Katherine L Rosettie, Renata Micha, Frederick Cudhea, Jose L Peñalvo, Martin O'Flaherty, Jonathan Pearson-Stuttard, Christina D Economos, Laurie P Whitsel, Dariush Mozaffarian
Comparative risk assessment of school food environment policies and childhood diets, childhood obesity, and future cardiometabolic mortality in the United States
PloS one
vocational programs typically focus building skills autistic youth however growing recognition supportive environment ecosystem around individual plays important role finding maintaining work programs ecosystemlevel established coordinating support high school ends cocreation vocational program support providers facilitate integrated effort prepare autistic youth employment study describe evaluate jobtrain program jtp vocational program autistic high school students codesigned educators communitybased social services agency school board communitybased social services agency academics partnered cocreate jtp jtp combined skill teaching paid supported employment university campus pilot study evaluated jtp using qualitative quantitative data twelve autistic youth recruited aged 1518 years 10 males 2 females average intelligence quotient 1019 standard deviation 144 wechsler abbreviated scale intelligence2 youth parents completed selfreport measures prepost including primary outcome canadian occupational performance measure copm postjtp interviews focus groups surveys collected additional information youth n 11 parents n 10 job coaches n 5 employers n 8 youth copm scores indicated significant improvements selfperceived ratings skill performance z 25 p 001 satisfaction z 26 p 001 qualitative data corroborated copm results noting youth skill improvements selfesteem independence communication understanding work findings demonstrated promising vocational training model autistic high school students informing development integrated service pathways support preparation employment