"Success Doesn't Happen in a Traditional Way": Experiences of school personnel who provide employment preparation for youth with autism spectrum disorder. (September 2020)

• Record Type: Journal Article
• Authors: Wong, Jasin; Cohn, Ellen S.; Coster, Wendy J.; Orsmond, Gael I.
• Is Part Of: Research in autism spectrum disorders. Volume 77(2020)
• Publication Date: 2020-09
• Subjects: Autism spectrum disorder -- Employment -- Transition -- Qualitative research; Autism spectrum disorders -- Periodicals; 616.85882005
• DOI: 10.1016/j.rasd.2020.101631
• Languages: English
• ISSNs: 1750-9467

Abstract

Highlights: School personnel consider community when preparing youth with autism for work. A supportive environment is crucial for employment success for youth with autism. Engaged parents are equally important as youth with autism transition to work. Employment preparation should include both contextual and personal factors. School personnel focus on empowering youth and helping them manage emotions. Abstract: Background: Secure employment is associated with positive self-esteem and higher quality of life. People with autism spectrum disorder (ASD), however, have poor employment outcomes. Typically, school personnel provide vocational supports for students with ASD. By learning from school personnel's experiences, we can understand what works well and inform future service development. Aims: We aimed to identify barriers and facilitators that school personnel consider when preparing youth with ASD for employment. Methods: Twenty school personnel participated in semi-structured interviews. Procedures: We conducted thematic analysis to understand how school personnel approached employment preparation with this population. This analysis was guided by an occupational therapy transactional perspective. Outcomes and Results: We developed a conceptual model to highlight the transactions across contextual factors in employment preparation. School personnel viewed creating a meaningful life in the community and maintaining employment as inseparable. School personnel also highlighted the importance of empowering youth, supportive environments, and cooperative parents. Conclusions and Implications: In preparing youth with ASD for employment, school personnel equally valued contextual factors, individual characteristics, and the dynamic relations between these elements. Future intervention and service development should be guided by a consideration of the transactions between individual and environment.