ABSTRACT

The person-centered individualized education program (IEP) transition planning has emerged as a primary indicator of quality services, and as a predictor for successful post-school outcomes for transition-age youth with autism spectrum disorders (ASD). However, these person-centered transition practices are not uniformly implemented across the United States. Using a combined Self-Determination Theory and Ecological Systems Theory, we examined the facilitators and barriers of implementing the person-centered transition practices for youth with ASD. We conducted interviews with 21 stakeholders including youth with ASD, parents, and professionals.

The current findings indicated that person-centered transition planning practices for youth with ASD showed inconsistencies and areas of need for improvement. Four key factor levels were identified based on a theoretical framework: individual level, microsystem, mesosystem, and exosystem. There were multifaceted and dynamic transactional relationships across multiple individual- and systemic-factors with respect to the person-centered IEP transition planning.

摘要

以人为本的个性化教育计划 (IEP) 过渡计划已成为衡量服务质量的主要指标，并成为患有自闭症谱系障碍 (ASD) 的过渡年龄青年成功的学后成果的预测指标。然而，这些以人为本的过渡实践并未在美国统一实施。我们使用结合的自我决定理论和生态系统理论，研究了为患有 ASD 的青年实施以人为本的过渡实践的促进因素和障碍。我们采访了 21 位利益相关者，包括患有 ASD 的青少年、父母和专业人士。

目前的研究结果表明，以人为本的 ASD 青少年过渡规划实践显示出不一致和需要改进的领域。基于理论框架确定了四个关键因素水平：个体水平、微系统、中系统和外系统。在以人为中心的 IEP 过渡计划方面，存在跨越多个个人和系统因素的多方面和动态的交易关系。