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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

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  • معلومة اضافية
    • Peer Reviewed:
      Y
    • المصدر:
      16
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
      National Institutes of Health (DHHS)
      US Department of Defense
    • Contract Number:
      R324B160038
      R324C120006
      T32HD040127
      W81XWH1910825
    • Education Level:
      High Schools
      Secondary Education
      Higher Education
      Postsecondary Education
    • الموضوع:
      Adolescents; Autism; Pervasive Developmental Disorders; Students with Disabilities; Student Needs; High School Students; Predictor Variables; Nonverbal Ability; Symptoms (Individual Disorders); Language Skills; Communication Skills; Reading Comprehension; Academic Ability; Parent Attitudes; Teacher Attitudes; Academic Support Services; Student Personnel Services
    • الموضوع:
      North Carolina; Wisconsin; California
    • الموضوع:
      Leiter International Performance Scale; Woodcock Johnson Tests of Achievement; Vineland Adaptive Behavior Scales; Social Responsiveness Scale
    • الرقم المعرف:
      10.1044/2020_LSHSS-20-00016
    • ISSN:
      0161-1461
    • نبذة مختصرة :
      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.
    • نبذة مختصرة :
      As Provided
    • IES Funded:
      Yes
    • الموضوع:
      2021
    • الرقم المعرف:
      EJ1283137