Browsing by Author "Shattuck, Paul T."
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Item Mental Health Service Use among Adolescents with an Autism Spectrum Disorder(Psychiatric Services, 2011-08) Narendorf, Sarah C.; Shattuck, Paul T.; Sterzing, Paul R.Objective: This study examined prevalence and correlates of mental health service use among adolescents with an autism spectrum disorder (ASD). Methods: Data from the National Longitudinal Transition Study-2 (NLTS2) was used to examine mental health service use among youth with an ASD (n=920). Nationally representative estimates generalize to students enrolled in the special education autism category. Regression models examined the association of predisposing, enabling, and need factors with service use overall then with receiving these services at school. Results: Overall, 46% had used a mental health service in the past year. Of those that received a service, 49% had received it at school. Need variables were the strongest correlates of service use. African American youths, and youths from lower income families were more likely to receive school-based services. Conclusion: The school plays a key role in providing services, especially for vulnerable populations. Focused attention on these youths is needed to ensure continuity of care as they leave high school.Item Post High School Service Use for Youth with Autism Spectrum Disorders(Archives of Pediatric and Adolescent Medicine, 02/07/11) Shattuck, Paul T.; Wagner, Mary; Narendorf, Sarah C.Objectives: To produce nationally representative population estimates of rates of service use among young adults with an autism spectrum disorder during their first few years after leaving high school and to examine correlates of use. Design : Nationally representative telephone survey from April 2007 to February 2008. Setting: United States. Participants: Parents and guardians of young adults with autism spectrum disorders aged 19 to 23 years. Main Exposure: Autism spectrum disorder. Main Outcome Measures: Use of the following services in the prior 2 years or since leaving high school: mental health services, medical evaluation and assessment, speech therapy, and case management. Results: Rates of service use ranged from 9.1% for speech therapy to 41.9% for case management; 39.1% of youths with an autism spectrum disorder represented by the survey received no services. The adjusted odds of no services were higher among African American participants and those with low incomes. The adjusted odds of case management were lower among youths with high functional skills and those with low incomes.Item Postsecondary Employment Experiences among Young Adults with an Autism Spectrum Disorder(Journal of the American Academy of Child and Adolescent Psychiatry, 07/31/13) Roux, Anne M.; Shattuck, Paul T.; Cooper, Benjamin P.; Anderson, Kristy A.; Wagner, Mary; Narendorf, Sarah C.Objective: We examined postsecondary employment experiences of young adults with an autism spectrum disorder (ASD) and compared these outcomes with those of young adults with different disabilities. Method: Data were from Wave 5 of the National Longitudinal Transition Study 2 (NLTS2), a nationally representative survey of young adults who had received special education services during high school. We examined the prevalence of ever having had—and currently having—a paid job at 21–25 years of age. We analyzed rates of full employment, wages earned, number of jobs held since high school, and job types. Results: About half (53.4%) of young adults with an ASD had ever worked for pay outside the home since leaving high school, the lowest rate among disability groups. Young adults with an ASD earned an average of $8.10 per hour, significantly lower than average wages for young adults in the comparison groups, and held jobs that clustered within fewer occupational types. Odds of ever having had a paid job were higher for those who were older, from higher-income households, and with better conversational abilities or functional skills. Conclusions: Findings of worse employment outcomes for young adults with an ASD suggest this population is experiencing particular difficulty in successfully transitioning into employment. Research is needed to determine strategies for improving outcomes as these young adults transition into adulthood.Item Prevalence and Correlates of Bullying Involvement among Adolescents with an Autism Spectrum Disorder(Archives of Pediatric and Adolescent Medicine, 09/03/12) Sterzing, Paul R.; Shattuck, Paul T.; Narendorf, Sarah C.; Wagner, Mary; Cooper, Benjamin P.Objectives: Produce nationally representative estimates for rates of bullying involvement among adolescents with an autism spectrum disorder, compare population estimates to adolescents with other developmental disabilities, and identify social ecological correlates of bullying involvement. Design: Nationally representative surveys from 2001. Setting: United States. Participants: Parents of adolescents with an autism spectrum disorder, principals of the schools they attended, and staff members most familiar with their school programs. Main Exposure: Autism spectrum disorders Outcomes Measures: Bullying involvement (parent report of victimization, perpetration, and victimization/perpetration within the last school year). Results: The prevalence rates of bullying involvement for adolescents with an autism spectrum disorder were 46.3% (victimization), 14.8% (perpetration), and 8.9% (victimization/perpetration). Victimization was related to having a non-Hispanic ethnic identity, attention-deficit/hyperactivity disorder, lower social skills, some form of conversational ability, and more classes in general education. Correlates of perpetration included being White, having attention-deficit/hyperactivity disorder, and getting together with friends at least once a week. Victimization/perpetration was associated with being White, non-Hispanic ethnicity, attention-deficit/hyperactivity disorder, and getting together with friends at least once a week. Conclusions: School-based bullying interventions need to target the core deficits of autism (conversational ability, social skills) and comorbid conditions (attention-deficit/hyperactivity disorder). Future bullying interventions also need to address the higher rates of victimization that occur in general education settings by increasing social integration into protective peer groups and increasing the empathy and social skills of typically developing students toward their peers with an autism spectrum disorder.