| 1. |
- Almberg, Maria, et al.
(författare)
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Experiences of facilitators or barriers in driving education from learner and novice drivers with ADHD or ASD and their driving instructors
- 2017
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Ingår i: Developmental Neurorehabilitation. - : Taylor & Francis. - 1751-8423 .- 1751-8431. ; 20:2, s. 59-67
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Tidskriftsartikel (refereegranskat)abstract
- Background: Little is known about whether individuals with autism spectrum disorder (ASD) or attention deficit hyperactive disorder (ADHD) experience any specific facilitators or barriers to driving education.Objective: To explore the facilitators or barriers to driving education experienced by individuals with ASD or ADHD who obtained a learner’s permit, from the perspective of the learner drivers and their driving instructors.Methods: Data were collected from 33 participants with ASD or ADHD, and nine of their driving instructors.Results: Participants with ASD required twice as many driving lessons and more on-road tests than those with ADHD. Participants with ADHD repeated the written tests more than those with ASD. Driving license theory was more challenging for individuals with ADHD, whilst individuals with ASD found translating theory into practice and adjusting to “unfamiliar” driving situations to be the greatest challenges.Conclusion: Obtaining a driving license was associated with stressful training experience.
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| 2. |
- Hatfield, Megan, et al.
(författare)
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Effectiveness of the BOOST-A (TM) online transition planning program for adolescents on the autism spectrum: a quasi-randomized controlled trial
- 2017
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Ingår i: Child and Adolescent Psychiatry and Mental Health. - : BIOMED CENTRAL LTD. - 1753-2000. ; 11
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Tidskriftsartikel (refereegranskat)abstract
- Background: The majority of existing transition planning programs are focused on people with a disability in general and may not meet the specific need of adolescents on the autism spectrum. In addition, these interventions focus on specific skills (e.g. job readiness or self-determination) rather than the overall transition planning process and there are methodological limitations to many of the studies determining their effectiveness. The Better OutcOmes amp; Successful Transitions for Autism (BOOST-A (TM)) is an online program that supports adolescents on the autism spectrum to prepare for leaving school. This study aimed to determine the effectiveness of the BOOST-A T in enhancing self-determination. Methods: A quasi-randomized controlled trial was conducted with adolescents on the autism spectrum enrolled in years 8 to 11 in Australian schools (N = 94). Participants had to have basic computer skills and the ability to write at a year 5 reading level. Participants were allocated to a control (n = 45) or intervention (n = 49) group and participants were blinded to the trial hypothesis. The intervention group used the BOOST-A T for 12 months, while the control group participated in regular practice. Outcomes included self-determination, career planning and exploration, quality of life, environmental support and domain specific self-determination. Data were collected from parents and adolescents. Results: There were no significant differences in overall self-determination between groups. Results indicated significant differences in favor of the intervention group in three areas: opportunity for self-determination at home as reported by parents; career exploration as reported by parents and adolescents; and transition-specific self-determination as reported by parents. Conclusions: Results provide preliminary evidence that the BOOST-A T can enhance some career-readiness outcomes. Lack of significant outcomes related to self-determination at school and career planning may be due to the lack of face-to-face training and parents being the primary contacts in the study. Further research is needed to determine effectiveness of the BOOST-A T related to post-secondary education and employment.
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| 3. |
- Hatfield, Megan, et al.
(författare)
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Evaluation of the effectiveness of an online transition planning program for adolescents on the autism spectrum: trial protocol
- 2016
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Ingår i: Child and Adolescent Psychiatry and Mental Health. - : BIOMED CENTRAL LTD. - 1753-2000. ; 10
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Tidskriftsartikel (refereegranskat)abstract
- Background: The transition from high school to post-secondary education and work is difficult for adolescents on the autism spectrum. Transition planning can be an effective way of supporting adolescents on the autism spectrum to prepare for leaving school and to succeed in obtaining employment; however, there is a need for an autism-specific transition planning program with proven effectiveness. This paper describes a trial protocol for evaluating the Better OutcOmes amp; Successful Transitions for Autism (BOOST-A (TM)); an online interactive program that empowers adolescents on the autism spectrum to plan their transition from school to further study, training, or employment. Methods: The trial will involve adolescents on the autism spectrum in high school and their parents, who will be alternately assigned to a control group (regular practice) or an intervention group (using the BOOST-A (TM)). The BOOST-A (TM) was developed using the PRECEDE-PROCEED model, and is based on the self-determination model, and the strengths-and technology-based approaches. It involves participants completing a series of online modules. The primary outcome will be self-determination, because high self-determination has been linked to successful transition to employment among adolescents on the autism spectrum. Secondary outcomes will include domain-specific self-determination, career planning and exploration, quality of life, and environmental support. Data will be obtained from questionnaires completed by the adolescent on the autism spectrum and their parent/s. Data collection will take place at baseline (Time point 1) and 12 months later (Time point 2). Discussion and conclusions: This trial will provide evidence of the effectiveness of the BOOST-A T to assist adolescents on the autism spectrum to successfully transition from school.
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| 4. |
- Hatfield, Megan, et al.
(författare)
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Factors related to successful transition planning for adolescents on the autism spectrum
- 2018
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Ingår i: Journal of Research in Special Educational Needs. - : John Wiley & Sons. - 1471-3802. ; 18:1, s. 3-14
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Tidskriftsartikel (refereegranskat)abstract
- Adolescents on the autism spectrum often have difficulties with the transition from high school to post-school activities. Despite this, little is known about the transition planning processes for this group. This study explored predisposing, reinforcing and enabling factors related to the transition planning processes for adolescents on the autism spectrum in Australia. The PRECEDE model guided a needs assessment, in which descriptive data about transition planning processes were collected via an online questionnaire from adolescents on the autism spectrum, their parents and professionals (N = 162). Predisposing factors included: an individualised and strengths-focused approach, and adolescent motivation, anxiety and insight. Reinforcing factors included: support and guidance, skill development and real-life experiences. Enabling factors were: having a clear plan with a coordinated approach, scheduled meetings and clear formal documentation. Whilst some factors aligned with recommendations for transition planning for adolescents with disabilities in general, there were some autism-specific factors. For example: anxiety, motivation and insight were important predisposing factors, and providing choice and flexibility was an enabling factor.
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| 5. |
- Hatfield, Megan, et al.
(författare)
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"Leaps of faith" : Parents' and professionals' viewpoints on preparing adolescents on the autism spectrum for leaving school
- 2017
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Ingår i: Journal of Research in Special Educational Needs. - : John Wiley & Sons. - 1471-3802. ; 17:3, s. 187-197
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Tidskriftsartikel (refereegranskat)abstract
- Adolescents on the autism spectrum experience difficulty transitioning from secondary school to post-school activities, often due to transition planning processes that do not meet their unique needs. This study identified parents' and professionals' viewpoints on transition planning for adolescents on the autism spectrum. Interviews were completed with nine parents of adolescents on the autism spectrum and four professionals who worked with adolescents on the autism spectrum. A constant comparison approach was used to analyse the transcripts. Four themes were identified, reflecting parents' and professionals' viewpoints on how to meet the transition planning needs of adolescents on the autism spectrum. Supporting adolescents to grasp the big picture can enhance motivation to participate in transition planning. Autism can be an ‘invisible disability’; therefore, encouraging adolescents to be active participants and to be seen in transition planning ensures their individual needs are met. Encouraging adolescents to have high aspirationsin transition planning develops their self-determination. Finally, to be prepared for the transition from school may reduce the adolescent's' anxiety. Adolescents on the autism spectrum face unique challenges in transition planning. The themes identified in this study provide insight into how parents and professionals might support adolescents with these challenges.
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| 6. |
- Hatfield, Megan, et al.
(författare)
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Leaps of faith
- 2017
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Ingår i: Journal of Research in Special Educational Needs. - : WILEY. - 1471-3802. ; 17:3, s. 187-197
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Tidskriftsartikel (refereegranskat)abstract
- Adolescents on the autism spectrum experience difficulty transitioning from secondary school to post-school activities, often due to transition planning processes that do not meet their unique needs. This study identified parents and professionals viewpoints on transition planning for adolescents on the autism spectrum. Interviews were completed with nine parents of adolescents on the autism spectrum and four professionals who worked with adolescents on the autism spectrum. A constant comparison approach was used to analyse the transcripts. Four themes were identified, reflecting parents and professionals viewpoints on how to meet the transition planning needs of adolescents on the autism spectrum. Supporting adolescents to grasp the big picture can enhance motivation to participate in transition planning. Autism can be an invisible disability; therefore, encouraging adolescents to be active participants and to be seen in transition planning ensures their individual needs are met. Encouraging adolescents to have high aspirations in transition planning develops their self-determination. Finally, to be prepared for the transition from school may reduce the adolescents anxiety. Adolescents on the autism spectrum face unique challenges in transition planning. The themes identified in this study provide insight into how parents and professionals might support adolescents with these challenges.
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| 7. |
- Hatfield, Megan, et al.
(författare)
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Pilot of the BOOST-A™ : An online transition planning program for adolescents with autism
- 2017
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Ingår i: Australian Occupational Therapy Journal. - : John Wiley & Sons. - 0045-0766 .- 1440-1630. ; 64:6, s. 448-456
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Tidskriftsartikel (refereegranskat)abstract
- Background: Many adolescents with autism face difficulties with the transition from high school into post-school activities. The Better OutcOmes & Successful Transitions for Autism (BOOST-A™) is an online transition planning program which supports adolescents on the autism spectrum to prepare for leaving school. This study describes the development of the BOOST-A™ and aimed to determine the feasibility and viability of the program.Methods: Two pilot studies were conducted. In Pilot A, the BOOST-A™ was trialled by six adolescents on the autism spectrum, their parents, and the professionals who worked with them, to determine its feasibility. In Pilot B, 88 allied health professionals (occupational therapists, speech pathologists, and psychologists) reviewed the BOOST-A™ to determine its viability.Results: Participants rated the BOOST-A™ as a feasible tool for transition planning. The majority of allied health professionals agreed that it was a viable program. Based on participant feedback, the BOOST-A™ was modified to improve usability and feasibility.Conclusion: The BOOST-A™ is a viable and feasible program that has the potential to assist adolescents with autism in preparing for transitioning out of high school. Future research will determine the effectiveness of the BOOST-A™ with adolescents across Australia.
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| 8. |
- Hatfield, Megan, et al.
(författare)
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Process Evaluation of the BOOST-A (TM) Transition Planning Program for Adolescents on the Autism Spectrum: A Strengths-Based Approach
- 2018
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Ingår i: Journal of autism and developmental disorders. - : SPRINGER/PLENUM PUBLISHERS. - 0162-3257 .- 1573-3432. ; 48:2, s. 377-388
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Tidskriftsartikel (refereegranskat)abstract
- A process evaluation was conducted to determine the effectiveness, usability, and barriers and facilitators related to the Better OutcOmes amp; Successful Transitions for Autism (BOOST-A (TM)), an online transition planning program. Adolescents on the autism spectrum (n = 33) and their parents (n = 39) provided feedback via an online questionnaire. Of these, 13 participants were interviewed to gain in-depth information about their experiences. Data were analyzed using descriptive statistics and thematic analysis. Four themes were identified: (i) taking action to overcome inertia, (ii) new insights that led to clear plans for the future, (iii) adolescent empowerment through strengths focus, and (iv) having a champion to guide the way. The process evaluation revealed why BOOST-A (TM) was beneficial to some participants more than others. Trial registration #ACTRN12615000119594.
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| 9. |
- Vaz, Sharmila, et al.
(författare)
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Belongingness in Early Secondary School : Key Factors that Primary and Secondary Schools Need to Consider
- 2015
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 10:9
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Tidskriftsartikel (refereegranskat)abstract
- It is unknown if, and how, students redefine their sense of school belongingness after negotiating the transition to secondary school. The current study used longitudinal data from 266 students with, and without, disabilities who negotiated the transition from 52 primary schools to 152 secondary schools. The study presents the 13 most significant personal student and contextual factors associated with belongingness in the first year of secondary school. Student perception of school belongingness was found to be stable across the transition. No variability in school belongingness due to gender, disability or household-socio-economic status (SES) was noted. Primary school belongingness accounted for 22% of the variability in secondary school belongingness. Several personal student factors (competence, coping skills) and school factors (low-level classroom task-goal orientation), which influenced belongingness in primary school, continued to influence belongingness in secondary school. In secondary school, effort-goal orientation of the student and perception of their school's tolerance to disability were each associated with perception of school belongingness. Family factors did not influence belongingness in secondary school. Findings of the current study highlight the need for primary schools to foster belongingness among their students at an early age, and transfer students' belongingness profiles as part of the handover documentation. Most of the factors that influenced school belongingness before and after the transition to secondary are amenable to change.
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| 10. |
- Vaz, Sharmila, et al.
(författare)
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Is using the strengths and difficulties questionnaire in a community sample the optimal way to assess mental health functioning?
- 2016
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 11:1
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Tidskriftsartikel (refereegranskat)abstract
- An important characteristic of a screening tool is its discriminant ability or the measure's accuracy to distinguish between those with and without mental health problems. The current study examined the inter-rater agreement and screening concordance of the parent and teacher versions of SDQ at scale, subscale and item-levels, with the view of identifying the items that have the most informant discrepancies; and determining whether the concordance between parent and teacher reports on some items has the potential to influence decision making. Cross-sectional data from parent and teacher reports of the mental health functioning of a community sample of 299 students with and without disabilities from 75 different primary schools in Perth, Western Australia were analysed. The study found that: a) Intraclass correlations between parent and teacher ratings of children's mental health using the SDQ at person level was fair on individual child level; b) The SDQ only demonstrated clinical utility when there was agreement between teacher and parent reports using the possible or 90% dichotomisation system; and c) Three individual items had positive likelihood ratio scores indicating clinical utility. Of note was the finding that the negative likelihood ratio or likelihood of disregarding the absence of a condition when both parents and teachers rate the item as absent was not significant. Taken together, these findings suggest that the SDQ is not optimised for use in community samples and that further psychometric evaluation of the SDQ in this context is clearly warranted.
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