Introduction
Benefits of Having a Daytime Activity
Factors Associated with Different Daytime Activities
Aim of the Present Study
Methods
Study Population and Procedure
Coding of Current Daytime Activity
Normative education or occupation (n = 567) | Customized education or occupation (n = 430) | No regular daytime activity (n = 269) | |||
---|---|---|---|---|---|
Mean age = 21.64 (SD = 2.32) | Mean age = 21.14 (SD = 2.37) | Mean age = 22.33 (SD = 2.15) | |||
Age of diagnosis of ASD = 9.60 (SD = 3.01) | Age of diagnosis of ASD = 8.58 (SD = 3.42) | Age of diagnosis of ASD = 9.24 (SD = 3.24) | |||
83.77% male | 80.00% male | 80.30% male |
Type of daytime activity | % (n) | Type of daytime activity | % (n) | Type of daytime activity | % (n) |
---|---|---|---|---|---|
Employment in community without support | 19.58% (111) | Employment in community with support | 10.70% (46) | No regular activities reported | 100.00% (269) |
Postsecondary education | 26.81% (152) | Sheltered vocational setting | 20.93% (90) | ||
Upper secondary education (including vocational education) | 53.62% (304) | Volunteeringa | 0.93% (4) | ||
Primary and lower secondary school | 12.33% (53) | ||||
Customized educational program | 44.88% (193) | ||||
Other degree-seeking education | 4.88% (21) | ||||
Other nondegree-seeking education | 3.95% (17) | ||||
Folk high schoola | 1.40% (6) |
Survey Data Used for Comparisons of Daytime Activity Groups
Register Data Used for Comparisons of Daytime Activity Groups
Ethics
Statistical Analysis
Results
Description of Daytime Activity Groups
% (n) | |
---|---|
Fit between occupation and level of education, % yes | 80.60% (187) |
Liked the occupation, % most of the time | 90.00% (207) |
Fit between occupation and own interests, % most of the time | 63.20% (146) |
Opportunity to use own skills in occupation, % most of the time | 64.35% (148) |
Experience of success at occupation, % most of the time | 72.29% (167) |
Place of occupation took into account potential disabilities | |
% most of the time | 51.30% (118) |
% not necessary | 27.83% (64) |
Organized support at place of occupation, % yes | 47.62% (110) |
Comparisons of Daytime Activity Groups
Group 1 normative Mean [95% CI] (n) | Group 2 customized Mean [95% CI] (n) | Group 3 none Mean [95% CI] (n) | Regression 1a Group number; coefficient (p) | Regression 2a Group number; coefficient (p) | Group differences* | |
---|---|---|---|---|---|---|
Autism symptomatology (RAADS-14 Screen) | 19.82 [19.00, 20.65] (512) | 27.87 [27.00, 28.73] (392) | 27.88 [26.75, 29.01] (242) | 1; − 8.05 (< 0.001) 2; − 0.01 (0.987) | 2; 8.04 (< 0.001) 3; 8.05 (< 0.001) | 1 − (2;3) |
Adaptive behavior (ABAS-II, GAC) | 95.10 [93.53, 96.67] (425) | 73.51 [71.44, 75.58] (318) | 72.80 [70.28, 75.32] (192) | 1;22.30 (< 0.001) 2; 0.71 (0.659) | 2; − 21.59 (< 0.001) 3; − 22.30 (< 0.001) | 1 − (2;3) |
Group 1 normative % (n) | Group 2 customized % (n) | Group 3 none % (n) | Group 1 versus 2 p* (Cramer’s V) | Group 1 versus 3 p* (Cramer’s V) | Group 2 versus 3 p* (Cramer’s V) | Group differences** | |
---|---|---|---|---|---|---|---|
Intellectual disability, % yes | 2.60 (14) | 33.41 (138) | 18.94 (50) | < 0.001 (0.42) | < 0.001 (− 0.28) | < 0.001 (0.16) | 1 − 2 − 3 |
Maladaptive behavior | |||||||
Current, % yes | 16.12 (84) | 32.58 (130) | 44.31 (109) | < 0.001 (0.19) | < 0.001 (− 0.30) | 0.003 (− 0.12) | 1 − 2 − 3 |
Lifetime, % yes | 61.70 (319) | 69.35 (276) | 74.29 (182) | 0.017 (0.08) | 0.001 (− 0.12) | 0.209 (− 0.05) | 1 − 3 |
Current psychiatric comorbidity | |||||||
No | 67.46 (342) | 53.73 (209) | 45.53 (107) | < 0.001 (0.14) | < 0.001 (− 0.21) | 0.048 (− 0.08) | 1 − (2;3) |
AD(H)D | 15.19 (77) | 21.59 (84) | 17.02 (40) | 0.014 (0.08) | 0.518 (− 0.02) | 0.179 (0.06) | – |
Tourette/tics | 2.17 (11) | 4.37 (17) | 4.26 (10) | 0.080 (0.06) | 0.151 (− 0.06) | 1.000 (0.00) | – |
Learning disability | 4.54 (23) | 6.43 (25) | 5.11 (12) | 0.233 (0.04) | 0.713 (− 0.01) | 0.601 (0.03) | – |
Anxiety | 5.72 (29) | 10.80 (42) | 19.57 (46) | 0.006 (0.09) | < 0.001 (− 0.21) | 0.003 (− 0.12) | (1;2) − 3 |
Depression | 5.52 (28) | 8.74 (34) | 17.87 (42) | 0.064 (0.06) | < 0.001 (− 0.20) | 0.001 (− 0.14) | (1;2) − 3 |
OCD | 3.75 (19) | 5.66 (22) | 10.64 (25) | 0.198 (0.05) | < 0.001 (− 0.14) | 0.028 (− 0.09) | 1 − 3 |
Eating disorder | 1.97 (10) | 1.80 (7) | 2.98 (7) | 1.000 (− 0.01) | 0.432 (− 0.03) | 0.405 (− 0.04) | – |
Schizophrenia, psychosis | < 0.59 (< 3) | 2.57 (10) | 4.68 (11) | 0.001 (0.11) | < 0.001 (− 0.17) | 0.173 (− 0.06) | 1 − (2;3) |
Bipolar disorder | 0.00 (0) | < 0.77 (< 3) | 1.28 (3) | 0.434 (0.04) | 0.031 (− 0.09) | 0.153 (− 0.06) | – |
Attachment disorder | 0.00 (0) | < 0.77 (< 3) | < 1.27 (< 3) | 0.434 (0.04) | 0.317 (− 0.05) | 1.000 (− 0.01) | – |
Factors Associated with Groups of Daytime Activity
Normative education/occupation % (n) | Customized education/occupation % (n) | No regular daytime activity % (n) | |
---|---|---|---|
Sex, male | 83.77 (475) | 80.00 (344) | 80.30 (216) |
Parental highest educational level | |||
Primary and lower secondary school | 3.18 (18) | 4.43 (19) | 5.95 (16) |
Upper secondary school | 1.59 (9) | 2.10 (9) | 3.35 (9) |
Postsecondary/vocational education | 95.23 (539) | 93.47 (401) | 90.71 (244) |
Had a part-time job at any point | 54.27 (305) | 22.30 (95) | 24.34 (65) |
Availability of current support/services | |||
Available | 27.04 (136) | 44.59 (169) | 45.45 (110) |
No, but would like support | 22.27 (112) | 29.55 (112) | 38.43 (93) |
Not necessary | 50.70 (255) | 25.86 (98) | 16.12 (39) |
Population density | |||
Thin | 26.81 (152) | 36.74 (158) | 33.09 (89) |
Intermediate | 39.33 (223) | 36.05 (155) | 40.89 (110) |
Dense | 33.86 (192) | 27.21 (117) | 26.02 (70) |
Compulsory schooling (primary and lower secondary school) | |||
Primarily in special education | 38.88 (208) | 74.57 (302) | 63.01 (155) |
Primarily in mainstream education | 61.12 (327) | 25.43 (103) | 36.99 (91) |
Schooling (hierarchical) | |||
Mainstream | 34.11 (175) | 5.29 (21) | 11.20 (27) |
Special, generic | 15.98 (82) | 21.16 (84) | 20.75 (50) |
Special, autism | 49.90 (256) | 73.55 (292) | 68.05 (164) |
Completion of lower secondary school | |||
From special education, generic | 14.21 (57) | 25.66 (88) | 18.13 (35) |
From special education, autism | 31.42 (126) | 67.06 (230) | 63.73 (123) |
From mainstream education | 54.36 (218) | 7.29 (25) | 18.13 (35) |
Number of changes of school (during primary and lower secondary school) | |||
No changes | 19.25 (103) | 28.64 (116) | 17.48 (43) |
1–2 | 61.12 (327) | 51.85 (210) | 52.44 (129) |
≥ 3 | 19.63 (105) | 19.51 (79) | 30.08 (74) |
Adequacy of support/services in school (during lower secondary school) | |||
Adequate or not necessary | 63.72 (353) | 63.08 (270) | 53.58 (142) |
Never or rarely adequate | 36.28 (201) | 36.92 (158) | 46.42 (123) |
Normative education/occupation | Customized education/occupation | n | Wald test on coefficients for normative versus customized | ||||||||
---|---|---|---|---|---|---|---|---|---|---|---|
RRR | SE |
p
| 95% CI | RRR | SE |
p
| 95% CI | chi2(1) |
p
| ||
Parental highest education | |||||||||||
Primary and lower secondary school | 0.52 | 0.18 | 0.064 | [0.26, 1.04] | 0.75 | 0.27 | 0.415 | [0.37, 1.50] | 1264 | 1.19 | 0.276 |
Upper secondary school | 0.44 | 0.21 | 0.090 | [0.17, 1.14] | 0.61 | 0.30 | 0.310 | [0.23, 1.59] | 0.45 | 0.503 | |
Intellectual disability | |||||||||||
Present | 0.12 | 0.04 | < 0.001 | [0.06, 0.22] | 2.22 | 0.43 | < 0.001 | [1.52, 3.25] | 1216 | 101.90 | < 0.001 |
Had a part-time job at any point | |||||||||||
Yes | 3.67 | 0.61 | < 0.001 | [2.64, 5.09] | 0.89 | 0.17 | 0.536 | [0.62, 1.29] | 1255 | 95.73 | < 0.001 |
Availability of current support | |||||||||||
Yes | 0.19 | 0.04 | < 0.001 | [0.13, 0.29] | 0.63 | 0.15 | 0.046 | [0.40, 0.99] | 1124 | 51.01 | < 0.001 |
No, but would like support | 0.18 | 0.04 | < 0.001 | [0.11, 0.28] | 0.47 | 0.11 | 0.001 | [0.29, 0.75] | 28.55 | < 0.001 | |
Population density | |||||||||||
Intermediate population density | 0.70 | 0.13 | 0.052 | [0.49, 1.00] | 0.79 | 0.16 | 0.229 | [0.53, 1.16] | 1266 | 0.54 | 0.463 |
Thinly populated | 0.58 | 0.11 | 0.005 | [0.39, 0.85] | 0.96 | 0.20 | 0.855 | [0.64, 1.44] | 9.60 | 0.002 | |
Compulsory schooling | |||||||||||
Primarily in special education | 0.38 | 0.06 | < 0.001 | [0.28, 0.52] | 1.89 | 0.34 | < 0.001 | [1.33, 2.69] | 1186 | 117.80 | < 0.001 |
Schooling (hierarchical) | |||||||||||
Special, generic | 0.26 | 0.07 | < 0.001 | [0.15, 0.45] | 2.27 | 0.78 | 0.018 | [1.15, 4.47] | 1151 | 59.75 | < 0.001 |
Special, autism | 0.25 | 0.06 | < 0.001 | [0.16, 0.39] | 2.44 | 0.76 | 0.004 | [1.33, 4.48] | 85.41 | < 0.001 | |
Completion of lower secondary school | |||||||||||
From special education, generic | 0.27 | 0.08 | < 0.001 | [0.16, 0.47] | 3.84 | 1.29 | < 0.001 | [1.99, 7.42] | 937 | 93.20 | < 0.001 |
From special education, autism | 0.17 | 0.04 | < 0.001 | [0.11, 0.26] | 2.92 | 0.85 | < 0.001 | [1.65, 5.15] | 137.99 | < 0.001 | |
Number of changes of school | |||||||||||
1–2 | 1.00 | 0.21 | 0.996 | [0.66, 1.51] | 0.55 | 0.12 | 0.006 | [0.36, 0.84] | 1186 | 13.16 | < 0.001 |
≥ 3 | 0.56 | 0.13 | 0.015 | [0.35, 0.89] | 0.36 | 0.09 | < 0.001 | [0.22, 0.58] | 4.67 | 0.031 | |
Adequacy of support in school | |||||||||||
Never or rarely adequate | 0.65 | 0.10 | 0.004 | [0.48, 0.87] | 0.64 | 0.10 | 0.006 | [0.47, 0.88] | 1247 | 0.00 | 0.978 |