描述自闭症青少年高中毕业一年后的成果。

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Gael I Orsmond, Sharada G Krishnan, Elizabeth G S Munsell, Ellen S Cohn, Wendy J Coster
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引用次数: 0

摘要

研究目的研究表明,自闭症成人在就业、独立生活和社会关系等方面的结果不佳。以往研究在测量和样本方面的局限性可能会放大过去对不良结果的估计。本研究的目标是改进以往的研究方法,创建并描述一种测量方法,以反映自闭症患者的成年背景和视角,并将客观结果指标与主观满意度指标相结合,从而获取成年人的结果:36 名患有自闭症的年轻成年人(平均年龄 19.8 岁)和一名家长完成了自我报告调查。利用这些数据,我们在三个领域分别定义了客观和主观(即满意度)结果指标:生产力(就业或中学后教育)、社会福利(与朋友接触的频率)和生活状况(自主性):结果:四分之三的年轻人在 6 项积极成果中至少获得了 5 项。超过 90% 的人参与了学校、工作或有组织的过渡计划,同样比例的人对其生产活动表示满意。超过四分之三的成年人与朋友有良好的接触,并对自己的社交生活感到满意。大多数青壮年在日常生活中拥有中等程度的自主权,所有人都对自己的生活状况感到满意:专为自闭症青少年量身定制的结果测量方法提供了比以往文献更乐观的结果描述。所使用的方法更好地反映了神经多样性方法,可能有助于评估过渡服务或干预措施的有效性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Describing Outcomes in Autistic Young Adults One Year After High School Graduation.

Purpose: Research documents poor outcomes for autistic adults in the domains of employment, independent living, and social relationships. Measurement and sample limitations in prior studies may have amplified past estimates of poor outcomes. The goal of the current study was to improve upon past approaches and to create and describe a measurement approach to capture adult outcomes that reflected the context of young adulthood and the perspectives of autistic individuals, pairing objective outcome indicators with subjective satisfaction indicators.

Methods: Thirty-six autistic young adults (mean age 19.8 years) and a parent completed self-report surveys. Using these data, we defined an objective and subjective (i.e., satisfaction) outcome indicator in each of three domains: productivity (employment or post-secondary education), social well-being (frequency of contact with friends), and living situation (autonomy).

Results: Three-quarters of young adults experienced at least 5 out of 6 positive outcomes. Over 90% were engaged in school, work, or a structured transition program, and an equal percentage were satisfied with their productivity activity. Over three-quarters of adults had a good amount of contact with friends and were satisfied with their social life. Most young adults had a moderate level of autonomy in their daily lives, and all were satisfied with their living situation.

Conclusion: Tailoring outcome measurement approaches specifically for autistic young adults provided a more optimistic portrayal of outcomes than previously noted in the literature. The approach used better reflects a neurodiversity approach and may be useful for evaluating the effectiveness of transition services or interventions.

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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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