Postsecondary Expectations of High-School Students with Autism Spectrum Disorders

Autor/inn/en	Anderson, Kristy A.; McDonald, T. A.; Edsall, Deirdre; Smith, Leann E.; Taylor, Julie Lounds
Titel	Postsecondary Expectations of High-School Students with Autism Spectrum Disorders
Quelle	In: Focus on Autism and Other Developmental Disabilities, 31 (2016) 1, S.16-26 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357615610107
Schlagwörter	High School Students; Autism; Pervasive Developmental Disorders; Student Attitudes; Postsecondary Education; Academic Aspiration; Expectation; Adults; Content Analysis; Adolescent Development; Maturity (Individuals); Occupational Aspiration; Friendship; Qualitative Research; Grade 11; Grade 12; Intelligence Tests; Cognitive Ability; Diagnostic Tests; Observation; Student Development; Place of Residence; Individual Characteristics; Tennessee; Wisconsin; Autism Diagnostic Observation Schedule; Stanford Binet Intelligence Scale; Wechsler Intelligence Scales Short Forms + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Autismus; Schülerverhalten; Post-secondary education; Tertiäre Bildung; Expectancy; Erwartung; Inhaltsanalyse; Reifung; Berufsneigung; Berufsziel; Freundschaft; Qualitative Forschung; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Intelligence test; Intelligenztest; Denkfähigkeit; Diagnostic test; Diagnostischer Test; Beobachtung; Wohnort; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	This study examined the perceptions of adulthood among 31 high-school students with autism spectrum disorder (ASD). We had two research aims: (a) to report students' postsecondary expectations in terms of school, work, friendships, and living arrangement and (b) to describe how our sample defined adulthood. To better compare our sample's criteria of adulthood with the criteria traditionally endorsed in secondary schools, we used a directed content analysis approach. Data were derived from a semi-structured interview that questioned students about friendships, activities, and the transition to adulthood. The majority of students expected to attain traditional markers of adulthood after high school. For some the pathways to achieving these outcomes were narrowly defined and perceived as a linear process. Independence, maturity, and personal responsibility were the most highly endorsed characteristics of adulthood, followed by chronological age and traditional markers. Implications for transition planning and adult services are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01