Aging on the Autism Spectrum: Self-Care Practices and Reported Impact on Well-Being

Autor/inn/en	Waldron, Danielle A.; Coyle, Caitlin; Kramer, John
Titel	Aging on the Autism Spectrum: Self-Care Practices and Reported Impact on Well-Being
Quelle	In: Journal of Autism and Developmental Disorders, 52 (2022) 8, S.3512-3522 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Waldron, Danielle A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-021-05229-9
Schlagwörter	Aging (Individuals); Pervasive Developmental Disorders; Autism; Well Being; Daily Living Skills; Mental Health; Self Management; Physical Activities; Exercise; Nutrition; Religious Factors; Health Behavior; Interpersonal Relationship; Employment Level; Social Support Groups; Older Adults + Suchen Sie Ihr Suchwort? Aging; Altern; Autismus; Well-being; Wellness; Wohlbefinden; Alltagsfertigkeit; Psychohygiene; Selbstmanagement; Übung; Ernährung; Health behaviour; Gesundheitsverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Beschäftigungsgrad; Social support; Soziale Unterstützung; Älterer Erwachsener
Abstract	The population aging on the Autism Spectrum (AS) faces disproportionate physical and mental health comorbidities. This research describes self-care practices, including physical activity (PA), nutrition, and spirituality, and the impact of these practices on the health and well-being of older adults on the AS. Researchers conducted semi-structured interviews (N = 30) with older adults (age 50+ years) on the AS on the following topics: health, employment, relationships, and services/supports. Data were analyzed using Dedoose software and a constant comparative method. Participants described self-reported health benefits of their PA. Participants who engaged with organizations reported receiving instrumental support and fulfillment. Several themes emerged regarding socialization and routines in self-care in older adults on the AS, which may inform interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01