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Journal of Autism and Developmental Disorders

Gepubliceerd in:

18-09-2021 | Original Paper

Self-Determination in Autistic Transition-Aged Youth without Intellectual Disability

Auteurs: Brianne Tomaszewski, Laura G. Klinger, Cara E. Pugliese

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2022

Abstract

Self-determination refers to an individual's capacity and opportunities to act as a causal agent in their own lives to make choices, decisions, and set goals. The current study examined self- and parent-reports of the AIR Self-Determination Scale in transition-aged autistic youth (Based on stakeholder preferences, we use identity-first(autistic) or neutral language (on the autism spectrum) (Bottema-Beutel in JAMA 3:18–29, 2020)). Autistic youth completed depression and executive function measures, and parents rated their child's social-communication and executive function difficulties. Despite differences between youth and parent reports, both youth and their parents reported lower self-determination skills (capacity) than opportunities to practice self-determined behaviors. Both depression and executive function skills were related to self-determination capacity, highlighting potential intervention targets for transition-aged youth to facilitate increased self-determination and potentially improved adult outcomes.

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Titel: Self-Determination in Autistic Transition-Aged Youth without Intellectual Disability
Auteurs: Brianne Tomaszewski
Laura G. Klinger
Cara E. Pugliese
Publicatiedatum: 18-09-2021
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 9/2022
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-021-05280-6

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Evaluation of the Developmental Coordination Questionnaire (DCDQ) as a Screening Instrument for Co-occurring Motor Problems in Children with Autism Spectrum Disorder

School and Business Partnerships to Support Job Training for Students with Developmental and Other Disabilities: Employers’ Perspectives

Comparing Early Pragmatics in Typically Developing Children and Children with Neurodevelopmental Disorders