Effectiveness of the BOOST-A online transition planning program for adolescents on the autism spectrum : A quasi-randomized controlled trial.

Autor/Urheber	Hatfield, Megan; Falkmer, Marita; Falkmer, Torbjörn; Ciccarelli, Marina
Institution	Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD; Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för rehabilitering; Hälsohögskolan, Högskolan i Jönköping, HHJ. CHILD; School of Occupational Therapy and Social Work, Curtin University, Perth, Australia; School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University, Perth, Australia
Titel	Effectiveness of the BOOST-A online transition planning program for adolescents on the autism spectrum : A quasi-randomized controlled trial.
Quelle	In: Child and Adolescent Psychiatry and Mental Health, 1753-2000, 2017, 11:1(2017) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.1186/s13034-017-0191-2
Schlagwörter	Asperger's syndrome; Autism spectrum disorder; Career development; Disability; Employment; High school; Post-secondary education; Self-determination theory; Strengths-based; Occupational Therapy; Arbetsterapi
Abstract	Background: The majority of existing transition planning programs are focused on people with a disability in general and may not meet the specific need of adolescents on the autism spectrum. In addition, these interventions focus on specific skills (e.g. job readiness or self-determination) rather than the overall transition planning process and there are methodological limitations to many of the studies determining their effectiveness. The Better OutcOmes & Successful Transitions for Autism (BOOST-A (TM)) is an online program that supports adolescents on the autism spectrum to prepare for leaving school. This study aimed to determine the effectiveness of the BOOST-A T in enhancing self-determination. Methods: A quasi-randomized controlled trial was conducted with adolescents on the autism spectrum enrolled in years 8 to 11 in Australian schools (N = 94). Participants had to have basic computer skills and the ability to write at a year 5 reading level. Participants were allocated to a control (n = 45) or intervention (n = 49) group and participants were blinded to the trial hypothesis. The intervention group used the BOOST-A T for 12 months, while the control group participated in regular practice. Outcomes included self-determination, career planning and exploration, quality of life, environmental support and domain specific self-determination. Data were collected from parents and adolescents. Results: There were no significant differences in overall self-determination between groups. Results indicated significant differences in favor of the intervention group in three areas: opportunity for self-determination at home as reported by parents; career exploration as reported by parents and adolescents; and transition-specific self-determination as reported by parents. Conclusions: Results provide preliminary evidence that the BOOST-A T can enhance some career-readiness outcomes. Lack of significant outcomes related to self-determination at school and career planning may be due to the lack of face-to-face training and parents being the primary contacts in the study. Further research is needed to determine effectiveness of the BOOST-A T related to post-secondary education and employment.
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