ERIC Number: EJ1280811
Record Type: Journal
Publication Date: 2021-Jan
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-3257
EISSN: N/A
Identifying School-Based Factors That Predict Employment Outcomes for Transition-Age Youth with Autism Spectrum Disorder
Wong, Jasin; Coster, Wendy J.; Cohn, Ellen S.; Orsmond, Gael I.
Journal of Autism and Developmental Disorders, v51 n1 p60-74 Jan 2021
There is a growing need to provide appropriate services to help students with autism spectrum disorder (ASD) transition to employment. Limited research has investigated what aspects of support should be prioritized when preparing youth with ASD for employment. By conducting structural equation modeling using a nationally-representative dataset on high school students receiving special education services (NLTS-2), this study examined the malleable predictors of employment during the transition and developed a model to examine the relationships between predictors and employment outcomes. The findings suggested two pathways for youth with ASD. For youth with higher daily functioning skills (DFS), academic performance mediated the relationship between parent participation and employment. For youth with lower DFS, school-based transition supports was the key mediator.
Descriptors: Employment Services, Autism, Pervasive Developmental Disorders, High School Students, Special Education, Transitional Programs, Longitudinal Studies, Students with Disabilities, Predictor Variables, Employment Patterns, Academic Achievement
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students
Grant or Contract Numbers: N/A