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A phenomenological study of vocation...

Lizotte, Michelle Cora.

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A phenomenological study of vocational experiences in adult college graduates with autism spectrum disorders.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A phenomenological study of vocational experiences in adult college graduates with autism spectrum disorders./
Author:	Lizotte, Michelle Cora.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	186 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-11(E), Section: B.
Contained By:	Dissertation Abstracts International77-11B(E).
Subject:	Occupational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10140157
ISBN:	9781339955766

A phenomenological study of vocational experiences in adult college graduates with autism spectrum disorders.
Lizotte, Michelle Cora.

A phenomenological study of vocational experiences in adult college graduates with autism spectrum disorders. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 186 p.

Source: Dissertation Abstracts International, Volume: 77-11(E), Section: B.

Thesis (Ph.D.)--Michigan State University, 2016.

Individuals with autism spectrum disorder (ASD) remain unemployed and underemployed at greater rates than individuals in all other disability groups (Shattuck et al., 2012; Roux et al., 2013). It is well documented that competitive employment outcomes for adults with ASD are poor when compared not only to the general population but also when compared to adults with other developmental disorders (Howlin, 2013). The barriers to employment for individuals with ASD continue even after completion of postsecondary education (Bissonnette, 2013), however, adults with ASD who earn a college degree have better odds of obtaining competitive employment and earning higher wages than individuals with ASD who complete only high school (Sung, Sanchez, Kuo, Wang, & Leahy, 2015).

ISBN: 9781339955766Subjects--Topical Terms:

2122852
Occupational psychology.

A phenomenological study of vocational experiences in adult college graduates with autism spectrum disorders.
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020 $a 9781339955766
035 $a (MiAaPQ)AAI10140157
035 $a (MiAaPQ)grad.msu:14673
035 $a AAI10140157
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lizotte, Michelle Cora. $3 3343758
245 1 2 $a A phenomenological study of vocational experiences in adult college graduates with autism spectrum disorders.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 186 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-11(E), Section: B.
500 $a Adviser: John F. Kosciulek.
502 $a Thesis (Ph.D.)--Michigan State University, 2016.
520 $a Individuals with autism spectrum disorder (ASD) remain unemployed and underemployed at greater rates than individuals in all other disability groups (Shattuck et al., 2012; Roux et al., 2013). It is well documented that competitive employment outcomes for adults with ASD are poor when compared not only to the general population but also when compared to adults with other developmental disorders (Howlin, 2013). The barriers to employment for individuals with ASD continue even after completion of postsecondary education (Bissonnette, 2013), however, adults with ASD who earn a college degree have better odds of obtaining competitive employment and earning higher wages than individuals with ASD who complete only high school (Sung, Sanchez, Kuo, Wang, & Leahy, 2015).
520 $a This qualitative research study was conducted using in-depth phenomenology to answer the research question of interest in the proposed study, how do adult college graduates with ASD describe their vocational experiences? Interviews were conducted with seven individuals who met the three study criterion. These criteria were: (1) were members of an ASD social skills development group, (2) had a college degree (minimum of an associate's degree), (3) and had experience in the workforce. The data for this study was collected using semi-structured interviews investigating: (1) how adults with ASD and a college education describe their experiences with work, (2) what barriers the participants describe that currently prevent/ or prevented them from obtaining or maintaining employment, (3) what supports have been beneficial for the participants in obtaining or maintaining employment. The results of this study indicated the following: First, the study data indicates that individuals with ASD have varied unique academic and social challenges at the postsecondary level. Second, such social skill deficits continue on and impacted the participants' vocational processes of obtaining and maintaining employment. Third, the majority of the participants in this study were not utilizing their postsecondary degree at their current employment. Lastly, the study results indicated the participants in this study were underemployed, earning low wages, and working in low skill positions even with their completion of postsecondary education. The participant experiences shared within this study align with current ASD employment literature. Implications for rehabilitation counselor educators, practitioners, and employers, as well as recommendations for future research are discussed.
520 $a Keywords: ASD, autism spectrum disorder, employment, communication, postsecondary education, social skill deficits.
590 $a School code: 0128.
650 4 $a Occupational psychology. $3 2122852
650 4 $a Vocational education. $3 539232
690 $a 0624
690 $a 0747
710 2 $a Michigan State University. $b Rehabilitation Counselor Education - Doctor of Philosophy. $3 3190245
773 0 $t Dissertation Abstracts International $g 77-11B(E).
790 $a 0128
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10140157