A Qualitative Examination of the Impact of COVID-19 on Transition Services for Autistic Youth.

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Jordan Albright, Megan Fok, Elizabeth A DeLucia, Angela Scarpa
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引用次数: 0

Abstract

The coronavirus (COVID-19) pandemic has caused widespread disturbances in many human and social service programs. Several studies have examined special education programming adaptations since the onset of the pandemic; however, there has yet to be documentation of pandemic-related changes to transition programming and the impact of these changes for autistic youth. The purpose of this qualitative study was to examine changes in transition programming for autistic youth amid the changing educational landscape. We conducted 12 interviews with caregivers (n = 5) and school providers (n = 7) about transition programming for autistic youth and the COVID-19 impact to these services. The pandemic had positive and negative effects on many aspects of transition programming, including student-focused planning, student development, interagency and interdisciplinary collaboration, family involvement, and program structure and attributes. Elucidation of the ways that the COVID-19 pandemic impacted transition programming from the perspectives of multiple stakeholders has important implications for school personnel and can help to inform the future directions for the field of transition programming research.

COVID-19 对自闭症青少年过渡服务影响的定性研究。
冠状病毒(COVID-19)大流行对许多人类和社会服务计划造成了广泛的干扰。有几项研究考察了自大流行病爆发以来特殊教育计划的调整情况;然而,尚未有文献记录与大流行病相关的过渡计划的变化以及这些变化对自闭症青少年的影响。本定性研究的目的是探讨在教育环境不断变化的情况下,自闭症青少年过渡教育计划的变化。我们对照顾者(5 人)和学校提供者(7 人)进行了 12 次访谈,内容涉及自闭症青少年过渡计划以及 COVID-19 对这些服务的影响。大流行对过渡计划的许多方面都产生了积极和消极的影响,包括以学生为中心的规划、学生发展、机构间和学科间合作、家庭参与以及计划结构和属性。从多个利益相关者的角度阐明 COVID-19 大流行对过渡计划的影响,对学校工作人员具有重要意义,并有助于为过渡计划研究领域的未来发展方向提供信息。
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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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