Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Parental Action and Referral Patterns in Spatia...

volgende artikel Profiling Autism Symptomatology: An Exploration...

Tip

Swipe om te navigeren naar een ander artikel

10-10-2017 | Original Paper | Uitgave 2/2018

Process Evaluation of the BOOST-A™ Transition Planning Program for Adolescents on the Autism Spectrum: A Strengths-Based Approach

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 2/2018

Auteurs:: Megan Hatfield, Marita Falkmer, Torbjörn Falkmer, Marina Ciccarelli

Extra’s

» Toegang tot de volledige tekst krijgen

Belangrijke opmerkingen

Electronic supplementary material

The online version of this article (doi:10.1007/s10803-017-3317-8) contains supplementary material, which is available to authorized users.

The BOOST-A™ trial was registered with the Australia and New Zealand Clinical Trial Registry (#ACTRN12615000119594). The trial conformed to the National Statement on Ethical Conduct in Human Research (National Health and Medical Research Council 2007b) and the Australian Code for the Responsible Conduct of Research (National Health and Medical Research Council 2007a).

Availability of Data and Material

Study data will be placed on the Cooperative Research Centre data repository when the trial is finalized.

Abstract

A process evaluation was conducted to determine the effectiveness, usability, and barriers and facilitators related to the Better OutcOmes & Successful Transitions for Autism (BOOST-A™), an online transition planning program. Adolescents on the autism spectrum (n = 33) and their parents (n = 39) provided feedback via an online questionnaire. Of these, 13 participants were interviewed to gain in-depth information about their experiences. Data were analyzed using descriptive statistics and thematic analysis. Four themes were identified: (i) taking action to overcome inertia, (ii) new insights that led to clear plans for the future, (iii) adolescent empowerment through strengths focus, and (iv) having a champion to guide the way. The process evaluation revealed why BOOST-A™ was beneficial to some participants more than others.

Trial registration #ACTRN12615000119594

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

Supplementary material 1 (DOCX 15 KB)

10803_2017_3317_MOESM1_ESM.docx

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th edn.). Washington: Author.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th edn.). Arlington: American Psychiatric Publishing. CrossRef

Ashburner, J., Vickerstaff, S., Beetge, J., & Copley, J. (2016). Remote versus face-to-face delivery of early intervention programs for children with autism spectrum disorders: Perceptions of rural families and service providers. Research in Autism Spectrum Disorders, 23, 1–14. doi: 10.1016/j.rasd.2015.11.011. CrossRef

Athanasou, J. A. (2003). The Career Interest Test (3rd edn.). In M. McMahon & W. Patton (Eds.), Ideas for career practitioners (pp. 8–15). Brisbane: Academic Press.

Australian Bureau of Statistics. (2011). Census of Population and Housing: Socio-Economic Indexes for Areas (SEIFA) (cat. no. 2033.0.55.001). Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/mf/2033.0.55.001.

Australian Bureau of Statistics. (2012). Autism in Australia (cat no. 4428.0). Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/mf/4428.0.

Barneveld, P., Swaab, H., Fagel, S., van Engeland, H., & de Sonneville, L. (2014). Quality of life: A case-controlled long-term follow-up study, comparing young high-functioning adults with autism spectrum disorders with adults with other psychiatric disorders diagnosed in childhood. Comprehensive Psychiatry, 55(2), 302–310. doi: 10.1016/j.comppsych.2013.08.001. CrossRefPubMed

Brookman-Frazee, L. (2004). Using parent/clinician partnerships in parent education programs for children with autism. Journal of Positive Behavior Interventions, 6(4), 195–213. doi: 10.1177/10983007040060040201. CrossRef

Clark, J. P. (2003). How to peer review a qualitative manuscript. In F. Godlee & T. Jefferson (Eds.), Peer review in health sciences (2nd edn., pp. 219–235). London: BMJ Books.

Cobb, R. B., & Alwell, M. (2009). Transition planning/coordinating interventions for youth with disabilities: A systematic review. Career Development and Transition for Exceptional Individuals, 32, 70–81. doi: 10.1177/0885728809336655. CrossRef

Constantino, J., & Gruber, C. (2012). Social responsiveness scale ( SRS-2) (2nd edn.). Torrance: Western Psychological Services.

Deci, E., & Ryan, R. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227. doi: 10.1207/S15327965PLI1104_01. CrossRef

Fullerton, A., & Coyne, P. (1999). Developing skills and concepts for self-determination in young adults with autism. Focus on Autism and Other Developmental Disabilities, 14(1), 42–52. doi: 10.1177/108835769901400106. CrossRef

Gielen, A., & Eileen, M. (1996). The PRECEDE-PROCEED Planning Model. In K. Glanz, F. Lewis & K. Rimer (Eds.), Health behavior and health education (pp. 359–383). San Francisco: Jossey-Bass.

Given, L. (2008). The SAGE encyclopedia of qualitative research methods. California: SAGE Publications. CrossRef

Green, L., & Kreuter, M. (1999). The PRECEDE-PROCEED Model. In L. Green & M. Kreuter (Eds.), Health promotion planning: An educational and ecological approach (3rd edn., pp. 32–43). Mountain View: Mayfield Publishing Company.

Grynszpan, O., Weiss, P. L., Perez-Diaz, F., & Gal, E. (2014). Innovative technology-based interventions for autism spectrum disorders: A meta-analysis. Autism, 18(4), 346–361. doi: 10.1177/1362361313476767. CrossRefPubMed

Hagner, D., & Cooney, B. (2005). “I do that for everybody”: Supervising employees with autism. Focus on Autism and Other Developmental Disabilities, 20, 91–97. doi: 10.1177/10883576050200020501. CrossRef

Hagner, D., Kurtz, A., Cloutier, H., Arakelian, C., Brucker, D., & May, J. (2012). Outcomes of a family-centered transition process for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 27(1), 42–50. doi: 10.1177/1088357611430841. CrossRef

Harrington, C., Foster, M., Rodger, S., & Ashburner, J. (2014). Engaging young people with autism spectrum disorder in research interviews. British Journal of Learning Disabilities, 42, 153–161. doi: 10.1111/bld.12037. CrossRef

Hatfield, M., Falkmer, M., Falkmer, T., & Ciccarelli, M. (2016). Evaluation of the effectiveness of an online transition planning program for adolescents on the autism spectrum: Trial protocol. Child and Adolescent Psychiatry and Mental Health, 10(48), 1–11. doi: 10.1186/s13034-016-0137-0.

Hatfield, M., Ciccarelli, M., Falkmer, T., & Falkmer, M. (2017a). Factors related to successful transition planning for adolescents on the autism spectrum. Journal of Research in Special Educational Needs. doi: 10.1111/1471-3802.12388. (early view).

Hatfield, M., Falkmer, M., Falkmer, T., & Ciccarelli, M. (2017b). Effectiveness of the BOOST-A online transition planning program for adolescents on the autism spectrum: A quasi-randomised controlled trial. Child and Adolescent Psychiatry and Mental Health ( in press).

Hatfield, M., Falkmer, M., Falkmer, T., & Ciccarelli, M. (2017c). Leaps of faith”: Parent and professional viewpoints on preparing adolescents on the autism spectrum for leaving school. Journal of Research in Special Educational Needs, 17(3), 187–197. doi: 10.1111/1471-3802.12377. CrossRef

Hatfield, M., Murray, N., Ciccarelli, M., Falkmer, T., & Falkmer, M. (2017d). Pilot of the BOOST-A: An online transition planning program for adolescents with autism. Australian Occupational Therapy Journal. doi: 10.1111/1440-1630.12410. (early view). PubMed

Heijst, B. F. V., & Geurts, H. M. (2015). Quality of life in autism across the lifespan: A meta-analysis. Autism: The International Journal of Research and Practice, 19(2), 158–167. doi: 10.1177/1362361313517053. CrossRef

Hendricks, D. (2010). Employment and adults with autism spectrum disorders: Challenges and strategies for success. Journal of Vocational Rehabilitation, 32(2), 125–134. doi: 10.3233/JVR-2010-0502.

Hillier, A., Campbell, H., Mastriani, K., Izzo, M., Kool-Tucker, A., Cherry, L., & Beversdorf, D. (2007). Two-year evaluation of a vocational support program for adults on the autism spectrum. Career Development and Transition for Exceptional Individuals, 30(1), 35–47. doi: 10.1177/08857288070300010501. CrossRef

Hough, L., & Koenig, K. P. (2014). Autism in the workplace. OT Practice, 19(2), 14–16. Retrieved from https://search-proquest-com.dbgw.lis.curtin.edu.au/docview/1500758033?accountid=10382.

Howlin, P., Magiati, I., & Charman, T. (2009). Systematic review of early intensive behavioral interventions for children with autism. American Journal on Intellectual and Developmental Disabilities, 114(1), 23–41. doi: 10.1352/2009.114:23-41. CrossRefPubMed

King, G., Baldwin, P., Currie, M., & Evans, J. (2005). Planning successful transitions from school to adult roles for youth with disabilities. Children’s Health Care, 34, 195–216. doi: 10.1207/s15326888chc3403_3. CrossRef

Koenig, K. P., Feldman, J. M., Siegel, D., Cohen, S., & Bleiweiss, J. (2014). Issues in implementing a comprehensive intervention for public school children with autism spectrum disorders. Journal of Prevention and Intervention in the Community, 42(4), 248–263. doi: 10.1080/10852352.2014.943638. CrossRefPubMed

Kohler, P. (1996). Taxonomy for transition programming: Linking research and practice. Champaign: University of Illinois at Urbana-Champaign, Transition Research Insitute.

Lee, G., & Carter, E. (2012). Preparing transition-age students with high-functioning autism spectrum disorders for meaningful work. Psychology in the Schools, 49, 988–1000. doi: 10.1002/pits.21651. CrossRef

Liamputtong, P. (2013). Qualitative research methods (4th edn.). South Melbourne: Oxford University Press.

Martin, J., & Williams-Diehm, K. (2013). Student engagement and leadership of the transition planning process. Career Development and Transition for Exceptional Individuals, 36, 43–50. doi: 10.1177/2165143413476545. CrossRef

Mithaug, D. E., Mithaug, D. K., Agran, M., Martin, J. E., & Wehmeyer, M. L. (2003). Self-determined learning theory: Construction, verification, and evaluation. Mahwah, NJ: Lawrence Erlbaum.

Mottron, L. (2011). Changing perceptions: The power of autism. Nature, 479(7371), 33–35. doi: 10.1038/479033a. CrossRefPubMed

Müller, E., Schuler, A., Burton, B., & Yates, G. (2003). Meeting the vocational support needs of individuals with asperger syndrome and other autism spectrum disabilities. Journal of Vocational Rehabilitation, 18(3), 163–175. Retrieved from http://content.iospress.com/articles/journal-of-vocational-rehabilitation/jvr00193.

National Health and Medical Research Council. (2007a). Australian code for responsible conduct of research. Canberra: Commonwealth of Australia. Retrieved from https://www.nhmrc.gov.au/guidelines-publications/r39.

National Health and Medical Research Council. (2007b). National Statement on Ethical Conduct in Human Research (2007) - Updated December 2015. Canberra. Retrieved from http://www.nhmrc.gov.au/guidelines/publications/e72.

Neary, P., Gilmore, L., & Ashburner, J. (2015). Post-school needs of young people with high-functioning autism spectrum disorder. Research in Autism Spectrum Disorders, 18, 1–11. doi: 10.1016/j.rasd.2015.06.010. CrossRef

Neil, L., Olsson, N. C., & Pellicano, E. (2016). The relationship between intolerance of uncertainty, sensory sensitivities, and anxiety in autistic and typically developing children. Journal of Autism and Developmental Disorders, 46(6), 1962–1973. doi: 10.1007/s10803-016-2721-9. CrossRefPubMedPubMedCentral

Oakley, A., Strange, V., Bonell, C., Allen, E., & Stephenson, J. (2006). Process evaluation in randomised controlled trials of complex interventions. British Medical Journal, 332(7538), 413–416. doi: 10.1136/bmj.332.7538.413. CrossRefPubMedPubMedCentral

Patten Koenig, K., & Hough Williams, L. (2017). Characterization and utilization of preferred interests: A survey of adults on the autism spectrum. Occupational Therapy in Mental Health, Early view. doi: 10.1080/0164212X.2016.1248877.

Prochaska, J., & Norcross, J. (2001). Stages of change. Psychotherapy: Theory/ Research/ Practice/ Training, 38(4), 443–448. CrossRef

QSR International Pty Ltd. (2015). NVivo qualitative data analysis software (Version 11).

Russo, R. (1999). Appling a strengths-based practice approach in working with people with developmental disabilities and their families. Families in Society, 80(1), 25–33. doi: 10.1606/1044-3894.636. CrossRef

Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. doi: 10.1037/0003-066X.55.1.68. CrossRefPubMed

Saleebey, D. (2006). Introduction: Power in the people. In D. Saleebey (Ed.), The strengths perspective in social work practice (4th edn., pp. 3–17). Boston: Allyn & Bacon.

Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. doi: 10.1037/0033-2909.133.1.65. CrossRefPubMed

Taylor, J. L., & Seltzer, M. (2011). Employment and post-secondary educational activities for young adults with autism spectrum disorders during the transition to adulthood. Journal of Autism and Developmental Disorders, 41, 566–574. doi: 10.1007/s10803-010-1070-3. CrossRefPubMedPubMedCentral

Taylor, J. L., Smith, L., & Mailick, M. (2014). Engagement in vocational activities promotes behavioral development for adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(6), 1447–1460. doi: 10.1007/s10803-013-2010-9. CrossRefPubMedPubMedCentral

Test, D., Fowler, C., Richter, S., White, J., Mazzotti, V., Walker, A., … Kortering, L. (2009). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32(2), 115–128. doi: 10.1177/0885728809336859. CrossRef

Teti, M., Cheak-Zamora, N., Lolli, B., & Maurer-Batjer, A. (2016). Reframing autism: Young adults with autism share their strengths through photo-stories. Journal of Pediatric Nursing, 31(6), 619–629. doi: 10.1016/j.pedn.2016.07.002. CrossRefPubMed

Toor, N., Hanley, T., & Hebron, J. (2016). The facilitators, obstacles and needs of individuals with autism spectrum conditions accessing further and higher education: A systematic review. Journal of Psychologists and Counsellors in Schools, 26(2), 166–190. doi: 10.1017/jgc.2016.21. CrossRef

Van Laarhoven-Myers, T., Van Laarhoven, T., Smith, T., Johnson, H., & Olson, J. (2014). Promoting self-determination and transition planning using technology: Student and parent perspectives. Career Development and Transition for Exceptional Individuals, 39(2), 99–110. doi: 10.1177/2165143414552518. CrossRef

Vermeulen, P. (2014a). Context blindness in autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 30(3), 182–192. doi: 10.1177/1088357614528799. CrossRef

Vermeulen, P. (2014b). The practice of promoting happiness in autism. Good Autism Practice: Autism, happiness and wellbeing, Supplement, pp. 7–16.

Wehmeyer, M., Palmer, S. B., Lee, Y., Williams-Diehm, K., & Shogren, K. (2011). A randomized-trial evaluation of the effect of Whose Future Is It Anyway? on self-determination. Career Development for Exceptional Individuals, 34(1), 45–56. doi: 10.1177/0885728810383559. CrossRef

Wehmeyer, M., & Webb, K. (2012). An introduction to adolescent transition education. In M. Wehmeyer & K. Webb (Eds.), Handbook of adolescent transition education for youth with disabilties (pp. 3–10). New York: Routledge.

Wei, X., Wagner, M., Hudson, L., Yu, J., & Javitz, H. (2016). The effect of transition planning participation and goal-setting on college enrollment among youth with Autism Spectrum Disorders. Remedial and Special Education, 37(1), 3–14. doi: 10.1177/0741932515581495. CrossRef

Westbrook, J., Fong, C., Nye, C., Williams, A., Wendt, O., & Cortopassi, T. (2015). Transition services for youth with autism: A systematic review. Research on Social Work Practice, 25(1), 10–20. doi: 10.1177/1049731514524836. CrossRef

Whyte, E. M., Smyth, J. M., & Scherf, K. S. (2015). Designing serious game interventions for individuals with autism. Journal of Autism and Developmental Disorders, 45(12), 3820–3831. doi: 10.1007/s10803-014-2333-1. CrossRefPubMed

Winstone, N., Huntington, C., Goldsack, L., Kyrou, E., & Millward, L. (2014). Eliciting rich dialogue through the use of activity-oriented interviews: Exploring self-identity in autistic young people. Childhood, 21(2), 190–206. doi: 10.1177/0907568213491771. CrossRef

Winter-Meissers, M. A., Herr, C., Wood, C., Brooks, A., Gates, M. A., Houston, T., & Tingstad, K. (2007). How far can Brian ride the 4449 express? A strength-based model of Asperger Syndrome based on special interest areas. Focus on Autism and Other Developmental Disabilities, 22(2), 67–79. doi: 10.1177/10883576070220020701. CrossRef

Woods, L., Sylvester, L., & Martin, J. (2010). Student-directed transition planning: Increasing student knowledge and self-efficacy in the transition planning process. Career Development and Transition for Exceptional Individuals, 33(2), 106–114. doi: 10.1177/0885728810368056. CrossRef

Titel: Process Evaluation of the BOOST-A™ Transition Planning Program for Adolescents on the Autism Spectrum: A Strengths-Based Approach
Auteurs:: Megan Hatfield
Marita Falkmer
Torbjörn Falkmer
Marina Ciccarelli
Publicatiedatum: 10-10-2017
DOI: https://doi.org/10.1007/s10803-017-3317-8
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 2/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Electronic supplementary material

Availability of Data and Material

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 2/2018

Challenges and Successful Pedagogical Strategies: Experiences from Six Swedish Students with Blindness and Autism in Different School Settings

Sensory Sensitivity and Food Selectivity in Children with Autism Spectrum Disorder

Impressions of Humanness for Android Robot may Represent an Endophenotype for Autism Spectrum Disorders

Assessing Personal Constructs of Adolescents with Autism Spectrum Disorder: A Person-Centered Measure of Social Cognition

Assessing Autism in Adults: An Evaluation of the Developmental, Dimensional and Diagnostic Interview—Adult Version (3Di-Adult)

Brief Report: Sexual Orientation in Individuals with Autistic Traits: Population Based Study of 47,000 Adults in Stockholm County