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Cited by 735Disability Education and EmploymentAutism Spectrum Disorder ResearchFamily and Disability Support Research

Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood

Open access
Taylor, Julie Lounds, Seltzer, Marsha Mailick·2011·Journal of Autism and Developmental Disorders
DOI 10.1007/s10803-010-1070-3PMC PMC3033449
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Abstract

This report describes the post-high school educational and occupational activities for 66 young adults with autism spectrum disorders who had recently exited the secondary school system. Analyses indicated low rates of employment in the community, with the majority of young adults (56%) spending time in sheltered workshops or day activity centers. Young adults with ASD without an intellectual disability were three times more likely to have no daytime activities compared to adults with ASD who had an intellectual disability. Differences in behavioral functioning were observed by employment/day activity group. Our findings suggest that the current service system may be inadequate to accommodate the needs of youths with ASD who do not have intellectual disabilities during the transition to adulthood.

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  • More recent research suggests that women with ASD may have a more difficult time maintaining employment positions and are more likely to camouflage their ASD symptoms than men, which can lead to mental health challenges.

    “more recent research suggests that women with ASD may have a more difficult time maintaining employment positions 226 , and are more likely to ' camouflage ' their ASD symptoms than men, which can lead to mental health challenges 227 .”

    From Autism spectrum disorder (2020) · cites this paper as [227]

    Citation 226 is attached to the claim that women with ASD have more difficulty maintaining employment than men; the camouflage claim has a separate citation. The Discussion reports underemployment among young adults with ASD generally, but the passages found when searching for sex or gender differences and job retention do not address that comparison. (LLM, conf=0.76)

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Authors
Taylor, J. L., & Seltzer, M. M.
Affiliations
  • Vanderbilt University (US)
  • University of Wisconsin–Madison (US)
Corresponding author
Taylor, Julie Lounds
ORCID
Venue
Journal of Autism and Developmental Disorders
Publisher
Springer Science and Business Media LLC
Published
2010-07-17
Volume
41
Issue
5
Pages
566-574
ISSN
  • 0162-3257 (ISSN-L)
  • 1573-3432
DOI
10.1007/s10803-010-1070-3
PMC
PMC3033449
OpenAlex
W2055823143
Cited by
735
References
40
Citations by year
2026: 27 · 2025: 44 · 2024: 44 · 2023: 43 · 2022: 50 · 2021: 66 · 2020: 61 · 2019: 72 · 2018: 59 · 2017: 61 · 2016: 52 · 2015: 45 · 2014: 45 · 2013: 33 · 2012: 25
FWCI
55.18
Type
journal article
Language
en
Open access
Licence
www.springer.com/tdm (tdm)
Locations
  • Journal of Autism and Developmental Disorders (publishedVersion)
  • PubMed (publishedVersion)
  • Europe PMC (PubMed Central) (acceptedVersion)
  • PubMed Central (acceptedVersion)
Funders
  • National Institute on Aging (R01AG008768, R01 AG 08768)
  • Eunice Kennedy Shriver National Institute of Child Health and Human Development (P30HD015052, P30HD03352., P30 HD-15052, P30HD003352)
Topics
  • Social Sciences › Safety Research › Disability Education and Employment
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
  • Social Sciences › Psychology › Clinical Psychology › Family and Disability Support Research
Keywords
autism spectrum disorder, coming of age, young adults, employment, sheltered workshops, postsecondary education, intellectual disability, behavioral functioning
MeSH terms
Activities of Daily Living, Adolescent, Analysis of Variance, Child, Child Development Disorders, Pervasive, Employment, Female, Humans, Male, Schools, Young Adult

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