De invloed van intelligentieniveau en executief functioneren  op de uitstroomrichting in het VSO voor leerlingen met een autismespectrumstoornis.

Autism spectrum disorder (ASD) is a lifelong neurological condition that profoundly impacts individuals throughout their lives. In special secondary education, autistic youth frequently receive inaccurate post-secondary destinations due to a deficit of knowledge and guidelines for assessing factors like intelligence and executive functioning within a developmental framework. This study aimed to explore the role of intelligence and executive functioning in determining the post-secondary destinations of autistic students in special secondary education. Gaining insight into the factor determining the transition outcomes of autistic students is crucial, as these outcomes significantly impact their future career prospects and further education. Consequently, this study could help prevent the negative consequences such as over- and underload and societal disengagement. Data were obtained by analysing developmental perspective files, with a total of 14 participants (93% male) aged 12-18...Show moreAutism spectrum disorder (ASD) is a lifelong neurological condition that profoundly impacts individuals throughout their lives. In special secondary education, autistic youth frequently receive inaccurate post-secondary destinations due to a deficit of knowledge and guidelines for assessing factors like intelligence and executive functioning within a developmental framework. This study aimed to explore the role of intelligence and executive functioning in determining the post-secondary destinations of autistic students in special secondary education. Gaining insight into the factor determining the transition outcomes of autistic students is crucial, as these outcomes significantly impact their future career prospects and further education. Consequently, this study could help prevent the negative consequences such as over- and underload and societal disengagement. Data were obtained by analysing developmental perspective files, with a total of 14 participants (93% male) aged 12-18 years included in the study. The findings suggest that autistic students with higher levels of intelligence are more inclined to pursue further education. Conversely, those with higher levels of executive functioning tend to have a lower likelihood of transitioning to further education and tend to gravitate towards employment. Furthermore, executive functioning was found to moderate the relationship between intelligence and the post-secondary destination. When executive functioning is low, there is a stronger correlation between intelligence and post-secondary destination. A lower level of intelligence implies employment, while a higher level of intelligence implies higher education. However, higher levels of executive functioning weaken the association between intelligence and post-secondary destination.In such cases, both high and low levels of intelligence may lead to employment for the students. The implications and alternative explanations for these findings are discussed, as well as suggestions for future research.Show less

Leiden University Student Repository

Documents

In Collections

De invloed van intelligentieniveau en executief functioneren op de uitstroomrichting in het VSO voor leerlingen met een autismespectrumstoornis.