Young Adult Outcome of Autism Spectrum Disorders

By L. Eaves, H. Ho. Journal of Autism and Developmental Disorders, 2008

721 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Education, Genetics

View Paper: https://www.semanticscholar.org/paper/a9cdd4b7d2049a08627b03c8e423a893beea60d3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Sarah Parsons
2. J. Taylor
3. K. Hume
4. M. Seltzer
5. P. Shattuck

In Education

1. Sarah Parsons
2. J. Taylor
3. D. Wood
4. M. Seltzer
5. Jill V. Hamm

In Genetics

1. Sarah Parsons
2. J. Taylor
3. M. Seltzer

Citations in the corpus

• Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood (2011, background): “The most consistent correlate is IQ; individuals who have ASD and comorbid intellectual disability (ID) have less optimal social functioning (reflecting less independence) compared to those with ASD and higher IQ scores ( Eaves and Ho 2008; Farley et al. 2009; Gillberg and Steffenburg 1987; Howlin ”
• Supporting Independence in Adolescents on the Autism Spectrum (2014, result): “A more recent study of the outcomes of 48 young adults with ASD demonstrated similar results, with 50% of respondents across the IQ range indicating poor outcomes (Eaves & Ho, 2008).”
• Transition to Adulthood (2015, background): “The meaningfulness of the employment of many youth with ASDs was called into question by another study, which found that employees with ASDs worked an average of 5 hr/week (Eaves & Ho, 2008).”
• Individual Differences in Children’s Pragmatic Ability: A Review of Associations with Formal Language, Social Cognition, and Executive Functions (2018, neutral): “…in pragmatic skills have a long-term impact on relationship formation (e.g., Whitehouse, Watt, Line, & Bishop, 2009) employability (e.g., Eaves & Ho, 2008; Lewis, Woodyatt, & Murdoch, 2008) and behavioral, social, and emotional problems (e.g., St Clair, Pickles, Durkin, & Conti-Ramsden,…”
• Emerging Adulthood as a Critical Stage in the Life Course (2018, background): “Even among those employed, their jobs tended to be low level and low income (Cimera and Cowan 2009; Eaves and Ho 2008; Howlin et al. 2004).”
• Social and Vocational Skills Training Reduces Self-reported Anxiety and Depression Among Young Adults on the Autism Spectrum (2011, background): “Topics in the curriculum were planned around a specific objective based on the needs of those in the autism community which have been described in the literature (Cederlund et al. 2008; Demurie et al. 2011; Eaves and Ho 2008; Lord 2010; Stichter et al. 2010).”
• Authenticity in virtual reality for assessment and intervention in Autism: a conceptual review (2016, background): “For example, despite over thirty years of intervention research, the social, economic, employment, and accommodationrelated outcomes for adults on the autism spectrum remain poor (Billstedt, Gillberg, & Gillberg, 2005; Eaves & Ho, 2008; Howlin, Goode, Hutton, & Rutter, 2004).”
• The health status of adults on the autism spectrum (2015, result): “Our findings of high prevalence of psychiatric disorders, including depression, anxiety, psychoses, OCD, bipolar disorder, and attention deficit disorder, are consistent with previous studies which typically included fewer than 200 cases and focused on young adults (Buck et al., 2014; Eaves and Ho, ”