Key Elements Supporting Goal Attainment for Transition-Age Young Adults: A Case Study Illustration From Project TEAM

Levin, Melissa; Kramer, Jessica

doi:10.1352/2326-6988-3.3.145

Cited by 7 publications

(3 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…[1][2][3] However, thus far, these interventions have primarily targeted young people with physical disabilities and/or school-aged children. To ensure success in adulthood, transition-age young people (ages [14][15][16][17][18][19][20][21][22] with developmental disabilities, including those with co-occuring intellectual disabilities and other impairments, need to be prepared to identify and resolve environmental barriers to participation. Young people assign a high level of importance to environmental modifications and accommodations.…”

mentioning

confidence: 99%

Initial evaluation of the effects of an environmental‐focused problem‐solving intervention for transition‐age young people with developmental disabilities: Project TEAM

Kramer

Helfrich

Levin

et al. 2018

Develop Med Child Neuro

View full text Add to dashboard Cite

Individualized goal-setting, alone or during Project TEAM (Teens making Environment and Activity Modifications) appears to support attainment of participation goals. Project TEAM appears to support young people with developmental disabilities to apply an environmental problem-solving approach to participation barriers. Parents of young people with developmental disabilities report sustained changes in self-determination 6 weeks after Project TEAM.

show abstract

mentioning

confidence: 99%

Initial evaluation of the effects of an environmental‐focused problem‐solving intervention for transition‐age young people with developmental disabilities: Project TEAM

Kramer

Helfrich

Levin

et al. 2018

Develop Med Child Neuro

View full text Add to dashboard Cite

show abstract

“…The ASSIST study includes families of youth who are in high school and those who have already left school, so using IEP goals was not feasible as there would not be available goals for the whole sample. We considered relying on the youth with ASD and/or their families to develop goals; however, as previously mentioned, this often requires an additional intervention to teach them how to set measurable goals (Levin & Kramer, 2015; Shogren et al, 2012). Trying to gather personalized goals directly from youth or families without teaching goal setting skills runs the risk of creating goals that are not sufficiently rigorous (i.e.…”

Section: Gas-cbmentioning

confidence: 99%

“…The third approach focuses on youth with ASD setting their own goals, modifying them as needed, and monitoring progress themselves with support from teachers or social workers (see Shogren et al, 2012 for use in the Self-Determined Model of Instruction; also Levin & Kramer, 2015). In this approach, training sessions on goal setting and goal scaling are offered to youth, typically as part of an intervention.…”

Section: Gas Applications In Autism Intervention Researchmentioning

confidence: 99%

Goal attainment scaling—community-based: A method to incorporate personalized outcomes into intervention research with youth and adults on the autism spectrum

Lee

Shogren

Segal

et al. 2021

Autism

View full text Add to dashboard Cite

Given the wide heterogeneity in the autism population, one challenge for intervention studies is to identify outcome measures that have similar meaning across individuals. This is particularly pronounced in intervention studies of adults with autism spectrum disorder, where outcomes such as employment, independence, or community living are common targets. However, these outcomes can be more challenging to obtain for those who have greater support needs, for example, and therefore may be more or less salient depending on the sample under study. Goal attainment scaling can help address this issue as it allows individuals to identify personally meaningful goals and track progress toward these goals. While goal attainment scaling is gaining popularity in the autism field as an outcome measure, most intervention studies that use goal attainment scaling have been situated in clinical or school settings. Generating reliable and scalable goals outside of these settings can be challenging. In this article, we describe the promise of goal attainment scaling for tailoring individualized outcomes among youth and adults with autism spectrum disorder and discuss the challenges of current goal attainment scaling methods in community-based intervention research. We then describe a new goal attainment scaling approach that is rigorous, practical, and can be used across research settings to measure individualized outcomes. Lay abstract Among people with autism—all who have the same diagnosis—there are major differences on a nearly limitless number of areas, such as language, daily living skills, intellectual ability, sensory difficulties, and physical and mental health diagnoses. Despite these many differences, the targeted outcomes of intervention studies are often measured the same way across autistic adults, including outcomes such as getting a job, achieving greater independence, or getting more services. People have different goals and abilities, and it is important to have a way for intervention studies to measure outcomes in a way that is more personal to each individual. To address this issue, we developed a new approach—called “Goal Attainment Scaling—Community-based” or GAS-CB—to measure individualized outcomes across different research settings. In this article, we describe the need for individualized outcomes in autism intervention research and current approaches to gathering these outcomes, with our discussion focused on a method called goal attainment scaling. We then describe reasons why current goal attainment scaling approaches might not be useful in intervention research that takes place in the community. Finally, we discuss a new goal attainment scaling approach (GAS-CB) that can be flexibly used for research participants with very different characteristics.

show abstract

Interventions for improving employment outcomes for persons with autism spectrum disorders: A systematic review update

Fong

Taylor

Berdyyeva

et al. 2021

Campbell Systematic Reviews

View full text Add to dashboard Cite

Background The incidence of autism spectrum disorders (ASD) is on the rise. Currently, 1 in 59 children are identified with ASD in the United States. ASD refers to a range of neurological disorders that involve some degree of difficulty with communication and interpersonal relationships. The range of the spectrum for autism disorders is wide with those at the higher functioning end often able to lead relatively independent lives and complete academic programs even while demonstrating social awkwardness. Those at the lower functioning end of the autism spectrum often demonstrate physical limitations, may lack speech, and have the inability to relate socially with others. As persons with ASD age, options such as employment become increasingly important as a consideration for long‐term personal planning and quality of life. While many challenges exist for persons with ASD in obtaining and maintaining employment, some research shows that, with effective behavioral and social interventions, employment can occur. About 37% of individuals with ASD report having been employed for 12 months or more, 4 years after exiting high school. However, several studies show that individuals with ASD are more likely to lose their employment for behavioral and social interaction problems rather than their inability to perform assigned work tasks. Although Westbrook et al. (2012a, 2013, 2015) have reviewed the literature on interventions targeting employment for individuals with ASD, this review is outdated and does not account for recent developments in the field. Objectives The objective of this review is to determine the effectiveness of employment interventions in securing and maintaining employment for adults and transition‐age youth with ASD, updating two reviews by Westbrook et al. (2012a, 2013). Search Methods The comprehensive search strategy used to identify relevant studies included a review of 28 relevant electronic databases. Search terminology for each of the electronic databases was developed from available database thesauri. Appropriate synonyms were used to maximize the database search output. Several international databases were included among the 28 databases searched. In addition, the authors identified and reviewed gray literature through analysis of reference lists of relevant studies. Unpublished dissertations and theses were also identified through database searches. The programs of conferences held by associations and organizations relevant to ASD and employment were also searched. In sum, the search strategy replicated and expanded the prior search methods used by Westbrook et al. (2012a, 2013). Selection Criteria Selection criteria consisted of an intervention evaluation using a randomized controlled trial or quasi‐experimental design, an employment outcome, and a population of individuals with ASD. Data Collection and Analysis We updated the search from Westbrook et al., replicating and broadening the information retrieval processes. Our wide array of sources included electronic databases, gray lite...

show abstract

Key Elements Supporting Goal Attainment for Transition-Age Young Adults: A Case Study Illustration From Project TEAM

Cited by 7 publications

References 18 publications

Initial evaluation of the effects of an environmental‐focused problem‐solving intervention for transition‐age young people with developmental disabilities: Project TEAM

Initial evaluation of the effects of an environmental‐focused problem‐solving intervention for transition‐age young people with developmental disabilities: Project TEAM

Goal attainment scaling—community-based: A method to incorporate personalized outcomes into intervention research with youth and adults on the autism spectrum

Interventions for improving employment outcomes for persons with autism spectrum disorders: A systematic review update

Contact Info

Product

Resources

About