Identifying School-Based Factors That Predict Employment Outcomes for Transition-Age Youth with Autism Spectrum Disorder

Autor/inn/en	Wong, Jasin; Coster, Wendy J.; Cohn, Ellen S.; Orsmond, Gael I.
Titel	Identifying School-Based Factors That Predict Employment Outcomes for Transition-Age Youth with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 51 (2021) 1, S.60-74 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Jasin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-020-04515-2
Schlagwörter	Employment Services; Autism; Pervasive Developmental Disorders; High School Students; Special Education; Transitional Programs; Longitudinal Studies; Students with Disabilities; Predictor Variables; Employment Patterns; Academic Achievement; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Employment service; Arbeitsvermittlung; Autismus; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Disability; Disabilities; Behinderung; Prädiktor; Beschäftigungsstruktur; Schulleistung
Abstract	There is a growing need to provide appropriate services to help students with autism spectrum disorder (ASD) transition to employment. Limited research has investigated what aspects of support should be prioritized when preparing youth with ASD for employment. By conducting structural equation modeling using a nationally-representative dataset on high school students receiving special education services (NLTS-2), this study examined the malleable predictors of employment during the transition and developed a model to examine the relationships between predictors and employment outcomes. The findings suggested two pathways for youth with ASD. For youth with higher daily functioning skills (DFS), academic performance mediated the relationship between parent participation and employment. For youth with lower DFS, school-based transition supports was the key mediator. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01