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Factors related to ...
Factors related to successful transition planning for adolescents on the autism spectrum
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- Hatfield, Megan (författare)
- School of Occupational Therapy and Social Work, Curtin University, Perth, Australia,Curtin Univ, Australia; Autism CRC, Australia
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- Ciccarelli, Marina (författare)
- Occupational Therapy Program, School of Medical and Health Sciences, Edith Cowan University, Perth, Australia,Curtin Univ, Australia; Autism CRC, Australia
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- Falkmer, Torbjörn (författare)
- Linköpings universitet,Jönköping University,HHJ, Avdelningen för rehabilitering,HHJ. CHILD,School of Occupational Therapy and Social Work, Curtin University, Perth, Australia,Avdelningen för prevention, rehabilitering och nära vård,Medicinska fakulteten,Region Östergötland, Smärt och rehabiliteringscentrum,Curtin Univ, Australia; Autism CRC, Australia
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- Falkmer, Marita (författare)
- Jönköping University,HLK, CHILD,School of Occupational Therapy and Social Work, Curtin University, Perth, Australia,Curtin Univ, Australia; Autism CRC, Australia; Jonkoping Univ, Sweden
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(creator_code:org_t)
- 2017-06-27
- 2018
- Engelska.
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Ingår i: Journal of Research in Special Educational Needs. - : John Wiley & Sons. - 1471-3802. ; 18:1, s. 3-14
- Relaterad länk:
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https://urn.kb.se/re...
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https://doi.org/10.1...
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https://urn.kb.se/re...
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Abstract
Ämnesord
Stäng
- 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.
Ämnesord
- SAMHÄLLSVETENSKAP -- Psykologi -- Psykologi (hsv//swe)
- SOCIAL SCIENCES -- Psychology -- Psychology (hsv//eng)
- MEDICIN OCH HÄLSOVETENSKAP -- Hälsovetenskap -- Arbetsterapi (hsv//swe)
- MEDICAL AND HEALTH SCIENCES -- Health Sciences -- Occupational Therapy (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Lärande (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Learning (hsv//eng)
Nyckelord
- Asperger syndrome
- Child development disorder
- Pervasive developmental disorder
- Employment
- Vocational education
- College
- University
- Career planning and development
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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