Quality of Life for Transition-Age Youth with Autism or Intellectual Disability

Autor/inn/en	Biggs, Elizabeth E.; Carter, Erik W.
Titel	Quality of Life for Transition-Age Youth with Autism or Intellectual Disability
Quelle	In: Journal of Autism and Developmental Disorders, 46 (2016) 1, S.190-204 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-015-2563-x
Schlagwörter	Quality of Life; Well Being; Special Education; Autism; Pervasive Developmental Disorders; Intellectual Disability; Screening Tests; Parent Attitudes; Social Support Groups; Peer Relationship; Minority Groups; Religious Factors; Prediction; Individual Characteristics; Mental Health; Behavior Change; Age; Speech Communication; Physical Health + Suchen Sie Ihr Suchwort? Lebensqualität; Well-being; Wellness; Wohlbefinden; Special needs education; Sonderpädagogik; Sonderschulwesen; Autismus; Intellect; Disability; Disabilities; Verstand; Behinderung; Screening-Verfahren; Elternverhalten; Social support; Soziale Unterstützung; Peer-Beziehungen; Ethnische Minderheit; Vorhersage; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Psychohygiene; Alter; Lebensalter; Gesundheitszustand
Abstract	We examined the subjective health and well-being of 389 transition-age youth with autism or intellectual disability using the parent proxy version of the KIDSCREEN-27. Parents reported well-being of youth with autism and youth with intellectual disability lower than a normative sample in the domains of Physical Well-being, Psychological Well-being, and Social Support and Peers. For both groups of young people, the lowest ratings were reported in Social Support and Peers. Higher ratings of well-being in one or more domains were predicted by minority status, youth character strengths, involvement in community activities, and religious faith. Challenging behaviors, autism, age, and speech as the primary mode of communication were predictive of lower ratings of well-being. We discuss implications for special educators and service providers and offer directions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01