Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood

By J. Taylor, M. Seltzer. Journal of Autism and Developmental Disorders, 2011

744 citations recorded by the source corpus.

This report describes the post-high school educational and occupational activities for 66 young adults with autism spectrum disorders who had recently exited the secondary school system. Analyses indicated low rates of employment in the community, with the majority of young adults (56%) spending time in sheltered workshops or day activity centers. Young adults with ASD without an intellectual disability were three times more likely to have no daytime activities compared to adults with ASD who had an intellectual disability. Differences in behavioral functioning were observed by employment/day activity group. Our findings suggest that the current service system may be inadequate to accommodate the needs of youths with ASD who do not have intellectual disabilities during the transition to adulthood.

Subfields: Clinical Psychology, Cognitive Neuroscience, Safety Research

View Paper: https://www.semanticscholar.org/paper/fafd9f43e1cd1bbe9811e34b72626566ae844be6

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Citations in the corpus

Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education (2014, background): “Interestingly, one study found that individuals with ASD without intellectual disability (ID) are 3 times more likely to be unemployed and participate less frequently in recreational activities than individuals with ASD and ID (Taylor & Seltzer, 2011).”
The Effect of Transition Planning Participation and Goal-Setting on College Enrollment Among Youth With Autism Spectrum Disorders (2016, neutral): “…& Trainor, 2012; Newman, 2005), better high school academic performance (Chiang, Cheung, Hickson, Xiang, & Tsai, 2012; Shattuck et al., 2012; Taylor & Seltzer, 2011), higher income, non-Hispanic/non-African American racial/ethnic status (Chiang et al., 2012; Shattuck et al., 2012), and a…”
Emerging Adulthood as a Critical Stage in the Life Course (2018, background): “Leaving high school is associated with deterioration in ASD symptom presentation, increase in maladaptive behaviors, and worsening family functioning (Taylor and Seltzer 2010, 2011a, b).”
Anxiety and depression in adults with autism spectrum disorder: a systematic review and meta-analysis (2018, background): “, 2015), and there has been increased emphasis on better understanding these in adults (Taylor and Seltzer, 2011; Howlin, 2013; Moss et al., 2015, 2017).”
Social Skill Interventions for Youth and Adults With Autism Spectrum Disorder: A Systematic Review (2018, background): “…participants with ASD and no comorbid ID. Rates of individuals with ASD seeking postsecondary schooling are also low but are expanding, with rates between 31.95% and 50% reported (Chiang et al., 2013; Shattuck et al., 2012; Taylor & Seltzer, 2011; Wei, Yu, Shattuck, McCracken, & Blackorby, 2013).”
Avoiding Ableist Language: Suggestions for Autism Researchers (2020, background): “, supported employment, organized daytime activities).(82,83) Recent empirical research supports these criticisms; measures of adaptive functioning do not correlate with measures of intellectual ability in autistic children,(84) and the divergence between these two domains tends to increase with hig”
Transition to Adulthood (2015, background): “Echoing findings from Shattuck et al. (2012) and Taylor and Seltzer (2011), young adults from higher income households were significantly more likely than others to enroll in PSE even after controlling for impairment severity.”
Predictors of Employment and Postsecondary Education of Youth With Autism (2012, neutral): “In spite of these promises, research shows that the majority of adults with intellectual and/or developmental disabilities are being served in either facility-based work or community-based nonwork programs (Butterworth et al., 2011; Taylor & Seltzer, 2011).”
Training Teachers in Evidence-Based Practice for Individuals With Autism Spectrum Disorder (2015, background): “Studies continue to document the grim outcomes and lack of available services for adults with ASD (Taylor & Seltzer, 2011).”
Supporting Independence in Adolescents on the Autism Spectrum (2014, background): “However, concerns arise as adolescents with ASD enter early adulthood and independent demonstration of these skills is expected (Taylor & Seltzer, 2011).”