1
|
Burke MM, Fulton K. Developing the Service Inventory: A System to Gauge the Effect of Advocacy on Service Access. BEHAVIOR AND SOCIAL ISSUES 2023; 32:474-481. [PMID: 38213837 PMCID: PMC10783819 DOI: 10.1007/s42822-023-00145-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/15/2023] [Indexed: 01/13/2024]
Abstract
Individuals (families, self-advocates, and practitioners) often advocate for autistic individuals to access services. Yet, there are few systems that accurately measure service access. To discern whether advocacy impacts service access, it is critical to have a measure of services. In this article, we share the development of the Service Inventory-a measure which includes operational definitions and probes of types of services relevant to autistic individuals across the lifespan. We share examples of the Service Inventory so it can be used by students, families, and behavior analysts as they advocate with autistic individuals to access services.
Collapse
Affiliation(s)
- Meghan M Burke
- Department of Special Education, Vanderbilt University, 110 Magnolia Circle, Nashville, TN 37203, United States
| | - Kelly Fulton
- Department of Special Education, University of Illinois at Urbana-Champaign, 1310 S. 6 Street, Champaign, IL 61820, United States
| |
Collapse
|
2
|
Albright J, Fok M, DeLucia EA, Scarpa A. A Qualitative Examination of the Impact of COVID-19 on Transition Services for Autistic Youth. J Autism Dev Disord 2023:10.1007/s10803-023-06009-3. [PMID: 37222966 DOI: 10.1007/s10803-023-06009-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/01/2023] [Indexed: 05/25/2023]
Abstract
The coronavirus (COVID-19) pandemic has caused widespread disturbances in many human and social service programs. Several studies have examined special education programming adaptations since the onset of the pandemic; however, there has yet to be documentation of pandemic-related changes to transition programming and the impact of these changes for autistic youth. The purpose of this qualitative study was to examine changes in transition programming for autistic youth amid the changing educational landscape. We conducted 12 interviews with caregivers (n = 5) and school providers (n = 7) about transition programming for autistic youth and the COVID-19 impact to these services. The pandemic had positive and negative effects on many aspects of transition programming, including student-focused planning, student development, interagency and interdisciplinary collaboration, family involvement, and program structure and attributes. Elucidation of the ways that the COVID-19 pandemic impacted transition programming from the perspectives of multiple stakeholders has important implications for school personnel and can help to inform the future directions for the field of transition programming research.
Collapse
Affiliation(s)
- Jordan Albright
- Center for Mental Health, Psychiatry Department, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA.
- Leonard Davis Institute of Health Economics, University of Pennsylvania, Philadelphia, USA.
| | - Megan Fok
- Department of Psychology, Virginia Tech, Blacksburg, VA, USA
- Virginia Tech Autism Clinic & Center for Autism Research, Virginia Tech, Blacksburg, VA, USA
| | - Elizabeth A DeLucia
- Department of Psychology, Virginia Tech, Blacksburg, VA, USA
- Virginia Tech Autism Clinic & Center for Autism Research, Virginia Tech, Blacksburg, VA, USA
| | - Angela Scarpa
- Department of Psychology, Virginia Tech, Blacksburg, VA, USA
- Virginia Tech Autism Clinic & Center for Autism Research, Virginia Tech, Blacksburg, VA, USA
| |
Collapse
|
3
|
Mazurek MO, Sadikova E, Cheak-Zamora N, Hardin A, Sohl K, Malow BA. Health Care Needs, Experiences, and Perspectives of Autistic Adults. AUTISM IN ADULTHOOD 2023; 5:51-62. [PMID: 36941853 PMCID: PMC10024270 DOI: 10.1089/aut.2021.0069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
Background Autistic adults have high rates of co-occurring health conditions, suicide, and premature mortality, yet often experience health care barriers and poor health outcomes. A better understanding of the health care needs and experiences of autistic adults is essential for improving the health care system and patient experience. Methods This study examined the perspectives of autistic adults regarding their health care experiences in primary care and other settings and their suggestions for improvement using both qualitative and quantitative methods. Twenty autistic adults (aged 18-35 years, 65% male) completed surveys and individual semi-structured interviews. Results Qualitative data analysis results revealed 10 subthemes across 3 overarching themes: (1) system- and clinic-level factors affect access to care, (2) aspects of the clinic environment affect health care experiences, and (3) provider knowledge and practices affect health care experiences. Within the first theme, participants described barriers to obtaining services, including scheduling logistics, costs and inadequate insurance coverage, and transportation barriers. The second theme focused on aspects of the clinic environment that participants found especially relevant to their health care experiences and that required specific accommodations. This included sensory input, anxiety-provoking situations and procedures, and wait time. Within the third theme, participants emphasized aspects of providers' care that affected their health care experiences. Key factors included provider knowledge about autism, communication, rapport, and individualized care and patient-provider partnerships. Conclusion Overall, the findings point to a need for provider training and improvements to the health care delivery system to better meet the unique needs of autistic adults.
Collapse
Affiliation(s)
- Micah O. Mazurek
- Department of Human Services, School of Education and Human Development, University of Virginia, Charlottesville, Virginia, USA
| | - Eleonora Sadikova
- Department of Human Services, School of Education and Human Development, University of Virginia, Charlottesville, Virginia, USA
| | - Nancy Cheak-Zamora
- Department of Health Sciences, University of Missouri, Columbia, Missouri, USA
| | - Amber Hardin
- Supporting Transformative Autism Research (STAR) Initiative, University of Virginia, Charlottesville, Virginia, USA
| | - Kristin Sohl
- Department of Child Health, University of Missouri, Columbia, Missouri, USA
| | - Beth A. Malow
- Department of Neurology, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| |
Collapse
|
4
|
Kuo HJ, Chun J, Lee G, Curtiss S. Competencies and preferences of online psycho-education for caregivers of transition-aged autistic youth. JOURNAL OF ENABLING TECHNOLOGIES 2021. [DOI: 10.1108/jet-03-2021-0014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThe need for more accessible services is apparent and has become more urgent due to the pandemic, COVID-19. While online psycho-education exists, its feasibility is rarely tested. This study explored the online learning experiences and technology competencies of caregivers of transition-aged autistic youth. Their preferred online transition-related training topics were also explored.Design/methodology/approachA quantitative survey was developed based on the review of related literature. The survey was distributed to caregivers of autistic children in the USA.FindingsResults showed that these caregivers are open to online learning (84%) while preferring asynchronous (74.6%) over synchronous mode (12%). The highest-rated topics include life/independent living skills, employment and social and community involvement.Originality/valueThis paper presented valuable information for researchers and educators who are interested in developing online learning programs for the caregivers of autistic children.
Collapse
|
5
|
A Scoping Review of the Contextual Factors Impacting Employment in Neurodevelopmental Disorders. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2021. [DOI: 10.1007/s40474-021-00229-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
|
6
|
Schall C, Wehman P, Avellone L, Taylor JP. Competitive Integrated Employment for Youth and Adults with Autism: Findings from a Scoping Review. Psychiatr Clin North Am 2020; 43:701-722. [PMID: 33127003 DOI: 10.1016/j.psc.2020.08.007] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
A scoping review was conducted to map existing literature on effective interventions for competitive employment for individuals with autism spectrum disorder. Empirical database searches were conducted. A filter for level of methodological rigor was implemented. A total of 25 articles met inclusion criteria. Findings were categorized by level of evidence. Findings revealed strong empirical support for a transition-to-work program called Project SEARCH plus ASD Supports and traditional supported employment services. Receipt of specific vocational rehabilitation and transition services in high school were also identified as effective interventions. Recommendations per level of evidence are provided in more detail.
Collapse
Affiliation(s)
- Carol Schall
- Department of Counseling and Special Education, Rehabilitation Research and Training Center, Autism Center for Excellence, School of Education, Virginia Commonwealth University, 1314 West Main Street, Box 842011, Richmond, VA 23284-2011, USA.
| | - Paul Wehman
- Department of Counseling and Special Education, Rehabilitation Research and Training Center, Autism Center for Excellence, School of Education, Virginia Commonwealth University, 1314 West Main Street, Box 842011, Richmond, VA 23284-2011, USA; Department of Physical Medicine and Rehabilitation, Rehabilitation Research and Training Center, School of Medicine, Autism Center for Excellence, Virginia Commonwealth University, 1314 West Main Street, Box 842011, Richmond, VA 23284-2011, USA
| | - Lauren Avellone
- Department of Counseling and Special Education, Rehabilitation Research and Training Center, Autism Center for Excellence, School of Education, Virginia Commonwealth University, 1314 West Main Street, Box 842011, Richmond, VA 23284-2011, USA
| | - Joshua P Taylor
- Department of Counseling and Special Education, Rehabilitation Research and Training Center, Autism Center for Excellence, School of Education, Virginia Commonwealth University, 1314 West Main Street, Box 842011, Richmond, VA 23284-2011, USA
| |
Collapse
|
7
|
Wehman P, Schall C, McDonough J, Sima A, Brooke A, Ham W, Whittenburg H, Brooke V, Avellone L, Riehle E. Competitive Employment for Transition-Aged Youth with Significant Impact from Autism: A Multi-site Randomized Clinical Trial. J Autism Dev Disord 2020; 50:1882-1897. [PMID: 30825082 DOI: 10.1007/s10803-019-03940-2] [Citation(s) in RCA: 29] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
This study reports the results of a multi-site, parallel block randomized clinical trial to expand the previous findings regarding the implementation of Project SEARCH plus ASD Supports (PS + ASD) on employment outcomes upon graduation from high school. Participants were 156 individuals with significant impact from ASD between the ages of 18-21. There was a significant difference between treatment and control groups with 73.4% of the treatment group acquiring competitive employment at or above minimum wage by 1-year after graduation compared to 17% of the control group for whom data was provided. At 1-year, employed treatment group participants worked an average of 21.2 h per week (SD = 9) for a mean hourly wage of $9.61 per hour (SD = $1.55).Clinical Trial Registration: clinicaltrials.gov Identifier: NCT03560453.
Collapse
Affiliation(s)
- Paul Wehman
- Department of Physical Medicine and Rehabilitation, Virginia Commonwealth University, Richmond, VA, USA.,Rehabilitation Research and Training Center, Virginia Commonwealth University, Richmond, VA, USA.,School of Education, VCU Autism Center for Excellence, Virginia Commonwealth University, Box 842011, Richmond, VA, 23284-2011, USA
| | - Carol Schall
- Rehabilitation Research and Training Center, Virginia Commonwealth University, Richmond, VA, USA. .,School of Education, Virginia Commonwealth University, Richmond, VA, USA. .,School of Education, VCU Autism Center for Excellence, Virginia Commonwealth University, Box 842011, Richmond, VA, 23284-2011, USA.
| | - Jennifer McDonough
- Rehabilitation Research and Training Center, Virginia Commonwealth University, Richmond, VA, USA.,School of Education, Virginia Commonwealth University, Richmond, VA, USA
| | - Adam Sima
- Department of Biostatistics, Virginia Commonwealth University, Richmond, USA
| | - Alissa Brooke
- Rehabilitation Research and Training Center, Virginia Commonwealth University, Richmond, VA, USA.,School of Education, Virginia Commonwealth University, Richmond, VA, USA.,School of Education, VCU Autism Center for Excellence, Virginia Commonwealth University, Box 842011, Richmond, VA, 23284-2011, USA
| | - Whitney Ham
- Rehabilitation Research and Training Center, Virginia Commonwealth University, Richmond, VA, USA.,School of Education, Virginia Commonwealth University, Richmond, VA, USA.,School of Education, VCU Autism Center for Excellence, Virginia Commonwealth University, Box 842011, Richmond, VA, 23284-2011, USA
| | - Holly Whittenburg
- Rehabilitation Research and Training Center, Virginia Commonwealth University, Richmond, VA, USA.,School of Education, Virginia Commonwealth University, Richmond, VA, USA
| | - Valerie Brooke
- Rehabilitation Research and Training Center, Virginia Commonwealth University, Richmond, VA, USA.,School of Education, Virginia Commonwealth University, Richmond, VA, USA.,School of Education, VCU Autism Center for Excellence, Virginia Commonwealth University, Box 842011, Richmond, VA, 23284-2011, USA
| | - Lauren Avellone
- Rehabilitation Research and Training Center, Virginia Commonwealth University, Richmond, VA, USA.,School of Education, Virginia Commonwealth University, Richmond, VA, USA.,School of Education, VCU Autism Center for Excellence, Virginia Commonwealth University, Box 842011, Richmond, VA, 23284-2011, USA
| | - Erin Riehle
- Division of Disability Services, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| |
Collapse
|
8
|
Diener ML, Wright CA, Taylor C, D'Astous V, Lasrich L. Dual perspectives in autism spectrum disorders and employment: Toward a better fit in the workplace. Work 2020; 67:223-237. [PMID: 32955484 DOI: 10.3233/wor-203268] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND Compared with people with other disabilities, individuals with autism spectrum disorder (ASD) have the lowest rates of employment and switch jobs at a higher frequency. Thus, understanding how to support workplace success for people with ASD is important. OBJECTIVE Grounded in an ecological conceptual model, this study explores the dual employment perspectives of adults with ASD and supervisors who worked with individuals with ASD. METHODS Using participatory research methods, a purposive sample of ten adults with ASD (all verbal with high school diplomas) and ten supervisors participated in semi-structured interviews on employment experiences. Qualitative analyses were used to identify themes. RESULTS Four major themes emerged from an ecological framework to create a strong person-environment fit in the workplace: 1) building on interest/experiences/strengths/skills, 2) reducing social demands, 3) clear communication and expectations, and 4) ASD awareness for work environment. Comparisons between the two groups of participants showed substantive differences in expectations and accommodations. CONCLUSIONS Supervisors, although eager to employ individuals with ASD, could benefit by employing an ecological model to successful employment. Results indicate that multiple lenses on the process of employment for those with ASD can lead to better outcomes in the workplace.
Collapse
Affiliation(s)
- Marissa L Diener
- Department of Family and Consumer Studies, University of Utah, Salt Lake City, UT, USA
| | - Cheryl A Wright
- Department of Family and Consumer Studies, University of Utah, Salt Lake City, UT, USA
| | - Carly Taylor
- Department of Family and Consumer Studies, University of Utah, Salt Lake City, UT, USA
| | - Valerie D'Astous
- Department of Family and Consumer Studies, University of Utah, Salt Lake City, UT, USA
| | - Lauren Lasrich
- Department of Family and Consumer Studies, University of Utah, Salt Lake City, UT, USA
| |
Collapse
|
9
|
Albright J, Kulok S, Scarpa A. A qualitative analysis of employer perspectives on the hiring and employment of adults with autism spectrum disorder. JOURNAL OF VOCATIONAL REHABILITATION 2020. [DOI: 10.3233/jvr-201094] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Affiliation(s)
- Jordan Albright
- Virginia Tech Center for Autism Research, Virginia Polytechnic Institute and State University, Blacksburg, VA, USA
- Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, VA, USA
| | - Sydney Kulok
- Virginia Tech Center for Autism Research, Virginia Polytechnic Institute and State University, Blacksburg, VA, USA
- Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, VA, USA
| | - Angela Scarpa
- Virginia Tech Center for Autism Research, Virginia Polytechnic Institute and State University, Blacksburg, VA, USA
- Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, VA, USA
| |
Collapse
|
10
|
Schall C, Wehman P, Avellone L, Taylor JP. Competitive Integrated Employment for Youth and Adults with Autism: Findings from a Scoping Review. Child Adolesc Psychiatr Clin N Am 2020; 29:373-397. [PMID: 32169268 DOI: 10.1016/j.chc.2019.12.001] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
A scoping review was conducted to map existing literature on effective interventions for competitive employment for individuals with autism spectrum disorder. Empirical database searches were conducted. A filter for level of methodological rigor was implemented. A total of 25 articles met inclusion criteria. Findings were categorized by level of evidence. Findings revealed strong empirical support for a transition-to-work program called Project SEARCH plus ASD Supports and traditional supported employment services. Receipt of specific vocational rehabilitation and transition services in high school were also identified as effective interventions. Recommendations per level of evidence are provided in more detail.
Collapse
Affiliation(s)
- Carol Schall
- Department of Counseling and Special Education, Rehabilitation Research and Training Center, Autism Center for Excellence, School of Education, Virginia Commonwealth University, 1314 West Main Street, Box 842011, Richmond, VA 23284-2011, USA.
| | - Paul Wehman
- Department of Counseling and Special Education, Rehabilitation Research and Training Center, Autism Center for Excellence, School of Education, Virginia Commonwealth University, 1314 West Main Street, Box 842011, Richmond, VA 23284-2011, USA; Department of Physical Medicine and Rehabilitation, Rehabilitation Research and Training Center, School of Medicine, Autism Center for Excellence, Virginia Commonwealth University, 1314 West Main Street, Box 842011, Richmond, VA 23284-2011, USA
| | - Lauren Avellone
- Department of Counseling and Special Education, Rehabilitation Research and Training Center, Autism Center for Excellence, School of Education, Virginia Commonwealth University, 1314 West Main Street, Box 842011, Richmond, VA 23284-2011, USA
| | - Joshua P Taylor
- Department of Counseling and Special Education, Rehabilitation Research and Training Center, Autism Center for Excellence, School of Education, Virginia Commonwealth University, 1314 West Main Street, Box 842011, Richmond, VA 23284-2011, USA
| |
Collapse
|