Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

28-06-2021 | Original Paper

Promoting Career Design in Youth and Young Adults with ASD: A Feasibility Study

Auteurs: Evan E. Dean, Mayumi Hagiwara, Karrie A. Shogren, Michael L. Wehmeyer, Jennifer Shrum

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2022

Abstract

Recent calls by transition researchers in postsecondary transition have advocated for new approaches to transition services focused on career design, which uses career-related experiences based on a person’s interests to develop goal setting and problem-solving abilities. Youth and young adults with autism spectrum disorder (ASD), who often have limited opportunity for career-related experiences, could benefit from career design intervention. This study examined the feasibility of using the Self-Determined Career Design Model (SDCDM) to enhance transition-related outcomes for twenty-five youth and young adults with ASD. Statistically significant gains were seen in goal attainment and occupational performance. This study provides preliminary evidence that the SDCDM can feasibly enhance outcomes for youth and young adults with ASD.

vorige artikel Toward a Comprehensive Assessment of Relationships with Teachers and Parents for Youth with Intellectual Disabilities

volgende artikel “I Spent Most of Freshers in my Room”—A Qualitative Study of the Social Experiences of University Students on the Autistic Spectrum

Brown, S. D., & Lent, R. W. (2005). Career development and counseling: Putting theory and research to work. Wiley.

Carr, R. A. (1979). Goal Attainment Scaling as a useful tool for evaluating progress in special education. Exceptional Children, 46(2), 88–95.CrossRef

Carswell, A., McColl, M. A., Baptiste, S., Law, M., Polatajko, H., & Pollock, N. (2004). The Canadian occupational performance measure: A research and clinical literature review. Canadian Journal of Occupational Therapy, 71(4), 210–222. https://doi.org/10.1177/000841740407100406CrossRef

Carter, E. W., Austin, D., & Trainor, A. A. (2012). Predictors of postschool employment outcomes for young adults with severe disabilities. Journal of Disability Policy Studies, 23(1), 50–63. https://doi.org/10.1177/1044207311414680CrossRef

Chou, Y.-C., Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., & Lee, J. (2017). Autism and self-determination factor analysis of two measures of self-determination. Focus on Autism and Other Developmental Disabilities, 32(3), 163–175. https://doi.org/10.1177/1088357615611391CrossRef

Dean, E. E., Burke, K. M., Shogren, K. A. (in press). Understanding career design goals set by youth with autism spectrum disorder. American Journal of Occupational Therapy.

Dean, E. E., Burke, K. M., Shogren, K. A., & Wehmeyer, M. L. (2017). Promoting self-determination and integrated employment through the self-determined career development model. Advances in Neurodevelopmental Disorders, 1(2), 55–62. https://doi.org/10.1007/s41252-017-0011-yCrossRef

Dean, E. E., Shogren, K. A., & Wehmeyer, M. L. (2020). Career design. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of adolescent transition education for youth with disabilities (2nd ed.). Routledge.

Dean, E. E., Shogren, K. A., Wehmeyer, M. L., Almire, B., & Mellenbruch, R. (2019). Career design and development for adults with intellectual disability: A program evaluation. Advances in Neurodevelopmental Disorders, 3(2), 111–118. https://doi.org/10.1007/s41252-018-0080-6CrossRef

Di Maggio, I., Shogren, K. A., Wehmeyer, M. L., Nota, L., & Sgaramella, T. M. (2019). Career adaptability, self-determination, and life satisfaction: A mediational analysis with people with substance use disorder. Journal of Career Development, Advance Online Publication. https://doi.org/10.1177/0894845319847006CrossRef

Doren, B., Gau, J. M., & Lindstrom, L. E. (2012). The relationship between parent expectations and postschool outcomes of adolescents with disabilities. Exceptional Children, 79(1), 7–23. https://doi.org/10.1177/001440291207900101CrossRef

Gunn, K. C., & Delafield-Butt, J. T. (2016). Teaching children with autism spectrum disorder with restricted interests: A review of evidence for best practice. Review of Educational Research, 86(2), 408–430. https://doi.org/10.3102/0034654315604027CrossRef

Hagner, D., Kurtz, A., Cloutier, H., Arakelian, C., Brucker, D. L., & 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. https://doi.org/10.1177/1088357611430841CrossRef

Hirschi, A. (2010). Positive adolescent career development: The role of intrinsic and extrinsic work values. The Career Development Quarterly, 58(3), 276–287. https://doi.org/10.1002/j.2161-0045.2010.tb00193.xCrossRef

Howland, A., Anderson, J., Smiley, A., & Abbott, D. (2006). School liaisons: Bridging the gap between home and school. 16 (2), 47–68. Retrieved June 16, 2021 from https://files.eric.ed.gov/fulltext/EJ794797.pdf

Kiresuk, T. J. (2014). Goal Attainment Scaling: Applications, theory, and measurement. Psychology Press.CrossRef

Koen, J., Klehe, U.-C., Van Vianen, A. E., Zikic, J., & Nauta, A. (2010). Job-search strategies and reemployment quality: The impact of career adaptability. Journal of Vocational Behavior, 77(1), 126–139. https://doi.org/10.1016/j.jvb.2010.02.004CrossRef

Krasny-Pacini, A., Evans, J., Sohlberg, M. M., & Chevignard, M. (2016). Proposed criteria for appraising goal attainment scales used as outcome measures in rehabilitation research. Archives of Physical Medicine and Rehabilitation, 97(1), 157–170. https://doi.org/10.1016/j.apmr.2015.08.424CrossRefPubMed

Lachapelle, Y., Wehmeyer, M. L., Haelewyck, M. C., Courbois, Y., Keith, K. D., Schalock, R., Verdugo, M. A., & Walsh, P. N. (2005). The relationship between quality of life and self-determination: An international study. Journal of Intellectual Disability Research, 49(10), 740–744. https://doi.org/10.1111/j.1365-2788.2005.00743.xCrossRefPubMed

Law, M. C., Baptiste, S., Carswell, A., McColl, M. A., Polatajko, H., & Pollock, N. (1998). Canadian occupational performance measure: Copm: CAOT Publ. ACE.

Mazzotti, V. L., Rowe, D. A., Sinclair, J., Poppen, M., Woods, W. E., & Shearer, M. L. (2016). Predictors of post-school success: A systematic review of NLTS2 secondary analyses. Career Development and Transition for Exceptional Individuals, 39(4), 196–215. https://doi.org/10.1177/2165143415588047CrossRef

Nota, L., Ferrari, L., Soresi, S., & Wehmeyer, M. (2007). Self-determination, social abilities and the quality of life of people with intellectual disability. Journal of Intellectual Disability Research, 51(11), 850–865. https://doi.org/10.1111/j.1365-2788.2006.00939.xCrossRefPubMed

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, 33(2), 129–140. https://doi.org/10.1080/0164212X.2016.1248877CrossRef

Roux, A. M., Shattuck, P. T., Rast, J. E., Rava, J. A., & Anderson, K. A. (2015). National autism indicators report: Transition into young adulthood. Life course outcomes research program. AJ Drexel Autism Institute, Drexel University, Philadelphia, PA. Retrieved June 16, 2021 from https://drexel.edu/autismoutcomes/publications-and-reports/publications/National-Autism-Indicators-Report-Transition-to-Adulthood/

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.CrossRef

Santilli, S., Nota, L., Ginevra, M. C., & Soresi, S. (2014). Career adaptability, hope and life satisfaction in workers with intellectual disability. Journal of Vocational Behavior, 85(1), 67–74. https://doi.org/10.1016/j.jvb.2014.02.011CrossRef

Savickas, M. L., Nota, L., Rossier, J., Dauwalder, J. P., Duarte, M. E., Guichard, J., Soresi, S., Van Esbroeck, R., & Van Vianen, A. E. (2009). Life designing: A paradigm for career construction in the 21st century. Journal of Vocational Behavior, 75(3), 239–250. https://doi.org/10.1016/j.jvb.2009.04.004CrossRef

Savickas, M. L., & Porfeli, E. J. (2012). Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries. Journal of Vocational Behavior, 80(3), 661–673. https://doi.org/10.1016/j.jvb.2012.01.011CrossRef

Shankar, S., Marshall, S. K., & Zumbo, B. D. (2020). A systematic review of validation practices for the Goal Attainment Scaling measure. Journal of Psychoeducational Assessment, 38(2), 236–255. https://doi.org/10.1177/0734282919840948CrossRef

Shogren, K. A., Dean, E. E., Griffin, C., Steveley, J., Sickles, R., Wehmeyer, M. L., & Palmer, S. (2017a). Promoting change in employment supports: Impacts of a community-based change model. Journal of Vocational Rehabilitation. https://doi.org/10.3233/JVR-170880CrossRef

Shogren, K. A., Forber-Pratt, A. J., Nittrouer, C., & Aragon, S. R. (2013). The emergence of a human services cooperative to support families and young adults with disabilities: Implications for disability services and supports. Research and Practice for Persons with Severe Disabilities, 38(4), 259–273. https://doi.org/10.1177/154079691303800405CrossRef

Shogren, K. A., Garnier Villarreal, M., Lang, K., & Seo, H. (2017b). Mediating role of self-determination constructs in explaining the relationship between school factors and postschool outcomes. Exceptional Children, 83(2), 165–180. https://doi.org/10.1177/0014402916660089CrossRef

Shogren, K. A., Gotto, I., George, S., Wehmeyer, M. L., Shaw, L., Seo, H., Palmer, S., Snyder, M. J., & Barton, K. N. (2016). The impact of the self-determined career development model on self-determination. Journal of Vocational Rehabilitation, 45(3), 337–350. https://doi.org/10.3233/JVR-160834CrossRef

Shogren, K. A., Raley, S. K., Burke, K. M., & Wehmeyer, M. L. (2018a). The self-determined learning model of instruction teacher’s guide. Kansas University Center on Developmental Disabilities.

Shogren, K. A., Shaw, L. A., Raley, S. K., & Wehmeyer, M. L. (2018b). Exploring the effect of disability, race-ethnicity, and socioeconomic status on scores on the self-determination inventory: Student report. Exceptional Children, 85(1), 10–27. https://doi.org/10.1177/0014402918782150CrossRef

Shogren, K. A., Wehmeyer, M. L., Little, T. D., Forber-Pratt, A. J., Palmer, S. B., & Seo, H. (2017c). Preliminary validity and reliability of scores on the self-determination inventory: Student report version. Career Development and Transition for Exceptional Individuals, 40(2), 92–103. https://doi.org/10.1177/2165143415594335CrossRef

Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Forber-Pratt, A. J., Little, T. J., & Lopez, S. (2015a). Causal agency theory: Reconceptualizing a functional model of self-determination. Education and Training in Autism and Developmental Disabilities, 50(3), 251. Retrieved June 16, 2021 from https://www.jstor.org/stable/24827508

Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Rifenbark, G. G., & Little, T. D. (2015b). Relationships between self-determination and postschool outcomes for youth with disabilities. The Journal of Special Education, 48(4), 256–267. https://doi.org/10.1177/0022466913489733CrossRef

Stancliffe, R. J. (2001). Living with support in the community: Predictors of choice and self-determination. Mental Retardation and Developmental Disabilities Research Reviews, 7, 91–98. https://doi.org/10.1002/mrdd.1013CrossRefPubMed

Stancliffe, R. J., Abery, B. H., & Smith, J. (2000). Personal control and the ecology of community living settings: Beyond living-unit size and type. American Journal on Mental Retardation, 105(6), 431–454. https://doi.org/10.1352/0895-8017(2000)105%3c0431:PCATEO%3e2.0.CO;2CrossRefPubMed

Wehman, P., Chan, F., Ditchman, N., & Kang, H.-J. (2014). Effect of supported employment on vocational rehabilitation outcomes of transition-age youth with intellectual and developmental disabilities: A case control study. Intellectual & Developmental Disabilities, 52(4), 296–310. https://doi.org/10.1352/1934-9556-52.4.296CrossRef

Wehmeyer, M. L. (1995). The Arc’s Self-Determination Scale: Procedural Guidelines. Arlington, TX: The Arc. Retrieved June 16, 2021 from https://files.eric.ed.gov/fulltext/ED441322.pdf.

Wehmeyer, M. L. (1996). Student self-report measure of self-determination for students with cognitive disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 31, 282–293. Retrieved June 16, 2021 from https://www.jstor.org/stable/23879103

Wehmeyer, M. L., & Bolding, N. (2001). Enhanced self-determination of adults with intellectual disability as an outcome of moving to community-based work or living environments. Journal of Intellectual Disability Research, 45(5), 371–383. https://doi.org/10.1046/j.1365-2788.2001.00342.xCrossRefPubMed

Wehmeyer, M. L., Lattimore, J., Jorgensen, J. D., Palmer, S. B., Thompson, E., & Schumaker, K. M. (2003). The self-determined career development model: A pilot study. Journal of Vocational Rehabilitation, 19(2), 79–87.

Wehmeyer, M. L., Nota, L., Soresi, S., Shogren, K. A., Morningstar, M. E., Ferrari, L., Sgaramella, T. M., & Di Maggio, I. (2019). A crisis in career development: Life designing and implications for transition. Career Development and Transition for Exceptional Individuals, 42(3), 179–187. https://doi.org/10.1177/21651434177500CrossRef

Wehmeyer, M. L., Palmer, S. B., Shogren, K., Williams-Diehm, K., & Soukup, J. H. (2013). Establishing a causal relationship between intervention to promote self-determination and enhanced student self-determination. The Journal of Special Education, 46(4), 195–210. https://doi.org/10.1177/0022466910392377CrossRefPubMed

Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Williams-Diehm, K. L., Little, T. D., & Boulton, A. (2012). The impact of the self-determined learning model of instruction on student self-determination. Exceptional Children, 78(2), 135–153. https://doi.org/10.1177/001440291207800201CrossRefPubMed

Wei, X., Wagner, M., Hudson, L., Yu, J. W., & Shattuck, P. (2015). Transition to adulthood: Employment, education, and disengagement in individuals with autism spectrum disorders. Emerging Adulthood, 3(1), 37–45. https://doi.org/10.1177/2167696814534417CrossRef

Titel: Promoting Career Design in Youth and Young Adults with ASD: A Feasibility Study
Auteurs: Evan E. Dean
Mayumi Hagiwara
Karrie A. Shogren
Michael L. Wehmeyer
Jennifer Shrum
Publicatiedatum: 28-06-2021
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 6/2022
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-021-05146-x

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 6/2022

The Association of Prenatal Vitamins and Folic Acid Supplement Intake with Odds of Autism Spectrum Disorder in a High-Risk Sibling Cohort, the Early Autism Risk Longitudinal Investigation (EARLI)

The Effect of Teaching Initiations on the Communication of Children with Autism Spectrum Disorder: A Randomized Clinical Trial

Timing and Intertemporal Choice Behavior in the Valproic Acid Rat Model of Autism Spectrum Disorder

Symptom Severity, Internalized and Externalized Behavioral and Emotional Problems: Links with Parenting Stress in Mothers of Children Recently Diagnosed with Autism

Brief Report: The Influence of Autism Severity and Depression on Self-Determination Among Young Adults with Autism Spectrum Disorder

The Impact of the Comorbidity of ASD and ADHD on Social Impairment