Snell-Rood Claire, Ruble Lisa, Kleinert Harold, McGrew John H, Adams Medina, Rodgers Alexis, Odom Jaye, Wong Wing Hang, Yu Yue
University of California, Berkeley, USA.
University of Kentucky, USA.
Autism. 2020 Jul;24(5):1164-1176. doi: 10.1177/1362361319894827. Epub 2020 Jan 20.
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, = 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.
对于患有自闭症谱系障碍的过渡年龄学生而言，影响其毕业后不良结果的因素鲜为人知。在一个考虑到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、提供者和个体因素之间的相互依存影响，这些因素塑造了学校中的过渡规划过程，以及随后的过程，即随着患有自闭症谱系障碍的青少年获得服务并在毕业后就业，过渡计划得以实施。我们与患有自闭症谱系障碍的个体、家长、课堂教师、学校管理人员、成人服务提供者和州政策制定者进行了焦点小组讨论（共10个小组，n = 40）。参与者描述了个性化教育规划过程的核心原则未能得到可靠实施的情况：规划被描述为目标设定不当、沟通无效以及参与规划所需的所有决策者参与不足。放学后，由于规划不足、服务负担过重以及成人服务提供者的问责不足，青少年难以获得其过渡计划中规定的服务。最后，未能纳入适当的技能培养以及机构间和社区关系不足，限制了获得和维持就业的努力。不同利益相关者的观点表明，需要在提供者、组织和政策层面开展实施工作，以改善患有自闭症谱系障碍个体的过渡结果。
