Factors of Career Development Impacting Transition for Young Adults with Autism Spectrum Disorder
Bibliographic record
Abstract
Factors related to career development impacting the transition from high school to early adulthood were examined for young adults with autism spectrum disorder (ASD). Participants included five individuals with ASD who had recently graduated from a high school in a north-central U.S. state and nine parents of those individuals. Participants completed a survey, which was analyzed and used to conduct focus groups. Seven parents participated in focus groups. The study revealed that the individuals with ASD had several barriers to gaining employment or attending post-secondary education and that individuals’ career paths were continuously changing. Additional areas of importance that emerged were job interviews, Division of Vocational Rehabilitation (DVR) support, and knowledge of ASD. Results indicated that, at the time of the study, 56% of participants were not employed nor were they attending post-secondary schooling, 22% were unemployed and enrolled in college, and 22% were employed. This study revealed that there is a need to improve supports and services available both in high school and upon graduation in order to address as many barriers as possible. Areas to consider include the post-secondary transition plan (PTP), transition services in high school (i.e., interview skills), summary of performance document, increasing student independence while in high school, and improving DVR services.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".