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Chun J, Curtiss SL, Richard C, Zhou K, Rios YC, Park S, Kim J, Koc M. Where Does Hope Lie? The Dialectical Tensions Between Hopes and Expectations of Vocational Transition Planning from the Perspectives of Autistic Young Adults, Parents, and Practitioners. J Autism Dev Disord 2024:10.1007/s10803-024-06348-9. [PMID: 38635131 DOI: 10.1007/s10803-024-06348-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/06/2024] [Indexed: 04/19/2024]
Abstract
The post-secondary transition for autistic youth is a complex process, with hopes and expectations serving as malleable mediators often overlooked in research and practice. Career awareness, exploration, and counseling services play a critical role in facilitating vocational transition, but the vocational hopes and expectations of autistic youth and their parents are often disregarded. This study aims to explore these aspirations and their impact on the vocational transition process, seeking to harmonize elements to better align with the needs of autistic youth and their families. This study used a focus group design involving group interviews with three participant groups: autistic transition-aged youth, parents, and practitioners. The findings reveal five key themes: 1) Accepting Disability or Constrained by Ableism: Resisting Marginalization, 2) Finding the Sweet Spot: Are Parents and Youth's Expectations Too High or Too Low, 3) Market Forces at Work-Finding a Meaningful Vocational Path in a Capitalist Society, 4) Despite Meticulous Planning, there is a Disconnect Between Needs and Resources, and 5) The Hills and Valleys of Finding Resilience. Navigating the multifaceted landscape of vocational transition planning for autistic youth necessitates a collaborative and flexible approach. Identified tensions serve as opportunities for growth and transformation. Recognizing and addressing system shortcomings is crucial for informed decision-making. Challenges extend beyond individual circumstances, reflecting broader systemic issues, and identifying these gaps allows for a comprehensive understanding of available resources, cultivating a basis of hope as uncertainties are addressed.
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Affiliation(s)
- Jina Chun
- Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison, 1000 Bascom Mall, Room 415, Madison, WI, 53706, U.S.A..
| | - Sarah L Curtiss
- College of Education and Human Development, University of Delaware, Newark, DE, U.S.A
| | - Constance Richard
- Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison, 1000 Bascom Mall, Room 415, Madison, WI, 53706, U.S.A
| | - Kaiqi Zhou
- Department of Rehabilitation and Health Services, University of North Texas, Denton, TX, U.S.A
| | - Yazmin Castruita Rios
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI, U.S.A
| | - Sara Park
- Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison, 1000 Bascom Mall, Room 415, Madison, WI, 53706, U.S.A
| | - Jaeyong Kim
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI, U.S.A
| | - Muharrem Koc
- Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison, 1000 Bascom Mall, Room 415, Madison, WI, 53706, U.S.A
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Hamama L. Perceived Social Support, Normalization, and Subjective Well-Being Among Family Members of a Child with Autism Spectrum Disorder. J Autism Dev Disord 2024; 54:1468-1481. [PMID: 36637591 DOI: 10.1007/s10803-022-05857-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/29/2022] [Indexed: 01/14/2023]
Abstract
The experience of family members of children with autism spectrum disorder (ASD) is not uniform. This study focused on mothers of a child with ASD (Study 1) and typically developing siblings (TDSs) during their emerging adulthood (Study 2). Similarities and differences were explored regarding a proposed model examining the paths of perceived social support (PSS) and normalization (a coping strategy) with subjective well-being: satisfaction with life (SWL) and positive affect (PA). Similarities were found in the paths between PSS, normalization, and SWL, in mothers and TDSs, but differences emerged regarding PA. These findings highlight the importance of PSS as a resource that contributes to normalization and SWL. Professional awareness of family members' PSS and their engagement in normalization is needed.
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Affiliation(s)
- Liat Hamama
- The Bob Shapell School of Social Work, Tel Aviv University, 69978, Ramat Aviv, Israel.
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Wu YC, Qian X, Lee S, Johnson DR, Thurlow ML. Postschool Goal Expectations for Youth With Intellectual and Developmental Disabilities. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2024; 129:151-168. [PMID: 38411244 DOI: 10.1352/1944-7558-129.2.151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Accepted: 05/23/2023] [Indexed: 02/28/2024]
Abstract
Using National Longitudinal Transition Study 2012 data, this study explored parent and youth expectations in the areas of postsecondary education, employment, independent living, and financial independence. Compared to youth with other disabilities, youth with intellectual and developmental disabilities and their parents had much lower expectations for the four postschool goals, and parent expectations were much lower than youth's own expectations. Also, youth's race, along with their daily living skills and functional abilities, were positively associated with parent and youth expectations in several future goal areas. Our discussion highlights implications for improving the transition experiences of youth with intellectual and developmental disabilities.
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Affiliation(s)
- Yi-Chen Wu
- Yi-Chen Wu, National Center on Educational Outcomes, University of Minnesota
| | - Xueqin Qian
- Xueqin Qian, Auburn City School District, Auburn, Alabama
| | - Seunghee Lee
- Seunghee Lee, Institute on Community Integration, University of Minnesota
| | - David R Johnson
- David R. Johnson, Department of Organizational Leadership, Policy, and Development, University of Minnesota
| | - Martha L Thurlow
- Martha L. Thurlow, National Center on Educational Outcomes, University of Minnesota
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Hantman RM, Johnston EB, Tager-Flusberg H. Parental Perspectives: How Sensory Sensitivities Impact the Transition to Adulthood in Adolescents and Young Adults with Autism Spectrum Disorder. J Autism Dev Disord 2024; 54:544-562. [PMID: 36402934 PMCID: PMC9676764 DOI: 10.1007/s10803-022-05815-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/03/2022] [Indexed: 11/21/2022]
Abstract
Sensory sensitivities are common in autism spectrum disorder (ASD) and impact daily life, but research has largely focused on children, neglecting older individuals. Likewise, while there is research regarding parental concerns for their autistic children's transition to adulthood, little is known about the role of sensory sensitivities. To address this gap, 66 parents of autistic adolescents and young adults were interviewed and their responses were qualitatively analyzed. All parents believed their children's sensory sensitivities impacted their transition to adulthood, primary developmentally/psychologically, interpersonally/socially, and managerially. These beliefs did not significantly differ by child characteristics, such as age and ASD severity. Parent perceptions were modality and context specific. Given these findings, transition planning should consider individual's specific sensory sensitivities to optimize independence.
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Affiliation(s)
- Rachel M Hantman
- Department of Psychological and Brain Sciences, Boston University, Boston, MA, USA.
- Department of Psychology, University of South Carolina, Columbia, SC, USA.
| | - Emily B Johnston
- Department of Psychological and Brain Sciences, Boston University, Boston, MA, USA
| | - Helen Tager-Flusberg
- Department of Psychological and Brain Sciences, Boston University, Boston, MA, USA
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Fair CDV, Betz C, Naranjo D, Porter J, Bailey EC, Korycinski H, Ferris M. Stakeholders' perspectives on caregiver outcomes for health care transition for adolescents and young adults with special health care needs: A qualitative study. Child Care Health Dev 2023; 49:1046-1053. [PMID: 36905081 DOI: 10.1111/cch.13114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/17/2021] [Revised: 02/13/2023] [Accepted: 03/07/2023] [Indexed: 03/12/2023]
Abstract
BACKGROUND Previous literature has explored parent/caregiver perspectives and satisfaction with the health care transition (HCT) process for their adolescents and young adults with special health care needs (AYASHCN). Limited research has explored the opinion of health care providers and researchers on parent/caregiver outcomes associated with a successful HCT for AYASHCN. METHODS A web-based survey was distributed through the international and interdisciplinary Health Care Transition Research Consortium listserv, which at the time of the survey was composed of 148 providers dedicated to optimizing the HCT of AYAHSCN. Participants responded to the open-ended question, 'What parent/caregiver-related outcome(s) would represent a successful healthcare transition?' Respondents included 109 providers (52 health care professionals, 38 social service professionals and 19 other). Responses were coded for emergent themes, and research suggestions were identified. RESULTS Qualitative analyses identified two major themes: emotion- and behaviour-based outcomes. Emotion-based subthemes included relinquishing control of child's health management (n = 50, 45.9%) as well as parental satisfaction and confidence in their child's care and HCT (n = 42, 38.5%). Respondents also noted that parents/caregivers should experience an improved sense of well-being and decreased stress (n = 9, 8.2%) due to a successful HCT. Behaviour-based outcomes included early preparation and planning for HCT (n = 12, 11.0%) and parental instruction on the knowledge and skills necessary for their adolescent to independently manage their health (n = 10, 9.1%). CONCLUSIONS Health care providers can assist parents/caregivers in learning strategies for instructing their AYASHCN about condition-related knowledge and skills as well as provide support for 'letting go' of the caregiver role during the HCT to adult-focused health services and adulthood. Communication between the AYASCH, their parents/caregivers and paediatric- and adult-focused providers needs to be consistent and comprehensive to ensure continuity of care and a successful HCT. We also offered strategies to address the outcomes suggested by the participants of this study.
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Affiliation(s)
| | - Cecily Betz
- Department of Pediatrics, USC University Center for Excellence in Developmental Disabilities Children's Hospital Los Angeles, Los Angeles, California, USA
| | - Diana Naranjo
- Division of Pediatric Endocrinology, Stanford Children's Hospital, Stanford, California, USA
| | - Jerlym Porter
- Department of Psychology, St Jude' Children's Research Hospital, Memphis, Tennessee, USA
| | | | - Hannah Korycinski
- Department of Public Health Studies, Elon University, Elon, North Carolina, USA
| | - Maria Ferris
- Department of Pediatrics, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
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Kahlon E, Wachspress B, Berger I, Maeir A, Mazor-Karsenty T. A qualitative study on parents of autistic adolescents' experience of OT-ParentShip: A family-centred intervention. Aust Occup Ther J 2023; 70:627-640. [PMID: 37392163 DOI: 10.1111/1440-1630.12892] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Revised: 05/30/2023] [Accepted: 06/01/2023] [Indexed: 07/03/2023]
Abstract
BACKGROUND OT-ParentShip intervention addresses the needs of autistic adolescents and the physical and emotional burden associated with parental caregiving. AIM This article describes the qualitative findings of a mixed-method, single-group, pre-test-post-test pilot study to determine whether this intervention has adequate potential for further, large-scale testing. METHOD The qualitative study sought to understand 14 parents' (N = 4 couples, N = 6 mothers) experiences in the intervention, examine their satisfaction, and receive their suggestions for improvement, using a grounded approach, with the aim of conceptualising a theoretical understanding of the data gathered. RESULTS A total of five key themes and 14 sub-themes describe parents' experiences. The key themes that were identified were parent-therapist relationship, parent-adolescent relationship, reframing, benefit for family, and parental resilience. Emerging themes shed light on the therapeutic components and change mechanisms of the intervention. CONCLUSION Self-determination theory was found to be an adequate theoretical framework to map these components and help in understanding their contribution to treatment outcomes. OT-Parentship directly enforces parents' basic psychological needs, who, in turn, support their adolescent child's need for relatedness, competence, and autonomy. An occupational therapy intervention that satisfies these basic needs has the potential to lead to therapeutic alliance and internalisation of goals, thus increasing therapy engagement and outcomes.
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Affiliation(s)
- Einav Kahlon
- School of Occupational Therapy, Faculty of Medicine, Hebrew University of Jerusalem, Jerusalem, Israel
| | - Batel Wachspress
- School of Occupational Therapy, Faculty of Medicine, Hebrew University of Jerusalem, Jerusalem, Israel
| | - Itai Berger
- Faculty of Health Sciences, Ben Gurion University of the Negev, Beer Sheva, Israel
- Pediatric Neurology Service, Pediatric Division, Assuta-Ashdod University Hospital, Ashdod, Israel
- The Paul Baerwald School of Social Work and Social Welfare, The Hebrew University of Jerusalem, Jerusalem, Israel
| | - Adina Maeir
- School of Occupational Therapy, Faculty of Medicine, Hebrew University of Jerusalem, Jerusalem, Israel
| | - Tal Mazor-Karsenty
- School of Occupational Therapy, Faculty of Medicine, Hebrew University of Jerusalem, Jerusalem, Israel
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7
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McLeod JD. Invisible Disabilities and Inequality. SOCIAL PSYCHOLOGY QUARTERLY 2023. [DOI: 10.1177/01902725231153307] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/10/2023]
Abstract
In this address, I consider the realized and potential contributions of sociological social psychology to research on inequality based on invisible disabilities and the challenges that invisible disabilities pose to current social psychological theories. Drawing from the social structure and personality framework, I advance the general notion of invisible disability as a dimension of inequality, consider how four basic social psychological processes (social categorization, identity, status, and stigmatization) have and can help us understand how invisible disabilities shape outcomes over the life course, and suggest new lines of research social psychologists could pursue. I close with brief comments about the benefits of such an agenda for sociological social psychology as well as how these lines of research can inform theories of stratification.
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Kirby AV, Diener ML, Dean EE, Darlington AN, Myers A, Henderson J. Autistic Adolescents' and Their Parents' Visions for the Future: How Aligned are They? AUTISM IN ADULTHOOD 2022; 4:32-41. [PMID: 35663130 PMCID: PMC8992901 DOI: 10.1089/aut.2020.0061] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Introduction The expectations individuals hold about the future can influence the decisions they make toward achieving their goals. Existing research suggests parents of autistic adolescents hold expectations about the future that are significantly related to the postsecondary outcomes they achieve. However, less research exists about the adolescents' own expectations and the extent to which autistic adolescents and their parents agree about the future. Methods We used a scoring procedure to "quantitize" semi-structured interview data about what 46 adolescent-parent dyads envisioned for the future of the autistic adolescent across three areas of adulthood (postsecondary education, employment, and living situation). Adolescents ranged in age from 13-19 years (85.1% male) and were able to participate in a verbal interview. We scored the dyads' interviews on the extent to which they agreed or disagreed about the postsecondary future of the adolescent, as well as whose expectations were higher (when they differed). Results Proportions of agreement and disagreement did not significantly differ, demonstrating moderate agreement. Notably, fewer than half (37.0-47.8%) of adolescents and their parents partly or strongly agreed about their visions for the future in each of the three areas. Only 17.4% of dyads partly or strongly agreed across all three areas, and 23.9% did not agree in any area. When adolescents' and parents' views differed, adolescents were significantly more likely to have a higher expectation across all three areas (ps < 0.01). Conclusions Future research is needed to examine differences in autistic adolescents' and parents' visions of the future, and to explore interventions to support families to work toward shared goals for the future. This study contributes to a growing body of literature emphasizing the importance of including the perspectives of autistic adolescents in research and for them to have an active and substantial role in their own transition planning.
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Affiliation(s)
- Anne V. Kirby
- Department of Occupational and Recreational Therapies, University of Utah, Salt Lake City, Utah, USA.,Address correspondence to: Anne V. Kirby, PhD, OTR/L, Department of Occupational and Recreational Therapies, University of Utah, 520 Wakara Way, Salt Lake City, UT 84108, USA
| | - Marissa L. Diener
- Department of Family and Consumer Studies, University of Utah, Salt Lake City, Utah, USA
| | - Evan E. Dean
- Kansas University Center on Developmental Disabilities, University of Kansas, Lawrence, Kansas, USA
| | - Amber Nowell Darlington
- Department of Occupational and Recreational Therapies, University of Utah, Salt Lake City, Utah, USA
| | - Alyssa Myers
- Department of Occupational and Recreational Therapies, University of Utah, Salt Lake City, Utah, USA
| | - Jarrett Henderson
- Department of Occupational and Recreational Therapies, University of Utah, Salt Lake City, Utah, USA
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9
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Dean EE, Kirby AV, Hagiwara M, Shogren KA, Ersan DT, Brown S. Family Role in the Development of Self-Determination for Youth With Intellectual and Developmental Disabilities: A Scoping Review. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2021; 59:315-334. [PMID: 34284492 DOI: 10.1352/1934-9556-59.4.315] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/13/2016] [Accepted: 07/09/2020] [Indexed: 06/13/2023]
Abstract
The development of self-determination is promoted by supportive contexts during adolescence; families are a key part of this context. In adolescent populations, research suggests families can support self-determination in a number of ways, yet less is known about how self-determination is promoted within families of youth with intellectual and developmental disabilities (IDD). To address this knowledge gap, we conducted a scoping review to examine the existing evidence pertaining to the role families of youth with IDD play in supporting the development of self-determination. A review of 24 publications revealed that existing research has focused on understanding family perspectives on self-determination, but there is a lack of studies investigating how families provide supports for self-determination in the home context for youth with IDD. Additionally, little intervention work has focused on supporting families to promote self-determination. Based on the findings, implications for future research and practice are provided.
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Kirby AV, Feldman KJC, Himle MB, Diener ML, Wright CA, Hoffman JM. Pilot Test of the Maximizing Adolescent Post-Secondary Success (MAPSS) Intervention: Supporting Parents of Autistic Youth. Am J Occup Ther 2021; 75:7503180070. [PMID: 34781348 PMCID: PMC8095705 DOI: 10.5014/ajot.2021.045815] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
IMPORTANCE Parents play an essential role in the transition to adulthood for autistic youth, yet often feel they do not have adequate training and resources. OBJECTIVE To evaluate data on the preliminary efficacy of and collect participant feedback about the Maximizing Adolescent Post-Secondary Success (MAPSS) intervention. DESIGN Single-group, pretest-posttest pilot study. SETTING Clinic. PARTICIPANTS Twenty-two families of autistic youth (ages 13-19 yr, 72.7% male). INTERVENTION MAPSS is a group intervention for parent-youth dyads that is designed to guide parents in facilitating the development of independent skills for adulthood. Outcomes and Measures: Measures included the Transition Preparation Activities Measure (T-PAM), Family Empowerment Scale (FES), 10-item Perceived Stress Scale (PSS-10), Adulthood Expectations Questionnaire (AEQ), Adaptive Behavior Assessment System-Third Edition (ABAS-3), and a study-specific participant feedback survey. RESULTS Frequency of transition preparation activities (T-PAM) significantly increased from before to after the intervention, and although the frequency of preparation activities decreased by 1-mo follow-up, it remained significantly higher than at baseline. Parent self-efficacy (FES), parent expectations (AEQ), and parent sense of control over outcomes (AEQ) also significantly increased from preintervention to follow-up; however, parent coping (PSS-10) was unchanged. Youth self-care skills (ABAS-3) demonstrated improvements 6 mo after the completion of the intervention, although other areas of adaptive behavior did not significantly change. Feedback from parents suggested they had positive experiences and felt the intervention was beneficial. CONCLUSIONS AND RELEVANCE Our data suggest that the MAPSS intervention is an appropriate candidate for larger, controlled clinical trials. What This Article Adds: With additional evidence, this intervention can offer guidelines for occupational therapists to work with autistic youth and their parents to prepare for adulthood.
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Affiliation(s)
- Anne V Kirby
- Anne V. Kirby, PhD, OTR/L, is Assistant Professor, Department of Occupational and Recreational Therapies, University of Utah, Salt Lake City;
| | - Kristina J Cottle Feldman
- Kristina J. Cottle Feldman, PhD, is Clinical Instructor, Department of Psychiatry, University of Utah, Salt Lake City
| | - Michael B Himle
- Michael B. Himle, PhD, is Associate Professor, Department of Psychology, University of Utah, Salt Lake City
| | - Marissa L Diener
- Marissa L. Diener, PhD, is Professor, Department of Family and Consumer Studies, University of Utah, Salt Lake City
| | - Cheryl A Wright
- Cheryl A. Wright, PhD, is Professor, Department of Family and Consumer Studies, University of Utah, Salt Lake City
| | - Jenna M Hoffman
- Jenna M. Hoffman, MOT, OTR/L, is Occupational Therapist, Ensign Therapy Group, San Juan Capistrano, CA. Hoffman was Research Assistant, Department of Occupational and Recreational Therapies, University of Utah, Salt Lake City, at the time of the study
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11
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Hamama L, Gaber S. Seeing the siblings: Gender differences in emerging-adult siblings of individuals with autism spectrum disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 108:103829. [PMID: 33310400 DOI: 10.1016/j.ridd.2020.103829] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2020] [Revised: 11/05/2020] [Accepted: 11/25/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND The present study focused on typically developing siblings (TDS) in emerging adulthood of individuals with autism spectrum disorder (ASD) and sought insight into how gender may interact with positive and negative affects in this population. In addition, we aimed to explore the gender differences as a moderator in the link between personal resources (i.e., family cohesion and flexibility coping strategy) and positive and negative affects among such TDS. An understanding of gender differences in this population should prove relevant to the development of potential interventions. METHOD A total of 116 emerging adult (age 18-29) TDS of younger siblings with ASD (the latter were under the age of 18 at the time of data collection), 80 females and 36 males, participated in the study. All participants completed self-report measures. RESULTS Female TDS reported higher negative affect than male TDS, while no differences emerged regarding positive affect. Female siblings reported higher family cohesion and higher flexibility in the forward-focused subscale of flexibility coping strategy, but not in its trauma-focused subscale, compared to male siblings. Additionally, gender moderates the links between family cohesion and positive affect but not negative affect. Gender also moderates the association between flexibility and negative affect, but not positive affect. CONCLUSIONS This study highlights the gender differences among TDS in emerging adulthood of individuals with ASD in relation to negative affect, family cohesion, and flexibility coping strategy. Understanding the gender-specific internal and external experiences of TDS as interplaying with their resources, at the unique developmental stage of emerging adulthood, may afford to identify TDS in need and to suggest potential interventions.
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Affiliation(s)
- L Hamama
- Bob Shapell School of Social Work, Tel Aviv University, Israel.
| | - S Gaber
- Bob Shapell School of Social Work, Tel Aviv University, Israel.
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12
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Sexual and Reproductive Health Service Utilization and Sexuality for Teens on the Autism Spectrum. J Dev Behav Pediatr 2020; 41:667-679. [PMID: 32773528 DOI: 10.1097/dbp.0000000000000838] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVES Health care providers and educators play critical roles in supporting healthy sexuality development for youth with autism spectrum disorder. There is limited information about the sexual behavior of these youth, especially girls, and about their access to sexuality education or health care services. METHODS This study addressed these gaps by surveying parents of youth with autism aged 12-18 years (N = 298, 52.7% boys) with a range of intellectual functioning. RESULTS According to parent report, most youth experienced sexual attraction and were interested in relationships, including same-sex attraction or relationships (13.2%). Girls were more likely than boys to have had a romantic relationship and less likely to have experienced school or legal consequences for sexual behavior. Around one-fifth of youth had engaged in a socially inappropriate sexual behavior, whereas 6.4% had a known sexual abuse history and 14.5% were bullied by peers for lack of sexual knowledge. Almost 40% received no sex education in school or in the community, including 60.9% of youth with parent-reported intelligence quotient under 70. Some parents consulted with school personnel (36.4%) or health care providers (55.9%) about sexuality issues, whereas 19.5% reported taking no action aside from talking to their child about sexuality. Utilization models including predisposing, enabling, and needs-related factors were applied to parent consultation with providers and use of school-based sexuality education programming. CONCLUSION The results suggest unmet needs for sexual and reproductive health services, particularly among youth who are younger, those who have co-occurring intellectual disability, or those who are homeschooled or who attend private, charter, or therapeutic versus public schools.
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Levinson S, Neuspiel J, Eisenhower A, Blacher J. Parent-Teacher Disagreement on Ratings of Behavior Problems in Children with ASD: Associations with Parental School Involvement Over Time. J Autism Dev Disord 2020; 51:1966-1982. [PMID: 32909166 DOI: 10.1007/s10803-020-04675-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
ASD symptomology and behavioral problems pose challenges for children with ASD in school. Disagreement between parents and teachers in ratings of children's behavior problems may provide clinically relevant information. We examined parent-teacher disagreement on ratings of behavior problems among children with ASD during the fall and spring of the school year. When child, teacher, and class characteristics were considered simultaneously, only ASD symptom severity predicted informant disagreement on internalizing and externalizing behavior problems. We also examined associations between informant disagreement and parent school involvement. Cross-lagged panel analyses revealed that higher informant disagreement on children's behavior problems in the fall predicted lower parent school involvement in the spring, suggesting that greater informant agreement may foster parental school involvement over time.
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Affiliation(s)
- Sarah Levinson
- University of Massachusetts Boston, 100 William T. Morrissey Blvd, Boston, MA, 02125-3393, USA.
| | - Juliana Neuspiel
- University of Massachusetts Boston, 100 William T. Morrissey Blvd, Boston, MA, 02125-3393, USA
| | - Abbey Eisenhower
- University of Massachusetts Boston, 100 William T. Morrissey Blvd, Boston, MA, 02125-3393, USA
| | - Jan Blacher
- University of California Riverside, 900 University Ave, Riverside, CA, 92521, USA
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14
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Kirby AV, Diener ML, Adkins DE, Wright C. Transition preparation activities among families of youth on the autism spectrum: Preliminary study using repeated assessments across a school year. PLoS One 2020; 15:e0231551. [PMID: 32298327 PMCID: PMC7161970 DOI: 10.1371/journal.pone.0231551] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2019] [Accepted: 03/25/2020] [Indexed: 11/18/2022] Open
Abstract
Much is still unknown about the transition to adulthood for youth with autism spectrum disorder (ASD), including what preparation activities best support positive adult outcomes. Parents play a crucial role in the transition planning and preparation process, yet the existing literature lacks detailed information about parent perceptions about transition preparation activities. To examine family transition preparation activities, we conducted a ten-month study of the transition preparation process of 15 families of youth with ASD across an academic year. Youth were ages 14-17 and 93% male. We collected data on transition preparation activity time spent and parent satisfaction over twenty data collection points. We used multi-level modeling to determine longitudinal trajectories of parent-reported preparation for the transition to adulthood based on endorsed transition preparation activities. Findings from this preliminary study revealed that discussions about the future were the most commonly endorsed activities, while social activities were most associated with increased parental perception of transition preparation over time. This study expands understanding of various transition preparation activities engaged in by families of youth with ASD during high school, though research with a larger and more diverse sample is needed to extend findings.
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Affiliation(s)
- Anne V. Kirby
- Department of Occupational and Recreational Therapies, College of Health, University of Utah, Salt Lake City, UT, United States of America
| | - Marissa L. Diener
- Department of Family and Consumer Studies, College of Social and Behavioral Science, University of Utah, Salt Lake City, UT, United States of America
| | - Daniel E. Adkins
- Department of Sociology, College of Social and Behavioral Science, University of Utah, Salt Lake City, UT, United States of America
- Department of Psychiatry, School of Medicine, University of Utah, Salt Lake City, UT, United States of America
| | - Cheryl Wright
- Department of Family and Consumer Studies, College of Social and Behavioral Science, University of Utah, Salt Lake City, UT, United States of America
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15
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Kirby AV, Holmes LG, Persch AC. Longitudinal change in parent postsecondary expectations for youth with disabilities. Disabil Rehabil 2020; 43:2829-2837. [PMID: 31990211 DOI: 10.1080/09638288.2020.1718779] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
PURPOSE Expectations held by parents of youth with disabilities contribute to decision making and planning for adulthood. This study investigated longitudinal stability of parent expectations about the transition to adulthood for youth with disabilities (i.e., likelihood of obtaining postsecondary education, living independently, becoming financially self-sufficient) and how the stability of parent expectations was related to adult outcomes. MATERIALS AND METHODS Participants were parents of 3640 youth who participated in the National Longitudinal Transition Study-2 (NLTS2) waves 1 and 2 and had available data related to parent expectations. RESULTS Parent expectations were moderately correlated across waves; however, over one-third of parents changed their expectations across waves, including directional shifts (e.g., changing from thinking they probably will achieve the outcome to probably will not achieve it). Directional shifts in parent expectations between waves 1 and 2 significantly predicted young adult outcomes at wave 5. The children of parents who demonstrated uncertainty, as indicated by directional expectation shifts, were less likely live independently as young adults. Family involvement in the transition process is critical and should continue to be advocated for in both policy and practice. Improved supports may be warranted for families who experience uncertainty.Implications for rehabilitationPractitioners should recognize that parents of youth with disabilities have expectations for their child's transition to adulthood that may change over time and are influenced by factors such as youth age, disability classification, gender, and socioeconomic status.The ways parents' expectations change over time may have lasting implications for their child; specifically, we identified that youth of parents who change their expectations negatively (by shifting to expect less independence) are less likely to attain certain adult milestones.Parents experiencing uncertainty about their youths' postsecondary potential may require additional support and resources to understand their child's strengths and challenges, consider available services, and ultimately to promote more independent outcomes for the youth.
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Affiliation(s)
- Anne V Kirby
- Department of Occupational and Recreational Therapies, University of Utah, Salt Lake City, UT, USA
| | | | - Andrew C Persch
- Department of Occupational Therapy, Colorado State University, Fort Collins, CO, USA
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16
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Jensen AC, Orsmond GI. The Sisters' Advantage? Broader Autism Phenotype Characteristics and Young Adults' Sibling Support. J Autism Dev Disord 2019; 49:4256-4267. [PMID: 31289989 DOI: 10.1007/s10803-019-04139-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Siblings often oversee the well-being of an adult with autism spectrum disorder (ASD). The current study contributes to the literature by examining correlates of support provided to siblings in young adulthood in the context of the broader autism phenotype (BAP). Young adults (n = 866; Mage = 25.43, SD = 2.54; 55% female) reported on support provided to and the BAP characteristics of 1198 different siblings (Mage = 28.56, SD = 8.87; 50% female). Findings showed that young adults provided more emotional and practical support to sisters that they perceived to be higher in BAP characteristics. These findings suggest that sisters who have characteristics associated with ASD may be at an advantage in receiving support.
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Affiliation(s)
| | - Gael I Orsmond
- Boston University, 635 Commonwealth Ave, SAR-507, Boston, MA, 02215, USA
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17
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Tucker MS, Guillermo MS, Corona VC, Sax CL. CaPromise: Training interventions for parents and guardians of young recipients of Supplemental Security Income. JOURNAL OF VOCATIONAL REHABILITATION 2019. [DOI: 10.3233/jvr-191040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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18
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Holmes LG, Strassberg DS, Himle MB. Family Sexuality Communication for Adolescent Girls on the Autism Spectrum. J Autism Dev Disord 2019; 49:2403-2416. [DOI: 10.1007/s10803-019-03904-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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19
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Parenting an Adult with High-Functioning Autism Spectrum Disorder. AUTISM IN ADULTHOOD 2019. [DOI: 10.1007/978-3-030-28833-4_13] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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20
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Chen J, Cohn ES, Orsmond GI. Parents' future visions for their autistic transition-age youth: Hopes and expectations. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2018; 23:1363-1372. [PMID: 30445828 DOI: 10.1177/1362361318812141] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Researchers have documented that young adults with autism spectrum disorder have poor outcomes in employment, post-secondary education, social participation, independent living, and community participation. There is a need to further explore contributing factors to such outcomes to better support successful transitions to adulthood. Parents play a critical role in transition planning, and parental expectations appear to impact young adult outcomes for autistic individuals. The aim of this study was to explore how parents express their future visions (i.e. hopes and expectations) for their autistic transition-age youth. Data were collected through focus groups and individual interviews with 18 parents. Parents' hopes and expectations focused on eight primary domains. In addition, parents often qualified or tempered their stated hope with expressions of fears, uncertainty, realistic expectations, and the perceived lack of guidance. We discuss our conceptualization of the relations among these themes and implications for service providers and research.
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Affiliation(s)
- Jennifer Chen
- Department of Occupational Therapy, Boston University, Boston, MA, USA
| | - Ellen S Cohn
- Department of Occupational Therapy, Boston University, Boston, MA, USA
| | - Gael I Orsmond
- Department of Occupational Therapy, Boston University, Boston, MA, USA
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