Content area
Parent advocacy is important for the transition outcomes of autistic youth. However, it is unclear whether parent advocacy efforts support or stifle youths’ self-determination. This study examined concurrent (n = 180) and longitudinal (n = 134) associations between parent advocacy and transition-aged autistic youths’ self-determination (as reported by parents) and explored whether individual and family characteristics moderated this relationship. Cross-sectional results indicated a positive association between parent advocacy and self-determination for youth with higher adaptive behavior, lower externalizing behavior, and higher parent-child relationship quality. Longitudinal results demonstrated that change in parent advocacy related to change in self-determination for youth with lower adaptive behavior and higher externalizing behavior. Findings suggest that targeting parent advocacy could enhance self-determination skills in autistic youth.
Details
Students with Disabilities;
Social Behavior;
Parent Participation;
Social Support Groups;
Learning Theories;
Individualized Programs;
Individualized Instruction;
Severity (of Disability);
Parent Child Relationship;
Individualized Education Programs;
Parent School Relationship;
Advocacy;
Parent Role;
Adults;
Family Characteristics;
Individual Differences;
Change Agents;
Autism Spectrum Disorders;
Core Curriculum;
Self Determination
Self determination;
Adaptive behavior;
Parent-child relations;
Quality;
Interpersonal relations;
Autism;
Externalizing behaviour;
Advocacy;
Youth;
Parents & parenting;
Individualized education programs;
Students with disabilities;
Families & family life;
Developmental disabilities;
Disability;
Intellectual disabilities;
Behavior
1 Carly Moser, Vanderbilt University Medical Center; Meghan M. Burke, Vanderbilt University; Leann Smith DaWalt, University of Wisconsin-Madison; and Julie Lounds Taylor, Vanderbilt University Medical Center