Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder
Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder
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DOI：
10.1177/1362361319894827
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发表时间：
2020-01-20
期刊：
影响因子：
5.2
通讯作者：
Yu, Yue
中科院分区：
文献类型：
--
作者：
Snell-Rood, Claire;Ruble, Lisa;Yu, Yue
对于影响患有自闭症谱系障碍的过渡年龄学生的不良毕业后结果的因素，我们知之甚少。在探索、准备、实施和维持实施科学框架的指导下，我们试图更好地理解政策、组织、提供者和个人因素的相互影响，这些因素决定了学校的过渡规划过程，以及青年获得服务和毕业后就业的过渡计划实施过程。我们对自闭症谱系障碍患者、家长、任课教师、学校管理人员、成人服务提供者和州决策者进行了焦点小组研究（10组，N = 40）。与会者描述了个性化教育规划过程的核心原则是如何不可靠地实施的：规划的特点是目标设定不恰当，沟通无效，所有决策者参与不足，需要通知规划。放学后，由于规划不足、服务负担过重以及对成人服务提供者的问责不足，青年难以获得过渡计划中规定的服务。最后，不包括适当的技能培养和不充分的机构间和社区关系限制了争取和维持就业的努力。不同利益相关者的观点阐明了针对提供者、组织和政策层面的实施工作的必要性，以改善自闭症谱系障碍患者的过渡结果。对于影响自闭症谱系障碍过渡年龄学生学业后不良表现的因素知之甚少。在一个考虑了影响过渡结果的多种因素的实施科学框架的指导下，我们试图更好地理解政策、组织、提供者和个人因素之间的相互影响，这些因素影响了学校的过渡规划过程，以及自闭症谱系障碍青少年在获得服务和毕业后就业时实施过渡计划的后续过程。我们对自闭症谱系障碍患者、家长、任课教师、学校管理人员、成人服务提供者和州决策者进行了焦点小组研究（10组，N = 40）。参与者描述了个性化教育规划过程的核心原则是如何不可靠地实施的：规划被描述为不适当的目标设定，无效的沟通，以及需要通知规划的所有决策者的充分参与。放学后，由于规划不足、服务负担过重以及对成人服务提供者的问责不足，青年难以获得过渡计划中规定的服务。最后，不包括适当的技能培养和不充分的机构间和社区关系限制了争取和维持就业的努力。不同利益相关者的观点阐明了针对提供者、组织和政策层面的实施工作的必要性，以改善自闭症谱系障碍患者的过渡结果。
Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by the Exploration, Preparation, Implementation, and Sustainment implementation science framework, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N = 40). Participants described how core tenets of the individualized education planning process were not reliably implemented: planning was characterized by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services stipulated in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse stakeholder perspectives illuminate the need for implementation efforts to target the provider, organizational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder. Lay abstract Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by an implementation science framework that takes into account the multiple factors that influence transition outcomes, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth with autism spectrum disorder access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N = 40). Participants described how core tenets of the individualized education planning process were not reliably implemented: planning was described by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services specified in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse stakeholder perspectives illuminate the need for implementation efforts to target the provider, organizational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder.