Self-Determination Among Transition-Age Youth With Autism or Intellectual Disability: Parent Perspectives

2013 ◽  
Vol 38 (3) ◽  
pp. 129-138 ◽  
Author(s):  
Erik W. Carter ◽  
Kathleen Lynne Lane ◽  
Molly Cooney ◽  
Katherine Weir ◽  
Colleen K. Moss ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Self Determination ◽  
Parent Perspectives ◽  
Transition Age Youth ◽  
Transition Age

Self-Determination among Transition-Age Youth with Autism or Intellectual Disability: Parent Perspectives

2013 ◽  
Vol 38 (3) ◽  
pp. 129-138 ◽  
Author(s):  
Erik W. Carter ◽  
Kathleen Lynne Lane ◽  
Molly Cooney ◽  
Katherine Weir ◽  
Colleen K. Moss ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Self Determination ◽  
Parent Perspectives ◽  
Transition Age Youth ◽  
Transition Age

Examining Types of Goals Set by Transition-Age Students With Intellectual Disability

2020 ◽  
pp. 216514342095905
Author(s):  
Kathryn M. Burke ◽  
Karrie A. Shogren ◽  
Sarah Carlson
Keyword(s):  
Intellectual Disability ◽  
Postsecondary Education ◽  
Goal Setting ◽  
Self Determination ◽  
Community Life ◽  
Transition Age ◽  
Integrated Employment ◽  
Setting Process ◽  
Critical Skills ◽  
Adult World

Goal setting and attainment are critical skills for young people with disabilities as they plan for their postschool lives in areas such as employment, postsecondary education, and community life. This article presents an analysis of the types of goals set by transition-age students with intellectual disability over 3 years while supported by teachers to use an evidence-based practice to promote self-determination, the Self-Determined Learning Model of Instruction (SDLMI). Teachers implemented the SDLMI as part of a statewide effort to enhance the transition to integrated employment for students with intellectual disability exiting high school. Findings reflect students’ desire to plan for multiple aspects of their lives in the adult world and the criticality of examining teacher expectations and how they relate to instruction and supports for students engaging in the goal-setting process. Limitations and implications for research and practice are discussed.

scholarly journals Self-Determination Skills and Opportunities of Transition-Age Youth with Emotional Disturbance and Learning Disabilities

2006 ◽  
Vol 72 (3) ◽  
pp. 333-346 ◽  
Author(s):  
Erik W. Carter ◽  
Kathleen L. Lane ◽  
Melinda R. Pierson ◽  
Barbara Glaeser
Keyword(s):  
Learning Disabilities ◽  
Emotional Disturbance ◽  
Self Determination ◽  
Transition Age Youth ◽  
Transition Age

Exploring the Impact of Community Service on Career Exploration, Self-Determination, and Social Skills for Transition-Age Youth With Autism Spectrum Disorders

Inclusion ◽  
2017 ◽  
Vol 5 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Jaimie Timmons ◽  
Agnieszka Zalewska ◽  
Allison Cohen Hall ◽  
Sheila Fesko
Keyword(s):  
Community Service ◽  
Qualitative Interviews ◽  
Career Exploration ◽  
Autism Spectrum ◽  
Self Determination ◽  
Transition Age Youth ◽  
Transition Age ◽  
Transition Strategies ◽  
The Impact ◽  
Skill Building

Abstract Bleak transition outcomes for youth with autism spectrum disorder (ASD), coupled with the surge in incidence, has led to the need for focused and innovative transition strategies. While structured community service reveals promise, documentation of how community service experiences contribute to building employment skills for youth with intellectual and developmental disability (IDD), including those with ASD, is underresearched. The purpose of this paper is to explore the impact of a community service experience on employment skill-building for youth with ASD. Findings from 23 qualitative interviews with a range of stakeholders showed positive perceptions in the areas of career exploration, self-determination, and social skill building. Implications emphasize the likely benefits of structured community service and the potential to maximize the connection to employment, and thus community inclusion, for transition-age youth with ASD.

Medicaid Disruption Among Transition-Age Youth on the Autism Spectrum

2021 ◽  
pp. 107755872110511
Author(s):  
Lindsay Shea ◽  
Sha Tao ◽  
Steven C. Marcus ◽  
David Mandell ◽  
Andrew J. Epstein
Keyword(s):  
Health Care ◽  
Cohort Study ◽  
Intellectual Disability ◽  
Prospective Cohort Study ◽  
Prospective Cohort ◽  
Autism Spectrum ◽  
Transition Age Youth ◽  
Transition Age ◽  
Medicaid Enrollment ◽  
Critical Health Care

Enrollment in Medicaid facilitates access to needed services among transition-age youth on the autism spectrum and youth with intellectual disability (ID). There are long-standing programs to ensure that individuals with ID remain enrolled as they age; similar programs for autistic youth are newer, not as widespread, and may not be as effective. We compared Medicaid disenrollment and re-enrollment between transition-age youth on the autism spectrum, youth with ID, and youth with both diagnoses using a national claims-based prospective cohort study from 2008 through 2012. Autistic youth were most likely to disenroll and least likely to re-enroll. Disenrollment peaked for all three groups at ages 19 and 21. Transition-age youth on the autism spectrum experience more disruptions in access to Medicaid-reimbursed services than youth with ID. More equitable Medicaid enrollment options for autistic individuals are needed to ensure their access to critical health care as they age.

scholarly journals Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators

2008 ◽  
Vol 75 (1) ◽  
pp. 55-70 ◽  
Author(s):  
Erik W. Carter ◽  
Kathleen L. Lane ◽  
Melinda R. Pierson ◽  
Kristin K. Stang
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
Special Educators ◽  
Self Determination ◽  
Future Research ◽  
General Curriculum ◽  
Policy And Practice ◽  
Transition Age Youth ◽  
Transition Age ◽  
Recent Developments

Recent developments in policy and practice have emphasized the importance of promoting self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms. Educators attached considerable importance to providing instruction in skills related to self-determination and reported addressing these skills with moderate to high frequency in their classrooms. Although opportunities for students with disabilities to learn skills that promote self-determination were reported to be available across the curriculum, there were some differences across teachers and curricular area. We discuss avenues for promoting student self-determination within the general curriculum, as well as offer recommendations for future research.

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