健康状况,教育服务和自闭症青少年的过渡规划
Michelle M Hughes1, Elise T Pas2, Maureen S Durkin3
1National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, Georgia.
Pediatrics
|March 19, 2024
概括
自闭症谱系障碍 (ASD) 青少年在同时出现的条件和学校服务方面存在差异. 在个性化教育计划 (IEP) 服务和过渡规划方面解决这些不平等问题对于公平支持至关重要.
科学领域:
- 自闭症谱系障碍研究研究
- 发育儿科 发育儿科
- 教育心理学教育心理学
背景情况:
- 自闭症谱系障碍 (ASD) 是一种复杂的神经发育状况,影响社会沟通和行为.
- 同时出现的健康状况和获得教育服务的机会显著影响了ASD青少年的结果.
- 了解护理和支持方面的差异对于改善长期结果至关重要.
研究的目的:
- 确定ASD青少年共同出现的健康状况的频率.
- 检查提供个性化教育计划 (IEP) 服务和高中后过渡计划的情况.
- 根据性别,智力,种族/种族和地理位置确定这些领域的差异.
主要方法:
- 分析了2004年出生的1787名青少年的纵向基于人口的监测出生队列.
- 数据通过健康和教育记录审查收集到16岁 (2020年) 的数据.
- 这项研究利用了自闭症和发育障碍监测网络在美国5个采集区的数据.
主要成果:
- 注意缺陷多动症 (47%) 和焦虑症 (39%) 是最常见的同时出现的疾病.
- 与白人或西班牙裔青少年相比,智力障碍者和黑人青少年中的焦虑较少被发现.
- 在学校的IEP服务中观察到显著的差异;智力障碍学生对心理健康服务的访问较少,但更多地关注独立生活技能.
结论:
- 在识别并发症和提供基于学校的IEP服务以及为ASD青少年进行过渡规划方面存在差异.
- 医疗保健提供者,教育工作者,家庭和青少年之间需要共同努力来解决这些差异.
- 有针对性的干预措施是必要的,以确保所有自闭症青少年平等获得支持和服务.
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