Post-High School Daily Living Skills in Autism Spectrum Disorder.
Post-High School Daily Living Skills in Autism Spectrum Disorder.
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自闭症谱系障碍的高中学后日常生活技能。
DOI：
10.1016/j.jaac.2020.11.008
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发表时间：
2021-08
影响因子：
13.3
通讯作者：
Lord C
中科院分区：
文献类型：
--
作者：
Clarke EB;McCauley JB;Lord C
日常生活技能是自闭症谱系障碍（ASD）患者积极结果的预测因子，但对ASD成年人日常生活技能的轨迹知之甚少。本研究调查了高中毕业对2 - 26岁参与者日常生活技能年龄当量（DLS-AE）分数轨迹的影响，以及DLS-AE轨迹与就业和教育结果之间的关系。98名ASD成年患者来自一项正在进行的纵向研究。Vineland适应行为量表从2 - 26岁进行了8次。就业和教育数据是根据父母报告的人口统计表编制的。DLS-AE轨迹在离开学校之前随着年龄的增长而适度增加，此时DLS-AE轨迹趋于平稳，然后下降。一个显着的（p <0.01）下降发生在DLS-AE轨迹的斜率学校毕业后。高DLS-AE分数预测参与中学后教育（X2（5，n = 73）= 27.83，p <.001）。孤独症症状严重程度预测就业参与（X2（5，n = 58）= 27.54，p <0.001）。这些研究结果提供了证据表明，DLS在ASD成年人中下降，特别是在离校后，并强调了DLS在规范成人结局中的重要性。未来的工作应该检查的轨迹DLS在成年中期和后期，并考虑干预目标，以支持DLS后，学校退出。
Daily living skills are a predictor of positive outcomes in individuals with autism spectrum disorder (ASD), yet little is known about trajectories of daily living skills in adults with ASD. This study investigated the impact of high school exit on participants’ trajectories of daily living skills age equivalent (DLS-AE) scores from ages 2–26 and the relationship between DLS-AE trajectories and employment and education outcomes. 98 adults with ASD were drawn from an ongoing longitudinal study. The Vineland Adaptive Behavior Scales were administered 8 times from ages 2–26. Employment and education data were compiled from parent-report demographic forms. DLS-AE trajectories modestly increased with age prior to exiting school, at which point DLS-AE trajectories plateaued, then declined. A significant (p < .01) decrease occurred in the slope of DLS-AE trajectories following school exit. High DLS-AE scores predicted participation in post-secondary education (X2 (5, n = 73) = 27.83, p < .001). Autism symptom severity predicted participation in employment (X2 (5, n = 58) = 27.54, p < .001). These findings provide evidence that DLS declines in adults with ASD, specifically after school exit, and highlight the importance of DLS in normative adult outcomes. Future work should examine the trajectories of DLS in middle and later adulthood and consider intervention targets for bolstering DLS following school exit.
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影响因子：
3.9
作者：
Green, Shulamite A.;Carter, Alice S.
通讯作者：
Carter, Alice S.
影响因子：
3.9
作者：
Flanagan, Helen E.;Smith, Isabel M.;Georgiades, Stelios
通讯作者：
Georgiades, Stelios
影响因子：
5.2
作者：
Alvares, Gail A.;Bebbington, Keely;Whitehouse, Andrew J. O.
通讯作者：
Whitehouse, Andrew J. O.
影响因子：
5.2
作者：
Bal, Vanessa Hus;Kim, So-Hyun;Lord, Catherine
通讯作者：
Lord, Catherine
DOI：
10.1177/1362361320919246
发表时间：
2020-10
期刊：
Autism : the international journal of research and practice
影响因子：
--
作者：
Lord C;McCauley JB;Pepa LA;Huerta M;Pickles A
通讯作者：
Pickles A