Swipe om te navigeren naar een ander artikel
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
The school, student and family factors underlying poor postsecondary outcomes of students with autism spectrum disorder (ASD) are not well understood. The potential impact of school [e.g., transition planning quality (TPQ)], family (e.g., parent activation), and student factors (e.g., adaptive functioning) and their interaction (e.g., parent-teacher alliance) on student outcomes were examined. Student IQ and adaptive behavior, TPQ, and alliance correlated with IEP progress, with postsecondary goal attainment generally and with student participation in training/education, specifically. However, only parent activation and student externalizing behavior correlated with employment. Families and students, rather than school personnel, were the primary persons in charge and in control of the implementation of postsecondary plans and required help across multiple coaching sessions to implement plans fully.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Abidin, R. R., & Brunner, J. F. (1995). Development of a parenting alliance inventory. Journal of Clinical Child Psychology, 24(1), 31–40. CrossRef
American Psychiatric Association. (2004). Diagnostic and statistical manual of mental disorders-Fourth Edition, Text Revised (4th ed.). Washington, DC: American Psychiatric Association.
American Psychiatric Association, DSM-5 Task Force. (2013). Diagnostic and statistical manual of mental disorders (DSM- 5). Retrieved from http://libraries.uky.edu/lnkr.php?lir_id=3183
Ballaban-Gil, K., Rapin, I., Tuchman, R., & Shinnar, S. (1996). Longitudinal examination of the behavioral, language, and social changes in a population of adolescents and young adults with autistic disorder. Pediatric Neurology, 15(3), 217–223. CrossRef
Boloor, J, Yu, Y., Wong, V., Ruble, L., & McGrew, J. (2019). Parental resiliency among ASD caregivers: Activation, empowerment, advocacy, and self-efficacy. Manuscript submitted.
Burke, M. M., & Hodapp, R. M. (2014). Relating stress of mothers of children with developmental disabilities to family-school partnerships. Intellectual and Developmental Disabilities, 52(1), 13–23. CrossRef
Cameto, R., Levine, P., & Wagner, M. (2004). Transition planning for students with disabilities: A Ssecial topic report of findings from the National Longitudinal Transition Study- 2 (NLTS2). Menlo Park, CA: SRI International. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED496547
Certo, N. J., Mautz, D., Smalley, K., Wade, H. A., Luecking, R., Pumpian, I., et al. (2003). Review and discussion of a model for seamless transition to adulthood. Education and Training in Developmental Disabilities, 38(1), 3–17.
DaWalt, L. S., Greenberg, J. S., & Mailick, M. R. (2018). Transitioning together: A multi-family group psychoeducation program for adolescents with ASD and their parents. Journal of Autism and Developmental Disorders, 48(1), 251–263. CrossRef
Greenberg, J. S., Seltzer, M. M., & Greenley, J. R. (1993). Aging parents of adults with disabilities: The gratifications and frustrations of later-life caregiving. The Gerontologist, 33(4), 542–550. CrossRef
Ha, J. H., Hong, J., Seltzer, M. M., & Greenberg, J. S. (2008). Age and gender differences in the well-being of midlife and aging parents with children with mental health or developmental problems: Report of a national study. Journal of Health and Social Behavior, 49(3), 301–316. CrossRef
Hedges, S., Kirby, A., Sreckovic, M. A., Kucharczyk, S., Hume, K., & Pace, S. (2014). “Falling through the cracks”: Challenges for high school students with autism spectrum disorder. The High School Journal, 98(1), 64–82. CrossRef
Hendricks, D. R., & Wehman, P. (2009). Transition from school to adulthood for youth with autism spectrum disorders: Review and recommendations. Focus on Autism and Other Developmental Disabilities, 24(2), 77–88. CrossRef
Hibbard, J. H., Mahoney, E. R., Stockard, J., & Tusler, M. (2005). Development and testing of a short form of the patient activation measure. Health Services Research, 40(6 Pt 1), 1918–1930. https://doi.org/10.1111/j.1475-6773.2005.00438.x. CrossRef
Hughes, J., & Kwok, O. M. (2007). Influence of student-teacher and parent-teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99(1), 39. CrossRef
Hume, K., Boyd, B. A., Hamm, J. V., & Kucharczyk, S. (2014). Supporting independence in adolescents on the autism spectrum. Remedial and Special Education, 35(2), 102–113. CrossRef
Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. Journal of Autism and Developmental Disorders, 39(9), 1329–1338. CrossRef
IBM Corp. Released (2017). IBM SPSS statistics for windows, version 24.0.
Individuals with Disabilities Education Act. (2004). 20 U.S.C. § 1401.
Interagency Autism Coordinating Committee. (2012). IACC strategic plan for autism spectrum disorder research.
Izzo, C. V., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal assessment of teacher perceptions of parent involvement in children’s education and school performance. American Journal of Community Psychology, 27(6), 817–839. CrossRef
Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman brief intelligence test, second edition: KBIT-2 manual. New York: Wiley.
Kohler, P.D., Gothberg, J. E., Fowler, C., & Coyle, J. (2016). Taxonomy for transition programming 2.0: A model for planning, organizing, and evaluating transition education, services, and programs. Western Michigan University. Retrieved from www.transitionta.org.
Kucharczyk, S., Reutebuch, C. K., Carter, E. W., Hedges, S., El Zein, F., Fan, H., et al. (2015). Addressing the needs of adolescents with autism spectrum disorder: Considerations and complexities for high school interventions. Exceptional Children, 81(3), 329–349.
Landmark, L. J., Ju, S., & Zhang, D. (2010). Substantiated best practices in transition: Fifteen plus years later. Career Development for Exceptional Individuals, 33(3), 165–176. CrossRef
Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule, second edition (ADOS-2) (Part I): Modules 1-4 [Manual]. Torrance: Western Psychological Services.
McGrew, J., Ruble, L., & Smith, I. (2016). Autism spectrum disorder and evidence-based practice in psychology. Clinical Psychology: Science and Practice, 23(3), 239–255.
Migliore, A., Timmons, J., Butterworth, J., & Lugas, J. (2012). Predictors of employment and postsecondary education of youth with autism. Rehabilitation Counseling Bulletin, 55(3), 176–184. CrossRef
National Technical Assistance Center on Transition. (n.d.). Evidence-based practices and predictors. Retrieved May 8, 2019, from https://transitionta.org/evidencepractices
Norcross, J., & Wampold, B. (2011). Evidenced-based therapy relationships: Rresearch conclusions and clinical practices. Psychotherapy, 48, 98–102. CrossRef
Parish, S. L., Thomas, K. C., Williams, C. S., & Crossman, M. K. (2015). Autism and families’ financial burden: The association with health insurance coverage. American Journal on Intellectual and Developmental Disabilities, 120(2), 166–175. CrossRef
Powers, K., Hogansen, J., Geenen, S., Powers, L. E., & GilKashiwabara, E. (2008). Gender matters in transition to adulthood: A survey study of adolescents with disabilities and their families. Psychology in the Schools, 45, 349–364. CrossRef
Reynolds, C. R., & Kamphaus, R. W. (2004). Behavior assessment system for children-second edition (BASC-2). Circle Pines: American Guidance Service.
Ruble, L. A., Dalrymple, N. J., & McGrew, J. H. (2010). The effects of consultation on Individualized Education Program outcomes for young children with autism: The collaborative model for promoting competence and success. Journal of Early Intervention, 32(4), 286–301. CrossRef
Ruble, L., Dalrymple, N. J., & McGrew, J. H. (2012a). Collaborative model for promoting competence and success for students with ASD. New York: Springer. CrossRef
Ruble, L., McGrew, J. H., & Toland, M. D. (2012b). Goal attainment scaling as an outcome measure in randomized controlled trials of psychosocial interventions in autism. Journal of Autism and Developmental Disorders, 42(9), 1974–1983. CrossRef
Ruble, L., McGrew, J., Snell-Rood, C., Adams, M., & Kleinert, H. (2019). Adapting COMPASS for youth with ASD to improve transition outcomes using implementation science. School Psychology, 34(2), 187–200. CrossRef
Ruble, L. A., McGrew, J. H., Toland, M., Dalrymple, N., Adams, M., & Snell-Rood, C. (2018a). Randomized control trial of COMPASS for improving transition outcomes of students with autism spectrum disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-018-3623-9.
Ruble, L., Murray, D., McGrew, J. H., Brevoort, K., & Wong, V. W. (2018b). A preliminary study of activation, stress, and self-management of parents of children with autism spectrum disorder. Journal of Child and Family Studies, 27(3), 825–834. CrossRef
Schall, C., Wehman, P., & Carr, S. (2014). Transition from high school to adulthood for adolescents and young adults with autism spectrum disorders. In F. R. Volkmar, B. Reichow, & J. C. McPartland (Eds.), Adolescents and adults with autism spectrum disorders (pp. 41–60). New York: Springer. CrossRef
Schopler, E., Van Bourgondien, M., Wellman, G., & Love, S. (2010). Childhood autism rating scale (2nd ed.). Los Angeles: Western Psychological Services.
Smith, L. E., & Anderson, K. A. (2014). The roles and needs of families of adolescents with ASD. Remedial and Special Education, 35(2), 114–122. CrossRef
Snell-Rood, C., Ruble, L., Kleinert, H., McGrew, J., Adams, M., Rodgers, A., et al. (2019). Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder. Manuscript submitted.
Southward, J. D., & Kyzar, K. (2017). Predictors of competitive employment for students with intellectual and/or developmental disabilities. Education and Training in Autism and Developmental Disabilities, 52(1), 26–37.
Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (2005). Vineland adaptive behavior scales, second edition: Survey forms manual. Circle Pines: AGS Publishing.
Taylor, J. L., Hodapp, R. M., Burke, M. M., Waitz-Kudla, S. N., & Rabideau, C. (2017). Training parents of youth with autism spectrum disorder to advocate for adult disability services: Results from a pilot randomized controlled trial. Journal of Autism and Developmental Disorders, 47(3), 846–857. https://doi.org/10.1007/s10803-016-2994-z. CrossRef
Test, D. W., Fowler, C. H., White, J., Richter, S., & Walker, A. (2009). Evidence-based secondary transition practices for enhancing school completion. Exceptionality, 17(1), 16–29. CrossRef
Wehman, P., Schall, C., Carr, S., Targett, P., West, M., & Cifu, G. (2014). Transition from school to adulthood for youth with autism spectrum disorder: What we know and what we need to know. Journal of Disability Policy Studies, 25(1), 30–40. https://doi.org/10.1177/1044207313518071. CrossRef
Wehmeyer, M. L., & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three-years after high school: the impact of self-determination. Education and Training in Developmental Disabilities, 38(2), 131–144.
Zuna, N. I. (2007). Examination of family-professional partnerships, parent-teacher communication, and parent involvement in families of kindergarten children with and without disabilities. (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (3266511)
- A Preliminary Study of Parent Activation, Parent-Teacher Alliance, Transition Planning Quality, and IEP and Postsecondary Goal Attainment of Students with ASD
John H. McGrew
- Springer US
Journal of Autism and Developmental Disorders
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432