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Parental Support Intervention

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participant stated, “…So if someone’s not quite got the understanding, don’t understand his needs it frustrates him and he may not show that again to that teacher or in that class he’ll bring it home with him and obviously we’ll get the backlash of it. That’s how it’s always been… You can tell as soon as he walks through the door, if he’s had a good day or a bad day” (p. 78). Five out of the nine parents reported that homework was a big issue; the child could either not understand why they should do work at home, or did not understand what they were assigned to do (p. 78). As with the other study conducted in Taiwan, parents faced multiple daily struggles associated with their child. Mount and Gayle stated, “To support the best outcomes for young people with ASD, collaborative working and clear communication between families, EPs, schools and other support services is imperative” (p. 78).
Parental Support Intervention
Furthermore, a study conducted by Lucy Stuttard et al. focused on the effectiveness of interventions to
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The purpose of the study was to report employment and independent living outcomes of people with autism. They followed 125 graduates from Taft College Transition to Independent Living (TIL) program. This program is designed to serve students with disabilities (Ross, Marcell, and Williams, 2013, p. 337). The study showed that there is only 16 per cent out of 11,429 individuals with autism who live on their own; however, these individuals receive support from Medicare’s Home and Community Based Care Services (p. 339). The authors reported:
... with more support needs because of more severe ID and/or co-occurring conditions experienced less choice regarding living arrangements. Individuals living in their own home or an agency-operated apartment were more likely to choose where and with whom to live than individuals in nursing homes, institutions or group homes (p.
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