自闭症青少年高中毕业后参与社交和休闲活动的情况

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2024-09-14 DOI:10.1177/07419325241277094

Jessica R. Steinbrenner, Samuel L. Odom, Laura J. Hall, Bonnie Kraemer

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引用次数: 0

摘要

高中毕业带来了无数的变化，包括影响社会和社区参与的环境变化。以往的研究表明，与同龄人相比，这种转变会导致自闭症青少年在社交和沟通方面产生不同的结果。这项研究包括 170 名患有自闭症的青少年，他们在从参与过一项大型干预研究的美国高中毕业后参与了后续数据收集。我们从自闭症青少年及其父母那里收集了有关社交和休闲活动参与情况、满意度和障碍的数据。我们对数据进行了描述性研究，并考察了不同亚群体之间的差异以及随着时间推移发生的变化。结果表明，大多数自闭症青少年都参与了社交活动。高中阶段的课程安排存在一些差异，但不同性别的子群体之间没有明显差异。本文讨论了研究和实践的意义。

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Participation in Social and Leisure Activities After High School for Autistic Young Adults

The transition out of high school brings a myriad of changes including shifts in contexts that impact social and community participation. Previous research indicates that this transition results in disparate social and communication outcomes for autistic young adults compared to their peers. This study includes 170 young adults with autism who participated in follow-up data collection after graduating from U.S. high schools that had participated in a large intervention study. We gathered data from autistic young adults and their parents on social and leisure activity participation, satisfaction, and barriers. We examined data descriptively and looked at differences between sub-groups and changes over time. Results suggest that most autistic young adults are engaged in social activities. There are some differences based on high school programming but no significant differences across gender sub-groups. Research and practice implications are discussed.

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.