scholarly journals Self-Perceived Independent Living Skills and Self-Determination as a Method of Evaluating a Residential Program in Young Adults With Autism Spectrum Disorder

Cureus ◽  
2021 ◽  
Author(s):  
Rohan S Janwadkar ◽  
Stephanie Byun ◽  
Alicia Rootes ◽  
Nirmala Prakash
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Adults ◽  
Independent Living ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Residential Program ◽  
Self Determination ◽  
Adults With Autism ◽  
Independent Living Skills ◽  
Living Skills

Parents’ and young adults’ perspectives on transition outcomes for young adults with autism

Autism ◽  
2017 ◽  
Vol 22 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Collette Sosnowy ◽  
Chloe Silverman ◽  
Paul Shattuck
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Adults ◽  
Postsecondary Education ◽  
Transition To Adulthood ◽  
Independent Living ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adults With Autism ◽  
Young Adults With Autism ◽  
Education And Employment

Existing research shows that young adults with autism spectrum disorder have poorer outcomes than their peers with other developmental disabilities in the key areas of independent living, postsecondary education, and employment. However, we understand little about how young adults with autism and their families understand and value outcomes and whether these indicators match their goals and aspirations. We interviewed parents (n = 21) and young adults with autism spectrum disorder (n = 20) about their experiences with the transition to adulthood to understand what they consider to be desirable outcomes and how they seek to achieve them. Understanding these perspectives will help identify areas of need as well as disconnections between service objectives and the goals of young adults and their families. Participants described outcomes as more complex and nuanced than current conceptions and measures account for. They defined and evaluated outcomes in relation to their or their child’s individual abilities, needs, and desires. These findings provide important insight into challenges to and facilitators of desired outcomes, which has implications for programming, service delivery, and policy.

scholarly journals The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

2017 ◽  
Vol 33 (3) ◽  
pp. 145-158 ◽  
Author(s):  
Kaylee Stahr Wynkoop ◽  
Rachel E. Robertson ◽  
Rachel Schwartz
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Video Modeling ◽  
Independent Living ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Instructional Time ◽  
Independent Living Skills ◽  
Alternating Treatments Design ◽  
Living Skills

Individuals with autism spectrum disorder (ASD) and intellectual disability (ID) often have deficits in independent living skills. One way to improve skills in this area is through the use of video modeling (VM) interventions. The purpose of the study was to compare the effects of two VM interventions and a third non-video-based intervention on the independent living skills of four students with ASD and/or ID. Using an adapted alternating treatments design, we investigated the comparative effects of VM plus prompting and reinforcement (VM + P&R), continuous video modeling (CVM) plus prompting and reinforcement (CVM + P&R), and prompting and reinforcement alone (P&R). Results indicated that two students responded well to both VM + P&R and P&R, while CVM + P&R was most effective for one student. For the last student, all interventions had only minimal effects on target skill performance, and results were inconclusive. Overall, students required fewer adult-delivered prompts with VM + P&R and/or CVM + P&R, but P&R required less preparation and instructional time.

Self-determination in young adults with autism spectrum disorder

Autism ◽  
2019 ◽  
Vol 24 (3) ◽  
pp. 605-616 ◽  
Author(s):  
Nancy C Cheak-Zamora ◽  
Anna Maurer-Batjer ◽  
Beth A Malow ◽  
Ann Coleman
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Adults ◽  
Intellectual Disability ◽  
Standard Deviation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Determination ◽  
Measure Data ◽  
Adults With Autism ◽  
Young Adults With Autism

This study examined rates of and contributing factors to self-determination among young adults with autism spectrum disorder. Caregivers of young adults with autism spectrum disorder, 16–25 years, from five Autism Treatment Network sites completed surveys about their young adults’ transition experiences including the American Institutes for Research Self-Determination measure. Data were analyzed using univariate and multivariate analysis. Caregivers ( n = 479) reported their young adults with autism spectrum disorder as having moderate overall self-determination ( x = 38; standard deviation = 9.04) with low capacity ( x = 15.3; standard deviation = 5.67) and high opportunities at home ( x = 23.1; standard deviation = 4.59). Young adults with autism spectrum disorder with intellectual disability or severe autism spectrum disorder symptomology experience significant disparities in overall self-determination compared to those without intellectual disability and less frequent symptom expression and severity. Barring severity indicators, there were few significant predictors of self-determination. Findings show a breakdown in self-determination skill-building. Young adults with autism spectrum disorder with intellectual disability or severe symptomology experienced significant disparities in self-determination. These findings show that current promotion of self-determination is not meeting the needs of young adults with autism spectrum disorder. Future interventions must identify what supports young adults with autism spectrum disorder need to capitalize on these opportunities to be independent and exert autonomy in their daily lives.

Sign in / Sign up

Export Citation Format

Share Document