Nội dung được dịch bởi AI, chỉ mang tính chất tham khảo
Tổng Quan Về Các Can Thiệp Chuyển Tiếp và Hướng Nghiệp Cho Thanh Thiếu Niên và Người Lớn Có Rối Loạn Spektrum Tự Kỷ
Tóm tắt
Sự tồn tại của những kết quả việc làm không mấy khả quan đối với thanh thiếu niên và người lớn có rối loạn spektrum tự kỷ (ASD) cho thấy tầm quan trọng của những nỗ lực chuẩn bị cho họ vào môi trường lao động. Chúng tôi đã thực hiện một cuộc tổng quan hệ thống về các nghiên cứu can thiệp/can thiệp theo dõi liên quan đến kỹ năng và kết quả việc làm cho thanh thiếu niên và người lớn có ASD. Chúng tôi đã xem xét 39 nghiên cứu dựa trên các đặc điểm của người tham gia, phương pháp nghiên cứu, đặc điểm can thiệp và các kết quả việc làm. Những nghiên cứu này làm nổi bật các thực hành và chương trình thúc đẩy việc tiếp thu kỹ năng nghề nghiệp, cải thiện kết quả việc làm và cung cấp những lợi ích phụ (ví dụ: sức khỏe tâm thần, sự tự tin, quản lý thời gian). Tuy nhiên, vẫn chưa rõ cá nhân nào có ASD sẽ hưởng lợi nhiều nhất từ các can thiệp cụ thể. Chúng tôi đưa ra các hàm ý cho thực hành và nghiên cứu nhằm cải thiện trải nghiệm việc làm của thanh thiếu niên và người lớn có ASD.
Từ khóa
#Rối loạn spektrum tự kỷ #thanh thiếu niên #người lớn #can thiệp nghề nghiệp #kết quả việc làm.Tài liệu tham khảo
Agran, M., Hughes, C., Thoma, C. A., & Scott, L. A. (2016). Employment social skills: what skills are really valued? Career Development and Transition for Exceptional Individuals, 39, 111–120. https://doi.org/10.1177/2165143414546741.
*Alexander, J. L., Ayres, K. M., Smith, K. A., Shepley, S. B., & Mataras, T. K. (2013). Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism. Research in Autism Spectrum Disorders, 7, 1346–1357. https://doi.org/10.1016/j.rasd.2013.07.021.
*Allen, K. D., Burke, R. V., Howard, M. R., Wallace, D. P., & Bowen, S. L. (2012). Use of audio cuing to expand employment opportunities for adolescents with autism spectrum disorders and intellectual disabilities. Journal of Autism and Developmental Disorders, 42, 2410–2419. https://doi.org/10.1007/s10803-012-1519-7.
*Allen, K. D., Wallace, D. P., Greene, D. J., Bowen, S. L., & Burke, R. V. (2010a). Community-based vocational instruction using videotaped modeling for young adults with autism spectrum disorders performing in air-inflated mascots. Focus on Autism and Other Developmental Disabilities, 25, 186–192. https://doi.org/10.1177/1088357610377318.
*Allen, K. D., Wallace, D. P., Renes, D., Bowen, S. L., & Burke, R. V. (2010b). Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. Education and Treatment of Children, 33, 339–349.
Alverson, C. Y., & Yamamoto, S. H. (2016). Employment outcomes of vocational rehabilitation clients with autism spectrum disorders. Career Development and Transition for Exceptional Individuals, 40, 144–155. https://doi.org/10.1177/2165143416629366.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4 th ed.), text revision. Washington, DC: Author.
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
*Bennett, K. D. (2013). Improving vocational skills of students with disabilities: applications of covert audio coaching. Teaching Exceptional Children, 46(2), 60–67. https://doi.org/10.1177/004005991304600207.
*Bennett, K. D., Brady, M. P., Scott, J., Dukes, C., & Frain, M. (2010). The effects of covert audio coaching on the job performance of supported employees. Focus on Autism and Other Developmental Disabilities, 25, 173–185. https://doi.org/10.1177/1088357610371636.
*Bennett, K. D., Gutierrez, A., & Honsberger, T. (2013). A comparison of video prompting with and without voice-over narration on the clerical skills of adolescents with autism. Research in Autism Spectrum Disorders, 7, 1273–1281. https://doi.org/10.1016/j.rasd.2013.07.013.
*Bennett, K. D., Ramasamy, R., & Honsberger, T. (2013a). Further examination of covert audio coaching on improving employment skills among secondary students with autism. Journal of Behavioral Education, 22, 103–119. https://doi.org/10.1007/s10864-013-9168-2.
*Bennett, K. D., Ramasamy, R., & Honsberger, T. (2013b). The effects of covert audio coaching on teaching clerical skills to adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 585–593. https://doi.org/10.1007/s10803-012-1597-6.
Bennett, M., & Goodall, E. (2016). A meta-analysis of DSM-5 autism diagnoses in relation to DSM-IV and DSM-IV-TR. Review Journal in Autism and Developmental Disorders, 3, 119–124. https://doi.org/10.1007/s40489-016-0070-4.
*Bereznak, S., Ayres, K. M., Mechling, L. C., & Alexander, J. L. (2012). Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 24, 269–285. https://doi.org/10.1007/s10882-012-9270-8.
Berthoz, S., & Hill, E. L. (2005). The validity of using self-reports to assess emotion regulation abilities in adults with autism spectrum disorder. European Psychiatry, 20, 291–298. https://doi.org/10.1016/j.eurpsy.2004.06.013.
Blustein, C. L., Carter, E. W., & McMillan, E. D. (2016). The voices of parents: Post-high school expectations, priorities, and concerns for children with intellectual and developmental disabilities. The Journal of Special Education, 50, 164–177. https://doi.org/10.1177/0022466916641381.
Brock, M. E., Huber, H. B., Carter, E. W., Juarez, A. P., & Warren, Z. E. (2014). Statewide assessment of professional development needs related to educating students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 29, 67–79. https://doi.org/10.1177/1088357614522290.
Burgess, S., & Cimera, R. E. (2014). Employment outcomes of transition-aged adults with autism spectrum disorders: a state of the states report. American Journal on Intellectual and Developmental Disabilities, 119, 64–83. https://doi.org/10.1352/1944-7558-119.1.64.
*Burke, R. V., Allen, K. D., Howard, M. R., Downey, D., Matz, M. G., & Bowen, S. L. (2013). Tablet-based video modeling and prompting in the workplace for individuals with autism. Journal of Vocational Rehabilitation, 38, 1–14. https://doi.org/10.3233/JVR-120616.
*Burke, R. V., Andersen, M. N., Bowen, S. L., Howard, M. R., & Allen, K. D. (2010). Evaluation of two instruction methods to increase employment options for young adults with autism spectrum disorders. Research in Developmental Disabilities, 31, 1223–1233. https://doi.org/10.1016/j.ridd.2010.07.023.
Burke, J., Bezyak, J., Fraser, R. T., Pete, J., Ditchman, N., & Chan, F. (2013b). Employers’ attitudes towards hiring and retaining people with disabilities: a review of the literature. Australian Journal of Rehabilitation Counseling, 19, 21–38. https://doi.org/10.1017/jrc.2013.2.
*Burt, D. B., Fuller, S. P., & Lewis, K. R. (1991). Brief report: competitive employment of adult with autism. Journal of Autism and Developmental Disorders, 21, 237–242. https://doi.org/10.1007/BF02284763.
Carter, E. W., Austin, D., & Trainor, A. A. (2012). Predictors of postschool employment outcomes for young adults with severe disabilities. Journal of Disability Policy Studies, 23, 50–63. https://doi.org/10.1177/1044207311414680.
Carter, E. W., Boehm, T. L., Biggs, E. E., Annandale, N. H., Taylor, C., Logeman, A. K., & Liu, R. Y. (2015). Known for my strengths: positive traits of transition-age youth with intellectual disability or autism. Research and Practice for Persons with Severe Disabilities, 40, 101–119. https://doi.org/10.1177/1540796915592158.
Charman, T., & Gotham, K. (2013). Measurement issues: screening and diagnostic instruments for autism spectrum disorders—lessons from research and practice. Child and Adolescent Mental Health, 18(1), 52–64. https://doi.org/10.1111/j.1475-3588.2012.00664.x.
Chen, J. L., Leader, G., Sung, C., & Leahy, M. (2015). Trends in employment for individuals with autism spectrum disorder: a review of the research literature. Review Journal of Autism and Developmental Disorders, 2, 115–127. https://doi.org/10.1007/s40489-014-0041-6.
Chiang, H. M., Cheung, Y. K., Li, H., & Tsai, L. Y. (2013). Factors associated with participation in employment for high school leavers with autism. Journal of Autism and Developmental Disorders, 43, 1832–1842.
*Cihak, D. F., & Schrader, L. (2008). Does the model matter? Comparing video self-modeling and video adult modeling for task acquisition and maintenance by adolescents with autism spectrum disorders. Journal of Special Education Technology, 23(3), 9–20.
Cimera, R. E. (2010). The national cost-efficiency of supported employees with intellectual disabilities: the worker’s perspective. Journal of Vocational Rehabilitation, 33, 123–131. https://doi.org/10.3233/JVR-2010-0521.
Cimera, R. E., & Cowan, R. J. (2009). The costs of services and employment outcomes achieved by adults with autism in the US. Autism, 13, 285–302. https://doi.org/10.1177/1362361309103791.
*Copeland, S. R., & Hughes, C. (2000). Acquisition of a picture prompt strategy to increase independent performance. Education and Training in Mental Retardation and Developmental Disabilities, 35, 294–305.
*Dotson, W. H., Richman, D. M., Abby, L., Thompson, S., & Plotner, A. (2013). Teaching skills related to self-employment to adults with developmental disabilities: an analog analysis. Research in Developmental Disabilities, 34, 2336–2350. https://doi.org/10.1016/j.ridd.2013.04.009.
*Ganz, J. B., & Sigafoos, J. (2005). Self-monitoring: are young adults with MR and autism able to utilize cognitive strategies independently? Education and Training in Developmental Disabilities, 40, 24–33.
Gilson, C. B., Carter, E. W., & Biggs, E. E. (2017). Systematic review of instructional methods to teach employment skills to secondary students with intellectual and developmental disabilities. Research and Practice for Persons with Severe Disabilities, 42, 89–107. https://doi.org/10.1177/1540796917698831.
*Ham, W., McDonough, J., Molinelli, A., Schall, C., & Wehman, P. (2014). Employment supports for young adults with autism spectrum disorder: two case studies. Journal of Vocational Rehabilitation, 40, 117–124. https://doi.org/10.3233/JVR-140677.
Hendricks, D. (2010). Employments and adults with autism spectrum disorders: challenges and strategies for success. Journal of Vocational Rehabilitation, 32, 125–134. https://doi.org/10.3233/JVR-2010-0502.
*Hillier, A., Campbell, H., Mastriani, K., Izzo, M. V., Kool-Tucker, A. K., Cherry, L., & Beversdorf, D. Q. (2007a). Two-year evaluation of a vocational support program for adults on the autism spectrum. Career Development for Exceptional Individuals, 30, 35–47. https://doi.org/10.1177/08857288070300010501.
*Hillier, A., Fish, T., Cloppert, P., & Beversdorf, D. Q. (2007b). Outcomes of a social and vocational skills support group for adolescents and young adults on the autism spectrum. Focus on Autism and Other Developmental Disabilities, 22, 107–115. https://doi.org/10.1177/10883576070220020201.
Holmes, D. (2007). When the school bus stops coming: the employment dilemma for adults with autism. Autism Advocate, 46(1), 16–21.
*Howlin, P., Alcock, J., & Burkin, C. (2005). An 8-year follow-up of a specialist supported employment service for high-ability adults with autism or Asperger syndrome. Autism, 9, 533–549. https://doi.org/10.1177/1362361305057871.
Individuals with Disabilities Education Improvement Act of 2004. Pub. L. No. 108–466, 118 Stat. 2647 (2004).
Ju, S., Roberts, E., & Zhang, D. (2013). Employer attitudes toward workers with disabilities: a review of research in the past decade. Journal of Vocational Rehabilitation, 38, 113–123. https://doi.org/10.3233/JVR-130625.
Ju, S., Zhang, D., & Pacha, J. (2012). Employability skills valued by employers as important for entry-level employees with and without disabilities. Career Development for Exceptional Individuals, 35, 29–38. https://doi.org/10.1177/0885728811419167.
*Keel, J. H., Mesibov, G. B., & Woods, A. V. (1997). TEACCH-supported employment program. Journal of Autism and Developmental Disorders, 27, 3–9. https://doi.org/10.1023/A:1025813020229.
*Kellems, R. O., & Morningstar, M. E. (2012). Using video modeling delivered through iPods to teach vocational tasks to young adults with autism spectrum disorders. Career Development and Transition for Exceptional Individuals, 35, 155–167. https://doi.org/10.1177/0885728812443082.
*Lattimore, L. P., Parsons, M. B., & Reid, D. H. (2006). Enhancing job-site training of supported workers with autism: a reemphasis on simulation. Journal of Applied Behavior Analysis, 39, 91–102. https://doi.org/10.1901/jaba.2006.154-04.
Lee, G. K., & Carter, E. W. (2012). Preparing transition-age students with high-functioning autism spectrum disorders for meaningful work. Psychology in the Schools, 49, 988–1000. https://doi.org/10.1002/pits.21651.
Lopez, B., & Keenan, L. (2014). Barriers to employment in autism: future challenges to implementing the adult autism strategy. Portsmouth: University of Portsmouth.
Lord, C., & Jones, R. M. (2012). Annual research review: re-thinking the classification of autism spectrum disorders. The Journal of Child Psychology and Psychiatry, 53, 490–509. https://doi.org/10.1111/j.1496-7610.2012.02547.x.
Lorenz, T., & Heinitz, K. (2014). Aspergers—different, not less: occupational strengths and job interests of individuals with Asperger’s syndrome. PLoS One, 9(6), e100358. https://doi.org/10.1371/journal.pone.0100358.
*Lynas, L. (2014). Project ABLE (Autism: Building Links to Employment): a specialist employment service for young people and adults with an autism spectrum condition. Journal of Vocational Rehabilitation, 41, 13–21. https://doi.org/10.3233/JVR-140694.
Mank, D. M., & Grossi, T. A. (2013). Employment: renewed investments. Inc, 1, 7–16. https://doi.org/10.1352/2326-6988-1.1.007.
Martinez, K. (2013). Integrated employment, employment first, and U.S. federal policy. Journal of Vocational Rehabilitation, 38, 165–168. https://doi.org/10.3233/JVR-130631.
*Mawhood, L., & Howlin, P. (1999). The outcome of a supported employment scheme for high-functioning adults with autism or Asperger syndrome. Autism, 3, 229–254. https://doi.org/10.1177/1362361399003003003.
McDonough, J. T., & Revell, G. (2010). Accessing employment supports in the adult system for transitioning youth with autism spectrum disorders. Journal of Vocational Rehabilitation, 32, 89–100. https://doi.org/10.3233/JVR-2010-0498.
*Morgan, L., Leatzow, A., Clark, S., & Siller, M. (2014). Interview skills for adults with autism spectrum disorder: a pilot randomized controlled trial. Journal of Autism and Developmental Disorders, 44, 2290–2300. https://doi.org/10.1007/s10803-014-2100-3.
Murza, K. A. (2016). Vocational rehabilitation counselors’ experiences with clients diagnosed with autism spectrum disorder: results of a national survey. Journal of Vocational Rehabilitation, 45, 301–313. https://doi.org/10.3233/JVR-160831.
Newman, L., Wagner, M., Cameto, R., & Knokey, A. M. (2009). The post-high school outcomes of youth with disabilities up to 4 years after high school. Menlo Park, CA: SRI.
Newman, L., Wagner, M., Knokey, A. M., Marder, C., Nagle, K., et al. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school. Menlo Park, CA: SRI.
Nicholas, D. B., Attridge, M., Zwaigenbaum, L., & Clarke, M. (2015). Vocational support approaches in autism spectrum disorder: a synthesis review of the literature. Autism, 19, 235–245. https://doi.org/10.1177/1362361313516548.
Nord, D., Barkoff, A., Butterworth, J., Carlson, D., Cimera, R., et al. (2015). Employment and economic self-sufficiency: 2015 national goals for research, policy, and practice. Inclusion, 3, 227–232. https://doi.org/10.1352/2326-6988-3.4.227.
*Pennington, R., Delano, M., & Scott, R. (2014). Improving cover-letter writing skills of individuals with intellectual disabilities. Journal of Applied Behavior Analysis, 47, 204–208. https://doi.org/10.1002/jaba.96.
Richards, J. (2012). Examining the exclusion of employees with Asperger syndrome from the workplace. Personnel Review, 41, 630–646. https://doi.org/10.1108/00483481211249148.
Roux, A. M., Shattuck, P. T., Cooper, B. P., Anderson, K. A., Wagner, M., & Narendorf, S. C. (2013). Postsecondary employment experiences among young adults with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 25, 931–939. https://doi.org/10.1016/j.jaac.2013.05.019.
Schall, C., Wehman, P., & McDonough, J. (2012). Transition from school to work for students with autism spectrum disorders: Understanding the process and achieving better outcomes. Pediatric Clinics, 59(1), 189–202.
Shattuck, P. T., Wagner, M., Narendorf, S., Sterzing, P., & Hensley, M. (2011). Post-high school service use among young adults with an autism spectrum disorder. Archives of Pediatrics and Adolescent Medicine, 165(2), 141–146. https://doi.org/10.1001/archpediatrics.2010.279.
*Smith, M. D., Belcher, R. G., Juhrs, P. D., & Nabors, K. (1994). Where people with autism work. Journal of Vocational Rehabilitation, 4, 10–17.
*Smith, M. D., & Coleman, D. (1986). Managing the behavior of adults with autism in the job setting. Journal of Autism and Developmental Disorders, 16, 145–154. https://doi.org/10.1007/BF01531726.
*Smith, M. J., Ginger, E. J., Wright, K., Wright, M. A., Taylor, J. L., Humm, L. B., et al. (2014). Virtual reality job interview training in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44, 2450–2463. https://doi.org/10.1007/s10803-014-2113-y.
*Strickland, D. C., Coles, C. D., & Southern, L. B. (2013). JobTIPS: a transition to employment program for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43, 2472–2483. https://doi.org/10.1007/s10803-013-1800-4.
Super, D. E. (1957). The psychology of career. New York: Harper & Row.
Super, D. E., Savickas, M. L., & Super, C. M. (1996). The life-span, life-space approach to careers. In D. Brown & L. Brooks (Eds.), Career choice and development (3rd ed., pp. 121–178). San Francisco, CA: Jossey-Bass.
Taylor, J. L., & Henninger, N. A. (2015). Frequency and correlates of service access among youth with autism transitioning to adulthood. Journal of Autism and Developmental Disorders, 45, 179–191. https://doi.org/10.1007/s10803-014-2203-x.
Taylor, J. L., & Seltzer, M. M. (2011). Employment and post-secondary educational activities for young adults with autism spectrum disorders during the transition to adulthood. Journal of Autism and Developmental Disorders, 41, 566–574. https://doi.org/10.1007/s10803-010-1070-3.
Test, D. W., Smith, L., & Carter, E. W. (2014). Equipping youth with autism spectrum disorders for adulthood: promoting rigor, relevance, and relationships. Remedial and Special Education, 35, 80–90. https://doi.org/10.1177/0741932513514857.
U.S. Department of Education. (2014). Individuals with disabilities education act [data file]. Washington, DC: Data Accountability Center.
Volker, M. A. (2012). Introduction to the special issue: high-functional autism spectrum disorders in schools. Psychology in the Schools, 49, 911–916. https://doi.org/10.1002/pits.21653.
Weitlauf, A. S., Gotham, K. O., Vehorn, A. C., & Warren, Z. E. (2014). Brief report: DSM-5 “levels of support”: a comment on discrepant conceptualizations of severity in ASD. Journal of Autism and Developmental Disorders, 44, 471–476. https://doi.org/10.1007/s10803-013-1882-z.
*Wehman, P. H., & Kregel, J. (1988). Supported competitive employment for individuals with autism and severe retardation: two cases studies. Focus on Autism and Other Developmental Disabilities, 3(3), 1–13. https://doi.org/10.1177/108835768800300301.
*Wehman, P. H., Schall, C. M., McDonough, J., Kregel, J., Brooke, V., Molinelli, A., et al. (2014a). Competitive employment for youth with autism spectrum disorders: early results from a randomized clinical trial. Journal of Autism and Developmental Disorders, 44, 487–500. https://doi.org/10.1007/s10803-013-1892-x.
Wehman, P., Schall, C., Carr, S., Targett, P., West, M., & Cifu, G. (2014b). Transition from school to adulthood for youth with autism spectrum disorder. Journal of Disability Policy Studies, 25(1), 30–40. https://doi.org/10.1177/1044207313518071.
*Wehman, P., Schall, C., McDonough, J., Molinelli, A., Riehle, E., Ham, W., & Thiss, W. R. (2012). Project SEARCH for youth with autism spectrum disorders: increasing competitive employment on transition from high school. Journal of Positive Behavior Interventions, 15, 144–155. https://doi.org/10.1177/1098300712459760.
Westbrook, J. D., Fong, C. J., Nye, C., Williams, A., Wendt, O., & Cortopassi, T. (2014). Transition services for youth with autism: a systematic review. Research on Social Work Practice, 25, 10–20. https://doi.org/10.1177/1049731514524836.