本研究乃探究大專離校且有就業經驗輕度自閉症成人的就業情況、生涯認知與生活品質，分析不同背景變項差異。使用調查研究法，並以「成人生涯認知量表」及「臺灣版世界衛生組織生活品質問卷」為研究工具。採取立意取樣，除自行報名亦由教育、勞政、醫療、民間團體及網路社群進行研究招募。發出85份問卷，有效71份，再以描述性統計、獨立及單一樣本t檢定、皮爾森積差相關等進行探討。歸納結論如下：
壹、輕度自閉症成人的人口學資料分析
一、性別方面，53名男性中，在職組有27名，50.9%，待業組26名，佔49.1%；18名女性中，在職組有14名，佔77.8%，待業組有4名，佔22.2%。在職組女性顯著多於待業組女性。
二、就業情況，41名在職組中，全職有35名，佔85.4%，兼職有6名，佔14.6%；30名待業組中，過去全職有11名，佔36.7%，過去兼職有18名，佔60.0%，兩種均有有1名，佔3.3%。在職組中，自行就業有25名，佔61.0%；每月平均工時160-179小時，有25名，佔61.0%；每月平均收入，4萬元以上，有14名，佔34.1%；3萬以上未滿4萬，有11名，佔26.8%。顯示有就業經驗且在職中的輕度自閉症成人，具一定就業能力和薪資保障。
三、個人經濟現況方面，部分經獨立部分家庭支援最多，有37名，佔52.1%；全部依賴家庭或政府補助最少，有15名，佔21.1%；在職組經濟獨立狀態顯著優於待業組。
四、平均工作維持時間方面，在職組中位數12個月顯著高於待業組3個月；若以百分比看，在職組工作維持時間以3個月內最多，有17名，佔56.7%，待業組待業時間以未滿3個月最多，有11名，佔36.7%；兩組平均工作維持時間僅差距1個月，待業及就業兩組間界線較不清楚，容易頻繁轉換工作。
貳、不同就業情況的輕度自閉症成人生涯認知之差異
一、生涯阻礙方面，待業組知覺的生涯阻礙顯著高於在職組。
二、性別差遇方面，待業組知覺的生涯阻礙顯著高於在職組。
三、非傳統職業方面，待業組知覺的生涯阻礙顯著高於在職組。
參、不同就業情況的輕度自閉症成人生活品質之差異
一、生活品質的生理健康、心理、社會關係、環境等方面，待業組和在職組的平均數相當，兩組之間無顯著差異。
二、待業組在生活品質的生理健康、心理、社會關係等方面的平均數低於全國平均數，有顯著差異；惟環境方面無顯著差異。
三、在職組在生活品質的生理健康、心理、社會關係等方面的平均數低於全國平均數，有顯著差異；惟環境方面高於全國平均數，有顯著差異，自覺有與一般人相當或更好的生活品質。
肆、輕度自閉症成人生涯認知與生活品質之相關
一、工作投入方面，輕度自閉症成人生涯認知的工作投入對生活品質大多呈現顯著的低度到中度正相關；惟社會關係未達顯著。
二、自我效能方面，輕度自閉症成人生涯認知的自我效能與生活品質呈現顯著的低度到中度正相關。
三、生涯阻礙方面，輕度自閉症成人生涯認知的生涯阻礙與生活品質呈現低度到中度負相關。

This study investigates the employment status, career cognition, and quality of life of adults with mild autism spectrum disorder (ASD) who have completed higher education and have work experience. The study analyzes differences based on various background variables. A survey research method was employed, using the "Adult Career Cognition Scale" and the "Taiwanese version of the World Health Organization Quality of Life Questionnaire" as research tools. Participants were recruited through purposive sampling, including voluntary sign-ups and recruitment through educational institutions, labor authorities, healthcare facilities, private organizations, and online communities. A total of 85 questionnaires were distributed, with 71 valid responses, and the data were analyzed using descriptive statistics, independent and single-sample t-tests, and Pearson correlation. The following conclusions were drawn:
1. In terms of gender, among 53 male participants, 27 were employed (50.9%) and 26 were unemployed (49.1%) in the study. Among 18 female participants, 14 were employed (77.8%) and 4 were unemployed (22.2%). Employed females significantly outnumbered unemployed females.
2. Regarding employment status, among 41 employed participants, 35 held full-time jobs (85.4%) and 6 held part-time jobs (14.6%). Among 30 unemployed participants, 11 had past full-time jobs (36.7%), 18 had past part-time jobs (60.0%), and 1 participant had experience in both types (3.3%). The employed group demonstrated certain employment capabilities and income security, with 25 participants being self-employed (61.0%), 25 working for 160-179 hours on average per month (61.0%), 14 earning over 40,000 NTD per month (34.1%), and 11 earning over 30,000 but less than 40,000 NTD (26.8%).
3. Regarding personal economic status, 37 participants received partial family support, making up 52.1% of the sample, and 15 participants relied entirely on family or government subsidies, accounting for 21.1%. Employed participants showed significantly higher economic independence than unemployed participants.
4. The median job tenure for the employed group was 12 months, significantly higher than the 3 months for the unemployed group. However, the percentage analysis indicated that 17 participants in the employed group (56.7%) had job tenures within 3 months, while 11 participants in the unemployed group (36.7%) were unemployed for less than 3 months. The average job tenure between the two groups only differed by 1 month, making the boundary between unemployment and employment less distinct and leading to frequent job transitions.
5. The perception of career obstacles in the unemployed group was significantly higher than in the employed group.
6. The perception of gender disparities in career opportunities was significantly higher in the unemployed group than in the employed group.
7. The perception of obstacles in pursuing non-traditional occupations was significantly higher in the unemployed group than in the employed group.
8. The average scores for physical health, psychological well-being, social relationships, and environment-related aspects of quality of life were comparable between the unemployed and employed groups, with no significant differences observed.
9. However, the average scores for physical health, psychological well-being, and social relationships in the unemployed group were significantly lower than the national average, indicating a significant difference. The environment-related aspect showed no significant difference.
10. In contrast, the employed group scored significantly higher than the national average in the environment-related aspect, suggesting a perceived higher quality of life, comparable to or better than that of the general population.
11. Work engagement in career cognition showed a significant low to moderate positive correlation with quality of life, with the exception of social relationships, where the correlation was not significant.
12. Self-efficacy in career cognition demonstrated a significant low to moderate positive correlation with quality of life.
13. Career obstacles in career cognition exhibited a low to moderate negative correlation with quality of life.

壹、中文文獻
田秀蘭（2000）。大學生生涯阻礙因素與職業選擇適配性之研究。屏東師院學報，13，2-16。
田秀蘭（2003）。社會認知生涯理論之興趣模式驗證研究。教育心理學報，34（2），247-266。
田秀蘭、郭乃文（2005）。成人生涯認知量表指導手冊。心理。
丘彥南、賴孟泉、徐如維、劉弘仁（2011）。DSM-5診斷標準的改變第一部份。台灣精神醫學會，1（3），17-21。
身心障礙及資賦優異學生鑑定辦法（2013年09月02日）https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0080065
身心障礙者生活狀況調查（2023年4月26日）。110年身心障礙者生活狀況及需求調查報告。衛生福利部統計處。https://dep.mohw.gov.tw/DOS/lp-5096-113.html
身心障礙者勞動狀況調查報告（2020年1月15日）。108年身心障礙者勞動狀況調查。勞動部統計處。https://www.mol.gov.tw/1607/2458/2494/2500/2504/lpsimplelist
身心障礙者就業服務統計（2022年6月22日）。110年身心障礙者就業服務統計。勞動部勞動力發展署。https://www.wda.gov.tw/cp.aspx?n=D517C1DFEE1A92EB
身心障礙者權利公約（2014年12月03日）https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=Y0000064
身心障礙者權利公約（2020年12月1日）。身心障礙者權利公約（CRPD）第二次國家報告。衛生福利部社會及家庭署。https://crpd.sfaa.gov.tw/
吳武典、林幸台、杜正治、胡心慈、潘裕豐、林淑莉、杞昭安、張蓓莉、劉惠美、佘永吉、洪儷瑜、王曉嵐、陳心怡、張千惠、邱紹春、張正芬、程國選、郭靜姿、于曉平（2020）。特殊教育導論。心理。
吳佳芳、林玲伊（2014）。台灣成年自閉症者生活品質之研究。臺灣職能治療研究與實務雜誌，3196（45652），1-14。
宋維村（2013）。DSM-5自閉症最新診斷準則及其影響。健康世界，334，16-22。
吳麗珍、黃惠滿、李浩銑（2014）。方便取樣和立意取樣之比較。護理雜誌；61卷3期，105-111。
邱妤芳（2016）。大專校院自閉症學生學校適應之研究（碩士論文），國立臺灣師範大學。
林宏熾（1996）。身心障礙者全方位的社會福利-無縫式的生涯轉銜與規劃。社會福利，127，14-19。
林幸台（2019）。身心障礙者生涯輔導與轉銜服務（第二版）。心理。
林亮圻（2017）。大學生知覺父母期待、生涯自我效能與生涯決定之關係探究（碩士論文）。國立屏東大學。
林淑玟（2013）。協助身心障礙學生做好就業轉銜準備。特殊教育季刊；125期，1-8。金樹人（2011）。生涯諮商與輔導（重修版）。東華。
金樹人、林清山、田秀蘭（1989）。我國大專學生生涯發展定向之研究。教育心理學報，22，167-190。
姚開屏（2005）。台灣簡明版世界問生組織生活品質問卷之發展及使用手冊(第二版)。台北世界衛生組織生活品質問卷台灣版發展小組，國立台灣大學心理學系。
洪慧芸（2003）。大學生生涯成熟與生活適應之相關研究（碩士論文），國立政治大學。
姚奮志（2016）。身心障礙者個案管理及生涯轉銜服務現況分析檢討與發展。台灣社區工作與社區研究學刊；6卷1期，77-137。
袁志晃（2002）。生涯未定大學生生涯發展阻力因素之探討。彰化師大輔導學報，（23），109-130。
徐尚如、林玟秀（2016）。輕度自閉症者之就業困境與支持系統之探討。東華特教，9（56），10-20。
莫少依、張正芬（2014）。不共脈絡性：輕症自閉症學生的人際互動特徵。特殊教育研究學刊，39（2），33-59。
張千惠、鄭永福、金慧珍、李昕寧（2013）。台灣簡明版世界衛生組織生活品質問卷（WHOQOL-BREF）應用於重度視障成人樣本之信、效度考驗研究。教育心理學報，44（S），521-536。
張正芬（1996）。自閉症青年與成人現況調查研究。特殊教育研究學刊，14（7），133-156。
張正芬（2014）。身心障礙及資賦優異鑑定辦法說明手冊。教育部委託。國立臺灣師範大學執行。
張正芬、吳佑佑（2006）。亞斯柏格症與高功能自閉症早期發展與目前症狀之初探。特殊教育研究學刊，31，139-164。
教育部特殊教育通報網（2023年4月25日）。111年度特殊教育統計年報。特教統計年報。教育部。
張英鵬（2001）。我國大專身心障礙學生之生活品質研究。特殊教育學報；15期，273-307。
許雅惠（2006）。身心障礙大專院校學生生涯阻礙因素之探討。輔導季刊；42卷1期，54 – 65。
陳麗如（2014）。就業傾向之大專離校身心障礙學生就業轉銜需求滿足與就業力之探究。教育研究學報，48（1），45-66。
陳麗如（2008）。大專校院身心障礙學生轉銜生活與轉銜行為之研究。特殊教育學報，28，57-96。
鈕文英、陳靜江（1999）。智能障礙就業青年工作社會技能訓練方案之發展與成效研究。特殊教育學報；16期，199-228。
黃姵嫙（2018）。綠色招募活動對組織人才吸引力之影響：以個人組織配適知覺為中介變數與個人環保態度為干擾變數（碩士論文）。東海大學。
楊宗仁、李惠藺等譯（2010）。自閉症學生的融合教育課程：運用結構化教學協助融合。心理。
楊淑涵、田秀蘭、吳欣倫、朱惠瓊（2015）。職場工作者生涯自我效能，生涯調適力與工作適應之因素模式驗證。輔導與諮商學報，37（1），21-42。
廖映淳（2013）。大學生完美主義、生涯自我概念與生涯決定困難之相關研究（碩士論文）。國立高雄師範大學。
蔡文哲（2014）。早年完整評估自閉症個案成年後之追蹤研究（博士論文）。國立台灣大學。
蔡采薇（2010）。高中職身心障礙學生的生涯困境─以一位高職教師的觀點。特殊教育季刊，（116），30-39。
戴台馨（2011）。生活品質與能力發展。輔仁社會研究，（1），29-49。
顏瑞隆、張正芬（2012）。從生態系統理論談自閉症學生的學校適應。特殊教育季刊，124期，11-19。
關永馨（2012）。大學生自我效能生涯阻礙因素之探討─以國立中興為例。教育科學期刊，11（2），93-117。

貳、英文文獻
Almasoud, H., & Alqahtani, S. (2023). Potential impact of autism services on the quality of life of individuals with autism spectrum disorder and their families. Research in Developmental Disabilities, 136, 104492.
https://doi.org/10.1016/j.ridd.2023.104492
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Retrieved October 24, 2013, from the World Wide Web:http://www.dsm5.org/Pages/Default.aspx
Baldwin, S., Costley, D., & Warren, A. (2014). Employment activities and experiences of adults with high-functioning autism and Asperger’s disorder. Journal of autism and developmental disorders, 44(10), 2440-2449.https://doi.org/10.1007/s10803-014-2112-z
Billstedt, E., Gillberg, I. C., & Gillberg, C. (2011). Aspects of quality of life in adults diagnosed with autism in childhood: A population-based study.Autism, 15(1), 7-20.https://doi.org/10.1177/1362361309346066
Burgess, S., & Cimera, R. E. (2014). Employment outcomes of transition-aged adults with autism spectrum disorders: A state of the states report. American journal on intellectual and developmental disabilities, 119(1), 64-83.https://doi.org/10.1352/1944-7558-119.1.64
Carter, E. W., Trainor, A. A., Cakiroglu, O., Swedeen, B., & Owens, L. A. (2010).Availability of and access to career development activities for transition-age youth with disabilities. Career Development for Exceptional Individuals, 33(1), 13-24.https://doi.org/10.1177/0885728809344332
Chen, J. L., Leader, G., Sung, C., & Leahy, M. (2015). Trends in employment for individuals with autism spectrum disorder: A review of the research literature. Review Journal of Autism and Developmental Disorders, 2, 115-127.https://doi.org/10.1007/s40489-014-0041-6
Chiang, H. M., & Wineman, I. (2014). Factors associated with quality of life in individuals with autism spectrum disorders: A review of literature.Research in autism spectrum disorders, 8(8), 974-986.https://doi.org/10.1016/j.rasd.2014.05.003
Cohen, J. (1992). A power primer Psychological Bulletin 112: 155–159. IE and Dyadic Adjustment, 1.https://doi.org/10.1037/0033-2909.112.1.155
Dipeolu, A. O., Storlie, C., & Johnson, C. (2015). College students with high‐functioning autism spectrum disorder: Best practices for successful transition to the world of work. Journal of College Counseling, 18(2),175-190.https://doi.org/10.1002/jocc.12013
Elias, R., Muskett, A. E., & White, S. W. (2019). Educator perspectives on the postsecondary transition difficulties of students with autism. Autism,23(1), 260-264.https://doi.org/10.1177/1362361317726246.
Gerhardt, P. F., & Lainer, I. (2011). Addressing the needs of adolescents and adults with autism: A crisis on the horizon. Journal of Contemporary Psychotherapy, 41,37-45.https://doi.org/10.1007/s10879-010-9160-2
Griffiths, S., Allison, C., Kenny, R., Holt, R., Smith, P., & Baron‐Cohen, S.(2019). The Vulnerability Experiences Quotient (VEQ): A study of vulnerability, mental health and life satisfaction in autistic adults.Autism Research, 12(10), 1516-1528.https://doi.org/10.1002/aur.2162.
Hendricks, D. (2010). Employment and adults with autism spectrum disorders: Challenges and strategies for success. Journal of vocational rehabilitation, 32(2), 125.https://doi.org/10.3233/JVR-2010-0502
Henninger, N. A., & Taylor, J. L. (2013). Outcomes in adults with autism spectrum disorders: A historical perspective. Autism, 17(1), 103-116.https://doi.org/10.1177/1362361312441266
Hidalgo, P. M., Martínez, M. M., González, A. G., Petisco, L. G., Forcadell, C. A.,D’Agostino, C. I., & de la Varga, L. P. (2022). Self-perceived quality of life in Spanish-speaking women with autism spectrum disorders. Journal of Autism and Developmental Disorders, 52(12), 5428-5439.https://doi.org/10.1007/s10803-021-05400-2
Hill, E., Berthoz, S., & Frith, U. (2004). Brief report: Cognitive processing of own
emotions in individuals with autistic spectrum disorder and in their relatives.Journal of autism and developmental disorders, 34, 229-235.https://doi.org/10.1023/B:JADD.0000022613.41399.14
Hitchings, W. E., Luzzo, D. A., Ristow, R., Horvath, M., Retish, P., & Tanners, A. (2001).The career development needs of college students with learning disabilities: In their own words. Learning Disabilities Research & Practice, 16(1), 8-17.https://doi.org/10.1111/0938-8982.00002
Horder, J., Wilson, C. E., Mendez, M. A., & Murphy, D. G. (2014). Autistic traits and abnormal sensory experiences in adults. Journal of autism and developmental disorders, 44, 1461-1469.https://doi.org/10.1007/s10803-013-2012-7
Howlin, P. (2000). Outcome in adult life for more able individuals with autism or Asperger syn-drome. Autism, 4(1), 63-83.https://doi.org/10.1177/1362361300004001005
Howlin, P. (2005). Outcomes in autism spectrum disorders. Handbook of autism and pervasive developmental disorders, 1, 201-220.https://doi.org/10.1002/9780470939345
Hurlbutt, K., & Chalmers, L. (2004). Employment and adults with Asperger
syndrome. Focus on autism and other developmental disabilities, 19(4),215-222.https://doi.org/10.1177/10883576040190040301
Jennes-Coussens, M., Magill-Evans, J., & Koning, C. (2006). The quality of life of young men with Asperger syndrome: A brief report. Autism,10(4), 403-414.https://doi.org/10.1177/1362361306064432
Kamio, Y., Inada, N., & Koyama, T. (2013). A nationwide survey on quality of life and associated factors of adults with high-functioning autism spectrum disorders. Autism, 17(1), 15-26.https://doi.org/10.1177/1362361312436848
Kamp-Becker, I., Schröder, J., Remschmidt, H., & Bachmann, C. J. (2010).Health-related quality of life in adolescents and young adults with high functioning autism-spectrum disorder. GMS Psycho-Social Medicine,7.https://doi.org/10.3205/psm000065
Klang, A., Westerberg, B., Humble, M. B., & Bejerot, S. (2022). The impact of schizotypy on quality of life among adults with autism spectrum disorder. BMC psychiatry, 22(1), 1-12.https://doi.org/10.1186/s12888-022-03841-2
Krumboltz, J. D., Mitchell, A. M., & Jones, G. B. (1976). A social learning theory of career selection. The counseling psychologist, 6(1), 71-81.https://doi.org/10.1177/001100007600600117
Krumboltz, J. D., & Nichols, C. W. (1990). Integrating the social learning theory of career decision making. Career counseling: Contemporary topics in vocational psychology, 159-192.
Lee, G. K., & Carter, E. W. (2012). Preparing transition‐age students with high‐functioning autism spectrum disorders for meaningful work.Psychology in the Schools, 49(10), 988-1000.https://doi.org/10.1002/pits.21651
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of vocational behavior, 45(1), 79-122.https://doi.org/10.1006/jvbe.1994.1027
Lin, L. Y. (2014). Quality of life of Taiwanese adults with autism spectrum disorder. PloS one, 9(10),e109567.https://doi.org/10.1371/journal.pone.0109567
Lin, L. Y., & Huang, P. C. (2019). Quality of life and its related factors for adults with autism spectrum disorder. Disability and rehabilitation,41(8), 896-903.https://doi.org/10.1080/09638288.2017.1414887
Lundine, V., & Smith, C. (2006). Career training and personal planning for students with autism spectrum disorders: A practical resource for schools. Jessica Kingsley Publishers.
Mason, D., McConachie, H., Garland, D., Petrou, A., Rodgers, J., & Parr, J. R. (2018). Predictors of quality of life for autistic adults. Autism Research, 11(8), 1138-1147.https://doi.org/10.1002/aur.1965
Migliore, A., Timmons, J., Butterworth, J., & Lugas, J. (2012). Predictors of employment and postsecondary education of youth with autism. Rehabilitation Counseling Bulletin, 55(3), 176-184.https://doi.org/10.1177/0034355212438943
Miller, R. J., Lombard, R. C., & Corbey, S. A. (2007). Transition assessment: Planning transition and IEP development for youth with mild disabilities. Pearson Education, Allyn and Bacon.
Morgan, C. A., & Wine, B. (2018). Evaluation of behavior skills training for teaching work skills to a student with autism spectrum disorder. Education and Treatment of Children, 41(2), 223-232.https://doi.org/10.1353/etc.2018.0009
Nussbaum, M. C. (2000). Women and human development: The capabilities approach (Vol. 3). Cambridge university press.
Ochs, L. A., & Roessler, R. T. (2001). Students with disabilities: How ready are they for the 21st century?. Rehabilitation Counseling Bulletin, 44(3), 170-176.https://doi.org/10.1177/003435520104400307
Pisula, E., Danielewicz, D., Kawa, R., & Pisula, W. (2015). Autism spectrum quotient, coping with stress and quality of life in a non-clinical sample–an exploratory report.Health and quality of life outcomes, 13(1), 1-9.https://doi.org/10.1186/s12955-015-0370-x
Roux, A. M., Shattuck, P. T., Cooper, B. P., Anderson, K. A., Wagner, M., & Narendorf, S. C. (2013). Postsecondary employment experiences among young adults with an autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 52(9), 931-939.https://doi.org/10.1016/j.jaac.2013.05.019
Renty, J. O., & Roeyers, H. (2006). Quality of life in high-functioning adults with autism spectrum disorder: The predictive value of disability and support characteristics. Autism, 10(5), 511-524.https://doi.org/10.1177/1362361306066604
Schall, C. M., & McDonough, J. T. (2010). Autism spectrum disorders in adolescence and early adulthood: Characteristics and issues. Journal of Vocational Rehabilitation, 32(2), 81.https://doi.org/10.3233/JVR-2010-0503
Schall, C., Wehman, P., & McDonough, J. L. (2012). Transition from school to work for students with autism spectrum disorders: Understanding the process and achieving better outcomes. Pediatric Clinics, 59(1), 189-202.https://doi.org/10.1016/j.pcl.2011.10.009
Shattuck, P. T., Narendorf, S. C., Cooper, B., Sterzing, P. R., Wagner, M., & Taylor, J. L. (2012). Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics, 129(6), 1042-1049.https://doi.org/10.1542/peds.2011-2864
Sheldrick, R. C., Neger, E. N., Shipman, D., & Perrin, E. C. (2012). Quality of life of adolescents with autism spectrum disorders: Concordance among adolescents’self-reports, parents’ reports, and parents’ proxy reports. Quality of Life Research, 21, 53-57.https://doi.org/10.1007/s11136-011-9916-5
Stodden, R. A., & Mruzek, D. W. (2010). An introduction to postsecondary education and employment of persons with autism and developmental disabilities. Focus on Autism and Other Developmental Disabilities, 25(3), 131-133.https://doi.org/10.1177/1088357610371637
Super, D. E. (1976). Career education and the meanings of work.
Super, D. E. (1957). The psychology of careers; an introduction to vocational development.
Taylor, J. L., Adams, R. E., Pezzimenti, F., Zheng, S., & Bishop, S. L. (2022). Job loss predicts worsening depressive symptoms for young adults with autism: A COVID‐19 natural experiment. Autism research, 15(1), 93-102.https://doi.org/10.1002/aur.2621
Taylor, J. L., Henninger, N. A., & Mailick, M. R. (2015). Longitudinal patterns of employment and postsecondary education for adults with autism and average-range IQ. Autism, 19(7), 785-793. https://doi.org/10.1177/1362361315585643
Taylor, J. L., Smith DaWalt, L., Marvin, A. R., Law, J. K., & Lipkin, P. (2019). Sex differences in employment and supports for adults with autism spectrum disorder. Autism, 23(7), 1711-1719.https://doi.org/10.1177/1362361319827417
Taylor, J. L., & Seltzer, M. M. (2011). Employment and post-secondary educational activities for young adults with autism spectrum disorders during the transition to adulthood. Journal of autism and developmental disorders, 41, 566-574.https://doi.org/10.1007/s10803-010-1070-3
Ting, V., & Weiss, J. A. (2017). Emotion regulation and parent co-regulation in children with autism spectrum disorder. Journal of autism and developmental disorders, 47, 680-689.https://doi.org/10.1007/s10803-016-3009-9
Vincent, J. (2020). Employability for UK university students and graduates on the autism spectrum: Mobilities and materialities. Scandinavian Journal of Disability Research, 22(1), 12-24.https://doi.org/10.16993/sjdr.656
Wehman, P., Lau, S., Molinelli, A., Brooke, V., Thompson, K., Moore, C., & West, M. (2012). Supported employment for young adults with autism spectrum disorder: Preliminary data. Research and Practice for Persons with Severe Disabilities, 37(3), 160-169.https://doi.org/10.2511/027494812804153606
Wehmeyer, M. L., Nota, L., Soresi, S., Shogren, K. A., Morningstar, M. E., Ferrari, L., ... & DiMaggio, I. (2019). A crisis in career development: Life designing and implications for transition. Career Development and Transition for Exceptional Individuals, 42(3), 179-187.https://doi.org/10.1177/2165143417750092
Wehmeyer, M. L., Shogren, K. A., & Thompson, J. R. (2018). Self‐determination and adult transitions and supports. New directions for adult and continuing education, 2018(160), 53-62.
Wehman, P., Schall, C., Carr, S., Targett, P., West, M., & Cifu, G. (2014). Transition from school to adulthood for youth with autism spectrum disorder: What we know and what we need to know. Journal of Disability Policy Studies, 25(1), 30-40.https://doi.org/10.1177/1044207313518071
Wei, X., Christiano, E. R., Yu, J. W., Blackorby, J., Shattuck, P., & Newman, L. A. (2014). Postsecondary pathways and persistence for STEM versus non-STEM majors: Among college students with an autism spectrum disorder. Journal of autism and developmental disorders, 44, 1159-1167.https://doi.org/10.1007/s10803-013-1978-5
Wei, X., Yu, J. W., Wagner, M., Hudson, L., Roux, A. M., Shattuck, P., & Blackorby, J. (2018). Job searching, job duration, and job loss among young adults with autism spectrum disorder. Journal of Vocational Rehabilitation, 48(1), 1-10.https://doi.org/10.3233/jvr-170922
White, K., Flanagan, T. D., & Nadig, A. (2018). Examining the relationship between self-determination and quality of life in young adults with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 30, 735-754.https://doi.org/10.1007/s10882-018-9616-y
Wing, L. (1987). Syndromes of autism and atypical development. Handbook of autism and pervasive developmental diorders, 3-19.
Wing, L., & Gould, J. (1979). Severe impairments of social interaction and associated abnormalities in children: Epidemiology and classification. Journal of autism and developmental disorders, 9(1), 11-29.https://doi.org/10.1007/BF01531288
Yanchak, K. V., Lease, S. H., & Strauser, D. R. (2005). Relation of disability type and career thoughts to vocational identity. Rehabilitation Counseling Bulletin, 48(3), 130-138.https://doi.org/10.1177/00343552050480030101