Perspectives of young adults with autism spectrum disorder: integrating values in exploring self-determination
Notice bibliographique
Résumé
There has been a significant change in the way we view individuals with disabilities over the last few decades. Life possibilities for individuals with disabilities are now reflected in terms of quality of life, self-determination, strengths and capabilities, normalization, and the provision of individualized supports (Wehmeyer & Schalock, 2001). Self-determination (SD), which is implicated in choice and decision making, is an important educational goal that can help individuals with Autism Spectrum Disorders (ASD) as they attempt to negotiate or transition their way into college, work, community involvement, and independent living (Carter, Lane, Pierson, & Stang, 2008; Deci & Ryan 1994; Thoma & Gretzel, 2005). The aim of this dissertation is to gain a better understanding of SD for young Canadian adults with ASD without an intellectual disability (ID). In this mixed-methods study, SD, the participants' value and importance ratings of SD components, and the factors influencing the development of SD were explored using an online survey. Participants were 125 young adults between the ages of 18 and 30 with ASD without an ID across Canada. The results indicated that the sample's mean levels of SD were lower than those reported in the literature for people with ID or other disabilities. Young adults with ASD above 23 years of age who were more educated reported higher levels of SD. However, level of SD did not significantly differ in relation to gender, living situation, or employment status. A hierarchical multiple regression analysis indicated that a person's age, SD capacity, and importance ratings predicted higher levels of SD. Furthermore, mean SD satisfaction scores were lower than mean SD importance scores, which has implications for intervention. A thematic analysis revealed SD-related themes associated to success in adulthood, including capacity, control, knowledge of strengths and weaknesses, attaining adult outcomes, and support. Factors that facilitated or hindered participants' SD included SD skills, mental health, societal perceptions about disability, support networks, opportunities, and early educational and life experiences. The knowledge gained from this research will allow researchers and practitioners a better window into the needs and values of persons with ASD regarding their SD, and will provide invaluable information concerning effective and individualized support services. Keywords: self-determination, autism spectrum disorder, young adults, importance and values, predictors, barriers and facilitators, mixed-methods design, thematic analysis
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
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