Exploring Correlates of Paid Early Work Experiences for Youth With Autism Using NLTS2012 Data

Xueqin Qian, David Johnson, Clare Papay

Research output: Contribution to journalArticlepeer-review

Abstract

Prior research has demonstrated that paid work experience while in school is a predictor of postschool employment outcomes for youth with disabilities. For youth with Autism Spectrum Disorder (ASD), early paid work experience in high school can provide a place to learn occupational skills as well as develop communication, problem solving and interpersonal skills and behaviors that are essential for obtaining and maintaining employment. In the present study, we examined the extent to which youth with ASD have engaged in early paid work experiences while in school and factors associated with such experiences, using data from the National Longitudinal Transition Study 2012. We found that approximately 24.4% of youth with ASD reported having been involved in a paid work experience during high school at some point within the past year. Further, age, social engagement, household income, and parent expectations were significant predictors of early paid work experience. Implications for practice and research are discussed.

Original languageEnglish (US)
Pages (from-to)14-24
Number of pages11
JournalFocus on Autism and Other Developmental Disabilities
Volume36
Issue number1
DOIs
StatePublished - Mar 2021

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by grant from the U.S. Department of Education, Institute of Education Science (#R324A180178). Points of view or opinions do not therefore necessarily represent those of U.S. Department of Education.

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by grant from the U.S. Department of Education, Institute of Education Science (#R324A180178). Points of view or opinions do not therefore necessarily represent those of U.S. Department of Education.

Publisher Copyright:
© Hammill Institute on Disabilities 2020.

Keywords

  • autism spectrum disorders
  • employment
  • social competence
  • socialization
  • transition

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