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Stability of Literacy Profiles of Adolescents With Autism Spectrum Disorder and Associations With Stakeholder Perceptions of Appropriate High School Support Needs.
Language, Speech, and Hearing Services in Schools ( IF 2.2 ) Pub Date : 2021-01-18 , DOI: 10.1044/2020_lshss-20-00016
Nancy S McIntyre 1 , Brianne Tomaszewski 2 , Kara A Hume 2 , Samuel L Odom 2
Affiliation  

Purpose For many individuals with autism spectrum disorder (ASD), postsecondary outcomes are poor. This may be due to insufficient academic supports, particularly with regard to literacy skills, during high school. More information is needed about skill profiles so that we can better differentiate support for students with varying social, communication, cognitive, and academic proficiency levels. This study was designed to (a) identify unique literacy profiles of high school students with ASD, (b) assess profile stability over time, (c) identify predictors of profile membership, and (d) analyze stakeholder reports of required school support intensity. Method Participants were a diverse sample of high school students with ASD, 14-21 years old (N = 544), their parents, and their teachers who participated in a randomized controlled trial of a comprehensive treatment model for high school students with ASD. Standardized measures were administered to assess nonverbal IQ, autism symptomatology, language/adaptive communication, reading comprehension, academic knowledge, and parent/teacher report of school support needs intensity. Latent transition analysis was conducted to examine sample heterogeneity and to explore the stability of the profiles. Associations between profiles and reports of support intensity were examined. Results Four literacy profiles were identified that were stable over 2 years: Emergent Literacy/Comprehensive Support, Low Literacy/Intensive Support, Average Literacy/Moderate Support, and Average Literacy/Limited Support. Parent and teacher reports of school support intensity generally aligned with the profiles. Conclusions These analyses provide insight into the diverse literacy and support needs in ASD. Implications for practice and the role of speech-language pathologists in assessment and intervention are discussed. Supplemental Material https://doi.org/10.23641/asha.13495119.

中文翻译:

自闭症谱系障碍青少年的读写能力的稳定性以及与利益相关者对适当的高中支持需求的感知之间的关联。

目的对于许多患有自闭症谱系障碍(ASD)的人,中学后结局较差。这可能是由于在高中期间学术支持不足,尤其是在识字技能方面。需要有关技能概况的更多信息,以便我们可以更好地区分对具有不同社交,沟通,认知和学术水平的学生的支持。本研究旨在(a)识别具有ASD的高中学生的独特素养概况,(b)评估一段时间内概况的稳定性,(c)识别概况成员的预测因素,以及(d)分析利益相关者对学校所需支持强度的报告。方法参与者是来自14-21岁(N = 544)的ASD高中生,其父母,和他们的老师参加了针对ASD高中生的综合治疗模型的随机对照试验。进行了标准化的评估,以评估非语言智商,自闭症症状,语言/适应性沟通,阅读理解,学术知识以及学校支持需求强度的父母/老师报告。进行了潜伏跃迁分析,以检查样品的异质性并探究剖面的稳定性。研究了概况和支持强度报告之间的关联。结果确定了在两年内保持稳定的四个识字状况:紧急识字/综合支持,低识字/密集支持,平均识字/中等支持和平均识字/有限支持。家长和老师关于学校支持强度的报告通常与个人资料一致。结论这些分析提供了对ASD中不同素养和支持需求的见解。讨论了实践的意义以及言语病理学家在评估和干预中的作用。补充材料https://doi.org/10.23641/asha.13495119。
更新日期:2021-01-18
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