Meaningful Transitions: Enhancing Clinician Roles in Transition Planning for Adolescents with Autism Spectrum Disorders

Autor/inn/en	Perryman, Twyla; Ricks, Lacey; Cash-Baskett, Labrita
Titel	Meaningful Transitions: Enhancing Clinician Roles in Transition Planning for Adolescents with Autism Spectrum Disorders
Quelle	In: Language, Speech, and Hearing Services in Schools, 51 (2020) 4, S.899-913 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Perryman, Twyla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Adolescents; Autism; Pervasive Developmental Disorders; Planning; Transitional Programs; Speech Language Pathology; Allied Health Personnel; Role; Educational Legislation; Equal Education; Federal Legislation; Students with Disabilities; Individualized Education Programs; Cooperative Planning; Goal Orientation; Self Determination; Self Advocacy; Interaction; Interpersonal Competence; Daily Living Skills; Independent Living; Secondary School Students; Postsecondary Education + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autismus; Ablaufplanung; Planungsprozess; Rollen; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen; Zielorientierung; Zielvorstellung; Selbstbestimmung; Selbstbehauptung; Interaktion; Interpersonale Kompetenz; Alltagsfertigkeit; Selbstverantwortung; Sekundarschüler; Post-secondary education; Tertiäre Bildung
Abstract	Purpose: The purpose of this tutorial is to provide speech-language pathologists (SLPs) with foundational information that will assist them in transition planning for students with autism spectrum disorder (ASD) based on a review of current literature. SLPs must be knowledgeable of transition planning in order to assist students with ASD and their families with preparing for their future. An appreciation and awareness of pertinent assessments, functional goals, and factors associated with successful postsecondary outcomes are essential competencies that SLPs need when planning for the transition process. SLPs are ideal workforce development partners. They facilitate independence, communication, and interaction skills necessary for postsecondary and workplace success. Speech-language services are one of the most common special education services received by high school students with Individualized Education Programs. However, SLPs receive little preparation on the specifics or nuances of transition planning prior to working in the educational settings, despite the high incidence of speech-language services in secondary education. Method: This tutorial reviews and synthesizes research findings related to assessment planning, goal-setting, and Individualized Education Program implementation for achieving meaningful postsecondary transitions for students with ASD. Additionally, it highlights some of the key postsecondary skillsets related to speech-language therapy services, including the development of self-determination, self-advocacy, social competence, and adaptive behaviors. Conclusion: Greater focus on higher quality transition planning requires SLPs to develop high levels of knowledge and competencies in the transition planning process. This tutorial educates clinicians on the unique challenges faced by individuals with ASD and provides evidence-based strategies to help students and families successfully plan for and navigate postsecondary transitions. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01