The Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study

Wagner, Mary; Kutash, Krista; Duchnowski, Albert J.; Epstein, Michael H.

doi:10.1177/10634266050130010301

Cited by 142 publications

(116 citation statements)

References 27 publications

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“…Detailed information about the sampling strategy and questionnaire design have been published previously. 17 19,20 The probability that youth in this category do not have an ASD is very low; however, not all youth with an ASD are identified in the autism category. Some may be served in other disability categories, may not be in special education, or may not attend school.…”

Section: Methodsmentioning

confidence: 99%

Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder

Shattuck¹,

Narendorf²,

Cooper³

et al. 2012

Pediatrics

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814

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: Methodsmentioning

confidence: 99%

Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder

Shattuck¹,

Narendorf²,

Cooper³

et al. 2012

Pediatrics

Self Cite

814

538

View full text Add to dashboard Cite

show abstract

“…The NLTS2 sampling plan was designed to produce weighted population estimates that are nationally representative of all students receiving special education services in the targeted age range and of students in each disability category. Full details of the weighting strategy for NLTS2 were previously published (Wagner et al 2005). The study reported here was approved by the University's Institutional Review Board.…”

Section: Study Samplementioning

confidence: 99%

Prevalence and Correlates of Psychotropic Medication Use in Adolescents with an Autism Spectrum Disorder with and without Caregiver-Reported Attention-Deficit/Hyperactivity Disorder

Frazier

Shattuck²,

Narendorf³

et al. 2011

Journal of Child and Adolescent Psychopharmacology

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104

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Background: Many youths with an autism spectrum disorder (ASD) benefit from psychotropic medication treatment of comorbid symptom patterns consistent with attention-deficit/hyperactivity disorder (ADHD). The lack of clear indications and algorithms to direct clinical practice has led to a very poor understanding of overall medication use for these youths. The present study examined the prevalence of psychotropic medication use compared across individuals with an ASD without a caregiver-reported ADHD diagnosis (ASD-only), ADHD without ASD (ADHD-only), and an ASD with co-morbid ADHD (ASD + ADHD). Correlates of medication use were also examined. Methods: Data on psychotropic medication from the first wave of the National Longitudinal Transition Study 2, a nationally representative study of adolescents ages 13-17 in special education, were used to compare the prevalence of medication use across the three groups, overall and by class. Separate logistic regression models were constructed for each group to examine the correlates of psychotropic medication use. Poisson regression models were used to examine correlates of the number of medications. Results: Youths with ASD + ADHD had the highest rates of use (58.2%), followed by youths with ADHD-only (49.0%) and youths with ASD-only (34.3%). Youths with an ASD, both ASD-only and ASD + ADHD, used medications across a variety of medication classes, whereas stimulants were dominant among youths with ADHD-only. African American youths with ASDonly and with ASD + ADHD were less likely to receive medication than white youths, whereas race was not associated with medication use in the ADHD-only group. Conclusions: Clearer practice parameters for ADHD have likely contributed to more consistency in treatment, whereas treatment for ASD reflects a trial and error approach based on associated symptom patterns. Additional studies examining the treatment of core and associated ASD symptoms are needed to guide pharmacologic treatment of these youths. Interventions targeting African American youths with ASD and the physicians who serve them are also warranted.

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“…Students with IEPs for special education services were then randomly selected from rosters of LEAs or special schools and weighted to yield nationally representative estimates that generalize to all students in the NLTS2 age range receiving special education services and to those in each special education disability category (Wagner, Kutash, Duchnowski, & Epstein, 2005).…”

Section: Study Databasementioning

confidence: 99%

The Effect of Transition Planning Participation and Goal-Setting on College Enrollment Among Youth With Autism Spectrum Disorders

Wei

Wagner

Hudson

et al. 2015

Remedial and Special Education

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This study used propensity score techniques to assess the relationship between transition planning participation and goalsetting and college enrollment among youth with Autism Spectrum Disorders. Using data from Waves 1 through 5 of the National Longitudinal Transition Study-2, this study found that 2-or 4-year college enrollment rates were significantly higher among youth with ASDs who participated in transition planning and those who had a primary transition goal of college enrollment. Educational implications are discussed.

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The Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study

Cited by 142 publications

References 27 publications

Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder

Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder

Prevalence and Correlates of Psychotropic Medication Use in Adolescents with an Autism Spectrum Disorder with and without Caregiver-Reported Attention-Deficit/Hyperactivity Disorder

The Effect of Transition Planning Participation and Goal-Setting on College Enrollment Among Youth With Autism Spectrum Disorders

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