Factors that affect the physical and mental health of caregivers of school‐age children and transitioning young adults with autism spectrum disorder

2018 ◽  
Vol 32 (3) ◽  
pp. 622-634
Author(s):  
Gloria K. Lee ◽  
Carolyn M. Shivers
Keyword(s):  
Mental Health ◽  
Autism Spectrum Disorder ◽  
Young Adults ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age Children ◽  
School Age ◽  
Physical And Mental Health ◽  
Adults With Autism ◽  
Young Adults With Autism

Effects of a Robot Peer on the Acquisition and Observational Learning of Sight Words in Young Adults With Autism Spectrum Disorder

2018 ◽  
Vol 33 (4) ◽  
pp. 284-296 ◽  
Author(s):  
Mohammad Nasser Saadatzi ◽  
Robert C. Pennington ◽  
Karla C. Welch ◽  
James H. Graham
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Adults ◽  
Observational Learning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sight Words ◽  
Tutoring System ◽  
Adults With Autism ◽  
Young Adults With Autism ◽  
Target Words

The authors of the current investigation developed and evaluated the effects of a tutoring system based on a small-group arrangement to two young adults with autism spectrum disorder on the acquisition, maintenance, and generalization of sight words. The tutoring system was comprised of a virtual teacher to instruct sight words, and a humanoid robot which adopted a peer metaphor, where its function was to act as an emulated peer. With the introduction of the robot peer (RP), the traditional dyadic interaction in tutoring systems was augmented to a novel triadic interaction in order to enrich the social content of the learning environment and to facilitate observational learning (OL). The virtual teacher implemented a constant time delay strategy to instruct three types of sight words: (a) target words exclusive to the participant, (b) target words common between the participant and the RP, and (c) nontarget words exclusive to the RP. In order to examine the efficacy of intervention, a multiple-probe design across three word sets, replicated across two participants, was utilized. Results indicated that both participants acquired, generalized, and maintained target words with 100% accuracy. Furthermore, the participants made fewer errors and required less instruction time to learn the words common between the participants and the RP. Finally, the participants acquired, through OL, the majority of words taught exclusively to the RP.

Employment Training for Young Adults with Autism Spectrum Disorder

2017 ◽  
pp. 196-222
Author(s):  
David W. Test ◽  
Debra G. Holzberg ◽  
Kelly Clark ◽  
Misty Terrell ◽  
Dana E. Rusher
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Adults ◽  
Employment Outcomes ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adults With Autism ◽  
Evidence Based Practices ◽  
Young Adults With Autism ◽  
Employment Rates ◽  
Adults With Asd

Despite legislation to improve post-school outcomes for young adults with autism spectrum disorder, they experience poorer employment outcomes than their peers without disabilities. Data indicate persons with ASD experience lower employment rates, earn less money, work fewer hours, are less engaged in their communities, and live independently less frequently than their peers without disabilities. Furthermore, the earnings of individuals with ASD lag behind earnings of their peers both with and without disabilities. In order to help improve employment outcomes for youth with ASD, this chapter describes the characteristics contributing to employment of individuals with ASD, the factors influencing employment of individuals with ASD, and the research related to evidence-based practices for young adults with ASD.

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