Ryan Jackie, Brown Heather M, Borden Anne, Devlin Christina, Kedmy Adam, Lee Austin, Nicholas David B, Thompson-Hodgetts Sandy
Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Canada.
Faculty of Education, University of Alberta, Edmonton, Canada.
J Appl Res Intellect Disabil. 2025 Jul;38(4):e70106. doi: 10.1111/jar.70106.
Autonomy is a crucial component of self-determination, yet it is limited for Autistic individuals, especially those with co-occurring intellectual disabilities. We explored how professionals supported Autistic people with intellectual disabilities' autonomy.
This qualitative study used a community-based participatory approach. Nine staff who worked within a post-secondary transition programme to support Autistic young adults with intellectual disabilities were interviewed. Data were analysed using reflexive thematic analysis.
The quality and depth of relationships between staff and Autistic adults with intellectual disabilities, and a safe, supportive environment, were critical to supporting autonomy. Staff also identified several skill areas that would benefit program participants to exert their autonomy, including self-advocacy, interoceptive awareness, working with others, and understanding choices.
This crucial information for supporting autonomy for Autistic adults with intellectual disabilities provides a basis for enacting programme change to promote self-determination. Recommendations for staff and programme development are provided.
自主性是自我决定的关键组成部分，但对于自闭症个体，尤其是那些同时患有智力障碍的个体来说，自主性是有限的。我们探讨了专业人员如何支持患有智力障碍的自闭症患者的自主性。
这项定性研究采用了基于社区的参与式方法。对九名在高等教育后过渡项目中工作、支持患有智力障碍的自闭症青年成年人的工作人员进行了访谈。使用反思性主题分析法对数据进行了分析。
工作人员与患有智力障碍的自闭症成年人之间关系的质量和深度，以及一个安全、支持性的环境，对于支持自主性至关重要。工作人员还确定了几个技能领域，这些领域将有助于项目参与者发挥其自主性，包括自我倡导、内感受觉知、与他人合作以及理解选择。
这些支持患有智力障碍的自闭症成年人自主性的关键信息为实施项目变革以促进自我决定提供了基础。为工作人员和项目发展提供了建议。
