Effective Transition for Emerging Adults with Autism Spectrum Disorder and Comorbid Intellectual Disability

Autor/in	Mondesir, Jessica J.
Titel	Effective Transition for Emerging Adults with Autism Spectrum Disorder and Comorbid Intellectual Disability
Quelle	(2022), (83 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, Fairleigh Dickinson University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-4016-4
Schlagwörter	Hochschulschrift; Dissertation; Autism Spectrum Disorders; Transitional Programs; Intellectual Disability; Comorbidity; Young Adults; Caregivers; Caregiver Attitudes; Access to Education; Access to Health Care; High School Graduates; Social Services; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Autism; Autismus; Intellect; Disability; Disabilities; Verstand; Behinderung; Young adult; Junger Erwachsener; Caregiver; Carer; Betreuungsperson; Pfleger; Education; Access; Bildung; Zugang; Bildungszugang; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Social service; Soziale Dienstleistung; Soziale Dienste
Abstract	For students with Autism Spectrum Disorder and comorbid Intellectual Disability (ASD/ID), effective post-secondary transition services are vital. Despite the research-supported transition success of many individuals with ASD, there is a lack of evidence on the effectiveness of suitable supports for those with a comorbid ID. When considering young adults with ASD/ID who have transitioned from secondary education, apt programs that promote growth in behavioral, social, and adaptive functioning are scarce. These individuals often have considerable difficulty accessing appropriate programs and services to promote growth across their life span. The present study sought to determine the perspective of guardians of young adults with ASD/ID as they transitioned to post-secondary life. The results from the study revealed eight themes from seven participant-guardians from one New York County that reflect the experiences of transition planning and access to adult programming and services after exiting high school. It further explored their experience navigating eligibility and funding through New York's Office of People with Developmental Disabilities (NYOPWDD). Access to proper services for young adults with ASD/ID varied when relating their current programming and services to what they received while they were in school and supported by the Individuals with Disabilities Education Improvement Act (IDEA). Young adults with ASD/ID continue to struggle in obtaining the proper services they once received while they were in school or have lapses in their programming and service delivery. Future research is warranted to explore the factors contributing to post-secondary outcomes for young adults with ASD/ID. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01