Postsecondary Expectations of High-School Students With Autism Spectrum Disorders
Postsecondary Expectations of High-School Students With Autism Spectrum Disorders
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DOI：
10.1177/1088357615610107
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发表时间：
2016-03-01
影响因子：
2
通讯作者：
Taylor, Julie Lounds
中科院分区：
文献类型：
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作者：
Anderson, Kristy A.;McDonald, T. A.;Taylor, Julie Lounds
这项研究调查了31名患有自闭症谱系障碍(ASD)的高中生对成年的看法。我们有两个研究目标：(A)报告学生在学业、工作、友谊和生活安排方面对中学后的期望；(B)描述我们的样本如何定义成年。为了更好地将我们样本的成年标准与中学传统认可的标准进行比较，我们使用了定向内容分析方法。数据来自于一次半结构化的采访，询问了学生关于友谊、活动和成年过渡的问题。大多数学生希望在高中毕业后达到传统的成年标志。对一些人来说，实现这些成果的途径被狭隘地定义，并被视为一个线性过程。独立性、成熟度和个人责任感是最受认可的成年特征，其次是按时间顺序排列的年龄和传统标志。讨论了对过渡规划和成人服务的影响。
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.