of Intellectual Disability Research, 57 (2013) 8, S.766-733 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-2633
DOI	10.1111/j.1365-2788.2011.01533.x
Schlagwörter	Foreign Countries; Intelligence Quotient; Mild Mental Retardation; Autism; Behavior Problems; Special Education; Longitudinal Studies; Check Lists; Questionnaires; Correlation; Comparative Analysis; Regression (Statistics); Measures (Individuals); Schizophrenia; Adolescents; Adults; Outcomes of Treatment; Outcomes of Education; Withdrawal (Psychology); Anxiety; Depression (Psychology); Attention; Aggression; Gender Differences; United Kingdom (Scotland); Child Behavior Checklist; Wechsler Adult Intelligence Scale; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Ausland; Intelligenzquotient; Autismus; Special needs education; Sonderpädagogik; Sonderschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Checkliste; Fragebogen; Korrelation; Regression; Regressionsanalyse; Messdaten; Schizophrenie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lernleistung; Schulerfolg; Rückzugsverhalten; Angst; Aufmerksamkeit; Geschlechterkonflikt
Abstract	Background: This study investigates the role of IQ, autistic traits and challenging behaviours in affecting adult outcomes among adolescents who receive special educational assistance. Methods: A total of 58 participants were recruited from an ongoing longitudinal study. All received assessments of IQ, behavioural patterns (using the Childhood Behaviour Checklist-CBCL) and autistic traits (using the Social Communication Questionnaire-SCQ) during adolescence and were followed up 6 years later (at a mean age of 22 years) using the World Health Organization Disability Assessment Schedule II (WHO-DAS II) to assess functional outcome. Results: A significant positive relationship was found between CBCL score and WHO-DAS II score ("beta" = 0.511, "P" = 0.001). IQ score showed a negative relationship with total WHO-DAS II score ("beta" = -0.247,"P" = 0.04). SCQ score was not found to significantly influence total WHO-DAS II score ("beta" = -0.028, "P" = 0.84). Conclusions: Although the role of global intellectual ability is important, these results stress the highly predictive value of adolescent behaviours on functional outcomes in adult life among young adults receiving special educational assistance. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10