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The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder
The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study w...
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| Published in: | Journal of autism and developmental disorders 2017-03, Vol.47 (3), p.667-679 |
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| Main Authors: | , , , |
| Format: | Article |
| Language: | English |
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| cited_by | cdi_FETCH-LOGICAL-c706t-670d2527243232c890b6e39a10302c8decf5b99607d991a460ca0f4d3c89310d3 |
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| cites | cdi_FETCH-LOGICAL-c706t-670d2527243232c890b6e39a10302c8decf5b99607d991a460ca0f4d3c89310d3 |
| container_end_page | 679 |
| container_issue | 3 |
| container_start_page | 667 |
| container_title | Journal of autism and developmental disorders |
| container_volume | 47 |
| creator | Baric, Vedrana Bolic Hemmingsson, Helena Hellberg, Kristina Kjellberg, Anette |
| description | The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews with 15 young adults recruited from community based day centres. Support influencing the process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults obtained and were able to remain in employment or further education. |
| doi_str_mv | 10.1007/s10803-016-2986-z |
| format | article |
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This qualitative study was performed in Sweden and comprised interviews with 15 young adults recruited from community based day centres. Support influencing the process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults obtained and were able to remain in employment or further education.</description><identifier>ISSN: 0162-3257</identifier><identifier>ISSN: 1573-3432</identifier><identifier>EISSN: 1573-3432</identifier><identifier>DOI: 10.1007/s10803-016-2986-z</identifier><identifier>PMID: 28005233</identifier><identifier>CODEN: JADDDQ</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Academic Accommodations (Disabilities) ; Adult ; Adult Education ; Asperger Syndrome ; Asperger Syndrome - psychology ; Asperger's syndrome ; Attention Deficit Disorder with Hyperactivity - psychology ; Attention Deficit Hyperactivity Disorder ; Attention deficit hyperactivity disorder/attention deficit disorder ; Autism ; Autism Spectrum Disorders ; Autistic persons ; Behavioral Science and Psychology ; Care and treatment ; Career education ; Career transitions ; Child and School Psychology ; College Readiness ; Community Involvement ; Community Relations ; Compulsory Education ; Continuing education ; Day centres ; Day Programs ; Education ; Education Work Relationship ; Employment ; Executive Function ; Family Role ; Female ; Foreign Countries ; Hermeneutics ; Humans ; Information Processing ; Interpersonal Relationship ; Job Skills ; Labor Market ; Language Impairments ; Male ; Methods ; Middle Schools ; Municipalities ; Neurosciences ; Occupational therapy ; Original Paper ; Pedagogics and Educational Sciences ; Pedagogik och Utbildningsvetenskap ; Pediatrics ; Professional Personnel ; Psychology ; Public Health ; Qualitative Research ; School to work transition ; Schools ; Secondary Education ; Secondary Schools ; Semi Structured Interviews ; Services ; Social Skills ; Students ; Sweden ; Time Management ; Training ; Transition ; Transitional Programs ; Unemployment ; Vocational Education ; Work Experience ; Workplaces ; Young Adult ; Young Adults</subject><ispartof>Journal of autism and developmental disorders, 2017-03, Vol.47 (3), p.667-679</ispartof><rights>The Author(s) 2016</rights><rights>COPYRIGHT 2017 Springer</rights><rights>Journal of Autism and Developmental Disorders is a copyright of Springer, 2017.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c706t-670d2527243232c890b6e39a10302c8decf5b99607d991a460ca0f4d3c89310d3</citedby><cites>FETCH-LOGICAL-c706t-670d2527243232c890b6e39a10302c8decf5b99607d991a460ca0f4d3c89310d3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/1877728346/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/1877728346?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>230,314,776,780,881,12826,21358,21374,21375,27903,27904,30978,33590,33591,33856,33857,34509,34510,43712,43859,44094,73967,74143,74385</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1133677$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/28005233$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink><backlink>$$Uhttps://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123872$$DView record from Swedish Publication Index$$Hfree_for_read</backlink><backlink>$$Uhttps://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64206$$DView record from Swedish Publication Index$$Hfree_for_read</backlink></links><search><creatorcontrib>Baric, Vedrana Bolic</creatorcontrib><creatorcontrib>Hemmingsson, Helena</creatorcontrib><creatorcontrib>Hellberg, Kristina</creatorcontrib><creatorcontrib>Kjellberg, Anette</creatorcontrib><title>The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder</title><title>Journal of autism and developmental disorders</title><addtitle>J Autism Dev Disord</addtitle><addtitle>J Autism Dev Disord</addtitle><description>The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews with 15 young adults recruited from community based day centres. Support influencing the process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults obtained and were able to remain in employment or further education.</description><subject>Academic Accommodations (Disabilities)</subject><subject>Adult</subject><subject>Adult Education</subject><subject>Asperger Syndrome</subject><subject>Asperger Syndrome - psychology</subject><subject>Asperger's syndrome</subject><subject>Attention Deficit Disorder with Hyperactivity - psychology</subject><subject>Attention Deficit Hyperactivity Disorder</subject><subject>Attention deficit hyperactivity disorder/attention deficit disorder</subject><subject>Autism</subject><subject>Autism Spectrum Disorders</subject><subject>Autistic persons</subject><subject>Behavioral Science and Psychology</subject><subject>Care and treatment</subject><subject>Career education</subject><subject>Career transitions</subject><subject>Child and School Psychology</subject><subject>College Readiness</subject><subject>Community Involvement</subject><subject>Community Relations</subject><subject>Compulsory Education</subject><subject>Continuing education</subject><subject>Day centres</subject><subject>Day Programs</subject><subject>Education</subject><subject>Education Work Relationship</subject><subject>Employment</subject><subject>Executive Function</subject><subject>Family Role</subject><subject>Female</subject><subject>Foreign Countries</subject><subject>Hermeneutics</subject><subject>Humans</subject><subject>Information Processing</subject><subject>Interpersonal Relationship</subject><subject>Job Skills</subject><subject>Labor Market</subject><subject>Language Impairments</subject><subject>Male</subject><subject>Methods</subject><subject>Middle Schools</subject><subject>Municipalities</subject><subject>Neurosciences</subject><subject>Occupational therapy</subject><subject>Original Paper</subject><subject>Pedagogics and 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Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder</title><author>Baric, Vedrana Bolic ; Hemmingsson, Helena ; Hellberg, Kristina ; Kjellberg, Anette</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c706t-670d2527243232c890b6e39a10302c8decf5b99607d991a460ca0f4d3c89310d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Academic Accommodations (Disabilities)</topic><topic>Adult</topic><topic>Adult Education</topic><topic>Asperger Syndrome</topic><topic>Asperger Syndrome - psychology</topic><topic>Asperger's syndrome</topic><topic>Attention Deficit Disorder with Hyperactivity - psychology</topic><topic>Attention Deficit Hyperactivity Disorder</topic><topic>Attention deficit hyperactivity disorder/attention deficit disorder</topic><topic>Autism</topic><topic>Autism Spectrum Disorders</topic><topic>Autistic persons</topic><topic>Behavioral Science and Psychology</topic><topic>Care and treatment</topic><topic>Career education</topic><topic>Career transitions</topic><topic>Child and School Psychology</topic><topic>College Readiness</topic><topic>Community Involvement</topic><topic>Community Relations</topic><topic>Compulsory Education</topic><topic>Continuing education</topic><topic>Day centres</topic><topic>Day Programs</topic><topic>Education</topic><topic>Education Work Relationship</topic><topic>Employment</topic><topic>Executive Function</topic><topic>Family Role</topic><topic>Female</topic><topic>Foreign Countries</topic><topic>Hermeneutics</topic><topic>Humans</topic><topic>Information Processing</topic><topic>Interpersonal Relationship</topic><topic>Job Skills</topic><topic>Labor Market</topic><topic>Language Impairments</topic><topic>Male</topic><topic>Methods</topic><topic>Middle 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This qualitative study was performed in Sweden and comprised interviews with 15 young adults recruited from community based day centres. Support influencing the process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults obtained and were able to remain in employment or further education.</abstract><cop>New York</cop><pub>Springer US</pub><pmid>28005233</pmid><doi>10.1007/s10803-016-2986-z</doi><tpages>13</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0162-3257 |
| ispartof | Journal of autism and developmental disorders, 2017-03, Vol.47 (3), p.667-679 |
| issn | 0162-3257 1573-3432 1573-3432 |
| language | eng |
| recordid | cdi_swepub_primary_oai_DiVA_org_lnu_64206 |
| source | Applied Social Sciences Index & Abstracts (ASSIA); Social Science Premium Collection; Springer Nature; Sociology Collection; ERIC; Education Collection |
| subjects | Academic Accommodations (Disabilities) Adult Adult Education Asperger Syndrome Asperger Syndrome - psychology Asperger's syndrome Attention Deficit Disorder with Hyperactivity - psychology Attention Deficit Hyperactivity Disorder Attention deficit hyperactivity disorder/attention deficit disorder Autism Autism Spectrum Disorders Autistic persons Behavioral Science and Psychology Care and treatment Career education Career transitions Child and School Psychology College Readiness Community Involvement Community Relations Compulsory Education Continuing education Day centres Day Programs Education Education Work Relationship Employment Executive Function Family Role Female Foreign Countries Hermeneutics Humans Information Processing Interpersonal Relationship Job Skills Labor Market Language Impairments Male Methods Middle Schools Municipalities Neurosciences Occupational therapy Original Paper Pedagogics and Educational Sciences Pedagogik och Utbildningsvetenskap Pediatrics Professional Personnel Psychology Public Health Qualitative Research School to work transition Schools Secondary Education Secondary Schools Semi Structured Interviews Services Social Skills Students Sweden Time Management Training Transition Transitional Programs Unemployment Vocational Education Work Experience Workplaces Young Adult Young Adults |
| title | The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder |
| url | http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-26T01%3A34%3A42IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_swepu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20Occupational%20Transition%20Process%20to%20Upper%20Secondary%20School,%20Further%20Education%20and/or%20Work%20in%20Sweden:%20As%20Described%20by%20Young%20Adults%20with%20Asperger%20Syndrome%20and%20Attention%20Deficit%20Hyperactivity%20Disorder&rft.jtitle=Journal%20of%20autism%20and%20developmental%20disorders&rft.au=Baric,%20Vedrana%20Bolic&rft.date=2017-03-01&rft.volume=47&rft.issue=3&rft.spage=667&rft.epage=679&rft.pages=667-679&rft.issn=0162-3257&rft.eissn=1573-3432&rft.coden=JADDDQ&rft_id=info:doi/10.1007/s10803-016-2986-z&rft_dat=%3Cgale_swepu%3EA551030562%3C/gale_swepu%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c706t-670d2527243232c890b6e39a10302c8decf5b99607d991a460ca0f4d3c89310d3%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=1877728346&rft_id=info:pmid/28005233&rft_galeid=A551030562&rft_ericid=EJ1133677&rfr_iscdi=true |