Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood

Taylor, Julie Lounds; Seltzer, Marsha Mailick

doi:10.1007/s10803-010-1070-3

Cited by 574 publications

(446 citation statements)

References 30 publications

(41 reference statements)

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“…[2][3][4][5][6][7] Lower rates of postsecondary education participation have been found among individuals with more severe impairments, comorbid conditions, or lack of access to services. 8,9 Rates of employment for adults with an ASD are also low across studies, with 25% to 50% of adults with an ASD participating in any type of paid employment. 10 Those who are employed often are employed below their level of education and have difficulty maintaining stable employment.…”

Section: Discussionmentioning

confidence: 99%

Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder

Shattuck¹,

Narendorf²,

Cooper³

et al. 2012

Pediatrics

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813

538

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WHAT'S KNOWN ON THIS SUBJECT: Previous research has identified low rates of employment and postsecondary education for youth with autism, but generalizability has been limited by small samples. WHAT THIS STUDY ADDS:Using national data, the authors of this study found that youth with autism are at high risk for no postsecondary education or employment, especially in the first 2 years after high school. Findings highlight the need for improved transition planning. abstract OBJECTIVES: We examined the prevalence and correlates of postsecondary education and employment among youth with an autism spectrum disorder (ASD).METHODS: Data were from a nationally representative survey of parents, guardians, and young adults with an ASD. Participation in postsecondary employment, college, or vocational education and lack of participation in any of these activities were examined. Rates were compared with those of youth in 3 other eligibility categories: speech/ language impairment, learning disability, and mental retardation. Logistic regression was used to examine correlates of each outcome. RESULTS:For youth with an ASD, 34.7% had attended college and 55.1% had held paid employment during the first 6 years after high school. More than 50% of youth who had left high school in the past 2 years had no participation in employment or education. Youth with an ASD had the lowest rates of participation in employment and the highest rates of no participation compared with youth in other disability categories. Higher income and higher functional ability were associated with higher adjusted odds of participation in postsecondary employment and education. CONCLUSIONS:Youth with an ASD have poor postsecondary employment and education outcomes, especially in the first 2 years after high school. Those from lower-income families and those with greater functional impairments are at heightened risk for poor outcomes. Further research is needed to understand how transition planning before high school exit can facilitate a better connection to productive postsecondary activities.

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Section: Discussionmentioning

confidence: 99%

Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder

Shattuck¹,

Narendorf²,

Cooper³

et al. 2012

Pediatrics

Self Cite

813

538

View full text Add to dashboard Cite

show abstract

“…This pattern of adaptive functioning across age groups could be correlated with the reduction in clinical and educational support experienced by people on the spectrum, especially those without cognitive impairment, as they make their transition to adulthood (Taylor and Seltzer 2011;Rydzewska 2012;.…”

Section: Adaptive Functioning Skills In Daily Transitions In Asdmentioning

confidence: 99%

“…Whilst DLS continue to develop post-adolescence in individuals with ASD, the development of age-appropriate communication and socialisation skills (Smith et al 2012;Matthews et al 2015) and improvement in symptoms and behaviours related to ASD (Taylor and Seltzer 2011) appear to slow with age. This pattern of adaptive functioning across age groups could be correlated with the reduction in clinical and educational support experienced by people on the spectrum, especially those without cognitive impairment, as they make their transition to adulthood (Taylor and Seltzer 2011;Rydzewska 2012;.…”

Section: Adaptive Functioning Skills In Daily Transitions In Asdmentioning

confidence: 99%

Unexpected changes of itinerary – adaptive functioning difficulties in daily transitions for adults with autism spectrum disorder

Rydzewska

2016

European Journal of Special Needs Education

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Phone: +44 (0) 141 211 3889Acknowledgments: This research was conducted as part of a PhD project and funded by the School of Education, University of the West of Scotland. 2 AbstractAdaptive functioning skills, also known as adaptive behaviours, refer to a multifaceted concept defined as behaviours necessary for age-appropriate, independent functioning in social, communication, daily living, or motor areas. In light of the growing population of children with ASD who will eventually become adults, increased understanding of adaptive functioning during the transition to adulthood is of importance, but current research in this area lacks first-hand evidence presenting adaptive skills difficulties among older adolescents and adults with ASD. This article focuses on adaptive functioning skills in daily transitions for adults with Asperger's syndrome (AS) or high-functioning autism (HFA). It draws on evidence from twelve interviews with individuals on the autism spectrum age 16-43, and two focus groups with eight family members of people affected by ASD. Particular emphasis is placed on impact of adaptive functioning difficulties on wellbeing and quality of life for adults with ASD. Grounded theory approach has been used to analyse gathered data. Interviewees reflected on daily challenges associated with unexpected changes in routine, sensory difficulties and social interactions. These in turn had an impact on their adaptive functioning skills by introducing complications in the process of making transitions between different contexts and decreasing interviewees' ability to tackle challenges of daily life. Importance placed on societal expectations towards meeting bespoken standards and conforming to norms ruling the structure and interactions of daily life were also widely discussed. Frequently such expectations did not allow for factoring in the developmental nature of ASD and related difficulties, which as a result triggered additional complexity in managing daily transitions for adults on the spectrum. Further research addressing adaptive functioning skills in daily transitions for adults with ASD is needed.

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“…This phenomenon especially applies to those without intellectual disability or more severe symptoms of ASD (Liptak et al, 2011). Young adults with ASD and at least average intelligence are several times more likely to not have a daytime activity outside the home, such as higher education or work, than young adults with ASD and intellectual disability, who sometimes attend sheltered workshops or day activity centers (Taylor & Seltzer, 2011). Although adults with ASD without intellectual disability served by vocational rehabilitation centers incur lower costs to the system, these individuals are actually employed at lower percentages and for shorter periods of time than those with ASD and intellectual disabilities (Cimera & Cowan, 2009).…”

Section: Employmentmentioning

confidence: 99%

“…Yet, while the relationship generally improves as the child progresses through high school, and may continue to maintain or improve during the transition to adulthood for those with intellectual disability (Lounds et al, 2007), gains in the relationships (such as maternal warmth) may slow or reverse during the transition to young adulthood for those with at least average IQ (Taylor & Seltzer, in press). Since those without intellectual disabilities tend to experience a greater loss in services and are more likely to not have a daytime activity, increasing caregiving burdens and unmet needs for services or high expectations for development may strain parents (Taylor & Seltzer, 2011;Taylor & Seltzer, in press). Adults with ASD tend to exert little responsibility for themselves relative to their peers.…”

Section: Wwwintechopencommentioning

confidence: 99%

Transition to Adulthood for High-Functioning Individuals with Autism Spectrum Disorders

Kapp¹,

Gantman²,

Laugeson³

2011

A Comprehensive Book on Autism Spectrum Disorders

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Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood

Cited by 574 publications

References 30 publications

Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder

Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder

Unexpected changes of itinerary – adaptive functioning difficulties in daily transitions for adults with autism spectrum disorder

Transition to Adulthood for High-Functioning Individuals with Autism Spectrum Disorders

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