Individualized Education Programs and Transition Planning for Adolescents With Autism.

Autor:	Hughes MM; National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, Georgia., Kirby AV; University of Utah, Salt Lake City, Utah., Davis J; University of Texas at San Antonio, San Antonio, Texas., Bilder DA; University of Utah, Salt Lake City, Utah., Patrick M; National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, Georgia., Lopez M; University of Arkansas for Medical Sciences, Little Rock, Arkansas., DaWalt LS; University of Wisconsin, Madison, Wisconsin., Pas ET; Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland., Bakian AV; University of Utah, Salt Lake City, Utah., Shaw KA; National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, Georgia., DiRienzo M; National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, Georgia., Hudson A; University of Arkansas for Medical Sciences, Little Rock, Arkansas., Schwenk YD; University of Arkansas for Medical Sciences, Little Rock, Arkansas., Baroud TM; University of Arkansas for Medical Sciences, Little Rock, Arkansas., Washington A; National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, Georgia., Maenner MJ; National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, Georgia.
Jazyk:	angličtina
Zdroj:	Pediatrics [Pediatrics] 2023 Jul 01; Vol. 152 (1).
DOI:	10.1542/peds.2022-060199
Abstrakt:	Objectives: The study objectives were to examine the contents of individualized education programs (IEPs) of adolescents with autism spectrum disorder (ASD), including postsecondary transition goals, services, and changes in special education classification over time. Methods: This study involved a longitudinal population-based surveillance cohort from the Autism Developmental Disabilities Monitoring Network from 2002 to 2018 in 3 catchment areas in the United States. The sample included 322 adolescents who were born in 2002, identified with ASD, and had an IEP available for review at ages 15-16 years. Results: We found that 297 (92%) adolescents with ASD had an IEP including a transition plan. Those without intellectual disability (ID) were more likely to have postsecondary education and employment goals and have those goals be to pursue higher education or competitive employment compared with those with ID. Forty-one percent of adolescents with ASD had a postsecondary living arrangement goal. Although 28% of adolescents with ASD received school-based mental health services, none of these adolescents were Black; additionally, 15% of those with ID received mental health services compared with 34% without ID. The percentage of adolescents with ASD served under an autism classification increased from 44% at age 8 years to 62% by age 16. Conclusions: We identified gaps and disparities in school-based postsecondary transition planning. Working with education partners, families, and adolescents will be important to identify what challenges contribute to these findings and what supports are needed to improve the equity and quality of the transition planning process for adolescents with ASD so they are prepared for adulthood. (Copyright © 2023 by the American Academy of Pediatrics.)
Databáze:	MEDLINE
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