Research and practice that informs innovation: The research perspective...

Research and prac,ce that informs innova,on:

The research perspec,ve…

Craig Newschaffer A.J. Drexel Au5sm Ins5tute Drexel University Philadelphia, Pennsylvania Au5smIns5tute@drexel.edu www.drexel.edu/Au5smIns5tute

1

Thanks and acknowledgements to‌.

Paul Sha:uck Program Area Leader Anne Roux Kristy Anderson Jessica Rast Peter Doehring Amy Edwards Elizabeth McGee Hasserick ColleMe Sosnowy Angel Hogan

2

o The study of employment in the au5sm

research landscape o Findings on the challenges o Findings on the poten-al solu-ons o Priority research direc5ons o Thoughts on how research and prac5ce can work together to foster innova5on

3

o  The study of employment in the au5sm research landscape

4

Pubmed publica,ons on interven-on in children with ASD* and employment in adults with ASD* by year 80

74

70

54 Intervention in children

50

Employment in adults 40

36 31

30

25 21 17 10 3

5

2015

2013

5

2014

2012

3 4 2011

1 1 2008

2006

2005

2004

2003

2002

1

2010

2 2001

2000

3 2 3 1999

4

1998

1996

1995

1 1 1994

1993

1992

1990

1989

1988

1987

1986

1985

1984

1983

0

1991

1 2 1

1

1997

10

11 11 9 10 8 7

16

2009

20

2007

Number of Articles

60

Publication Year

* Based on searching for the word “au,sm” plus either “interven,on” (top panel) or “employment” (bo:om panel) – resul,ng publica,ons were then further screened for relevance.

5

6

o The study of employment in the au5sm research landscape o Findings on the challenges o Descrip5ve studies o Observa5onal studies

7

Source: NLTS2 Propor5on of young adults (age 21-25) with disabili5es ever having a job for pay

Propor5on of young adults (age 21-25) with ASD ever having a job for pay stra5ďŹ ed by HS work history

S o u r c e : N a , o n a l L o n g i t u d i n a l Transi,on Survey 2 as presented in the Na,onal Au,sm Indicators Report – Transi-on Into Young Adulthood

8

o 18 studies o Only 4 rated as high quality – limita5ons noted: work

par5cipa5on o`en part of a composite outcome, correla5on between predictors not adequately addressed, results commonly do not achieve sta5s5cally significant, combina5ons of factors not considered o IQ is the only factor consistently significantly associated with work par5cipa5on

9

Disconnec,on (no work or school) stra,ďŹ ed by skill level and family income among young adults (age 21-25) with au,sm 100% 80% 60%

79%

Income < $25K Income > $75K 45%

40% 20%

13% 3%

0% Lowest Skill

Highest Skill

Source: Na5onal Longitudinal Transi5on Survey 2 as presented in ShaMuck et al, 2012. Pediatrics 129(6)

10

o The study of employment in the au5sm research landscape o Findings on the challenges o Findings on the poten-al solu-ons o Observa5onal studies o Experimental studies

11

Observa,onal studies of supported employment: The US DOE RSA-911 database Work par,cipa,on in transi,on age clients by ASD status

Service predictors of work par,cipa,on in transi,on age male clients with ASD Job supports

5

100

Counseling

60 40 20

36% 29% 36

29

Adjusted Odds Ratio

Percent

80 College Job placement

1.0

Other Disabilities

Burgess and Cimera. Amer J Intel Dev Dis 2014

0

1

2

3

4

5

6

Voc. Training

0

ASD

Job readiness

7

8

Transport

0.5

Sung et al. J Au5sm Dev Disorders. 2015

12

Randomized controlled trial of Project SEARCH plus ASD supports vs. HS a:endance plus IEP services in Virginia Work par,cipa,on at one-year post enrollment by group 100

87.5%

Percent

80

60

40

87.5

20

6.25% 6.25

0

Project Search

Control

Wehman et al. J Aut Dev Disord 2014 13

o The study of employment in the au5sm research landscape o Findings on the challenges o Findings on the poten-al solu-ons o Priority research direc5ons

14

Priority research direc,ons (1)

o Understanding the challenges o Expanded outcomes beyond work par5cipa5on o Job reten5on/sa5sfac5on o Impact

o Predictors that inform programming o Execu5ve func5on, comorbid symptoms, social cogni5on o Interac5on between predictors (gender, cogni5ve status)

o Measure what maMers! o Longitudinal data

15

Priority research direc,ons (2)

o Uncovering solu-ons o Comparison groups o Apply analy5c methods that help combat confounding (large sample size and measure what maMers - again!) o Understand “ac5ve ingredients” o More randomized studies o Study innova5on o Collect quality data on emerging/novel programs

16

o The study of employment in the au5sm

research landscape o Findings on the challenges o Findings on the poten-al solu-ons o Priority research direc5ons o Thoughts on how research and prac5ce can work together to foster innova5on

17

Research and prac,ce working together to study innova,on (1)

o Programming innovators should commit to data collec5on and evalua5on o Develop a culture of compromise between prac55oners and researchers o Resources (!?)

o Compe55ve funding programs increasingly (but slowly) selng priori5es that are a match for these ini5a5ves o Sponsors (employers) need to invest o Even with a boMom-line orienta5on, R&D will pay off

18

Research and prac,ce working together to study innova,on (2)

o Researchers should find ways to incubate innova5ve

programming o In partnership with prac55oners, employers, and philanthropists Drexel Transition Pathways Initiative

19

www.drexel.edu/AutismInstitute AutismInstitute@drexel.edu Link to National Autism Indicators Report Transition Into Young Adulthood:

drexe.lu/autismindicators

20