Brief Report: The Influence of Autism Severity and Depression on Self-Determination Among Young Adults with Autism Spectrum Disorder

2021 ◽  
Author(s):  
Susan W. White ◽  
Isaac Smith ◽  
Alexis M. Brewe
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Adults ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Determination ◽  
Autism Severity ◽  
Adults With Autism ◽  
Young Adults With Autism

Self-determination in young adults with autism spectrum disorder

Autism ◽  
2019 ◽  
Vol 24 (3) ◽  
pp. 605-616 ◽  
Author(s):  
Nancy C Cheak-Zamora ◽  
Anna Maurer-Batjer ◽  
Beth A Malow ◽  
Ann Coleman
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Adults ◽  
Intellectual Disability ◽  
Standard Deviation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Determination ◽  
Measure Data ◽  
Adults With Autism ◽  
Young Adults With Autism

This study examined rates of and contributing factors to self-determination among young adults with autism spectrum disorder. Caregivers of young adults with autism spectrum disorder, 16–25 years, from five Autism Treatment Network sites completed surveys about their young adults’ transition experiences including the American Institutes for Research Self-Determination measure. Data were analyzed using univariate and multivariate analysis. Caregivers ( n = 479) reported their young adults with autism spectrum disorder as having moderate overall self-determination ( x = 38; standard deviation = 9.04) with low capacity ( x = 15.3; standard deviation = 5.67) and high opportunities at home ( x = 23.1; standard deviation = 4.59). Young adults with autism spectrum disorder with intellectual disability or severe autism spectrum disorder symptomology experience significant disparities in overall self-determination compared to those without intellectual disability and less frequent symptom expression and severity. Barring severity indicators, there were few significant predictors of self-determination. Findings show a breakdown in self-determination skill-building. Young adults with autism spectrum disorder with intellectual disability or severe symptomology experienced significant disparities in self-determination. These findings show that current promotion of self-determination is not meeting the needs of young adults with autism spectrum disorder. Future interventions must identify what supports young adults with autism spectrum disorder need to capitalize on these opportunities to be independent and exert autonomy in their daily lives.

Effects of a Robot Peer on the Acquisition and Observational Learning of Sight Words in Young Adults With Autism Spectrum Disorder

2018 ◽  
Vol 33 (4) ◽  
pp. 284-296 ◽  
Author(s):  
Mohammad Nasser Saadatzi ◽  
Robert C. Pennington ◽  
Karla C. Welch ◽  
James H. Graham
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Adults ◽  
Observational Learning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sight Words ◽  
Tutoring System ◽  
Adults With Autism ◽  
Young Adults With Autism ◽  
Target Words

The authors of the current investigation developed and evaluated the effects of a tutoring system based on a small-group arrangement to two young adults with autism spectrum disorder on the acquisition, maintenance, and generalization of sight words. The tutoring system was comprised of a virtual teacher to instruct sight words, and a humanoid robot which adopted a peer metaphor, where its function was to act as an emulated peer. With the introduction of the robot peer (RP), the traditional dyadic interaction in tutoring systems was augmented to a novel triadic interaction in order to enrich the social content of the learning environment and to facilitate observational learning (OL). The virtual teacher implemented a constant time delay strategy to instruct three types of sight words: (a) target words exclusive to the participant, (b) target words common between the participant and the RP, and (c) nontarget words exclusive to the RP. In order to examine the efficacy of intervention, a multiple-probe design across three word sets, replicated across two participants, was utilized. Results indicated that both participants acquired, generalized, and maintained target words with 100% accuracy. Furthermore, the participants made fewer errors and required less instruction time to learn the words common between the participants and the RP. Finally, the participants acquired, through OL, the majority of words taught exclusively to the RP.

Employment Training for Young Adults with Autism Spectrum Disorder

2017 ◽  
pp. 196-222
Author(s):  
David W. Test ◽  
Debra G. Holzberg ◽  
Kelly Clark ◽  
Misty Terrell ◽  
Dana E. Rusher
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Adults ◽  
Employment Outcomes ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adults With Autism ◽  
Evidence Based Practices ◽  
Young Adults With Autism ◽  
Employment Rates ◽  
Adults With Asd

Despite legislation to improve post-school outcomes for young adults with autism spectrum disorder, they experience poorer employment outcomes than their peers without disabilities. Data indicate persons with ASD experience lower employment rates, earn less money, work fewer hours, are less engaged in their communities, and live independently less frequently than their peers without disabilities. Furthermore, the earnings of individuals with ASD lag behind earnings of their peers both with and without disabilities. In order to help improve employment outcomes for youth with ASD, this chapter describes the characteristics contributing to employment of individuals with ASD, the factors influencing employment of individuals with ASD, and the research related to evidence-based practices for young adults with ASD.

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