Abstract
This study aimed to assess whether the perception of quality of life (QOL) and subjective well-being (SWB) of young adults with autism spectrum disorders (ASD) is affected by participation in a comprehensive program. Participants included 25 young adults with ASD who participated in the “Roim Rachok Program” (RRP), where they were trained to become aerial photography interpreters. Following the training period, they served in a designated army unit where they practiced their newly acquired profession. The participants filled out two questionnaires, (a) Quality of Life (QOL-Q) and (b) Personal Well-being Index (PWI), at three points of the intervention: (a) before the course, (b) at the end of the course, and (c) six months after integrating in the designated army unit. Wilcoxon signed ranks tests were used to assess the differences between the reported QOL and SWB at the three points of time. The results suggest that there were no significant differences at the end of the course, compared to its beginning. However, there were significantly improved perception of QOL and SWB during the period between the end of the course and six months after starting work. The results of this study highlight the importance of tailored vocational programs that are adapted to the unique needs and strengths of individuals with ASD.
Highlights
A primary aspiration of adolescents and young adults upon completing their studies is to successfully integrate into the world of work [1]
Since there is currently a lack of knowledge regarding the subjective perception of quality of life of people with developmental disabilities and with people on the autism spectrum, we studied whether an adapted and safe workplace for young adults with autism spectrum disorders (ASD) results in an enhanced perception of well-being
Results of the Quality of Life Questionnaire (QOL-Q) suggest that there were no significant differences in participants’ perception of their subjective quality of life at the end of the course compared to its beginning (n = 25)
Summary
A primary aspiration of adolescents and young adults upon completing their studies is to successfully integrate into the world of work [1]. The concept of quality of life (QOL) includes (a) a conceptual framework for assessing personal outcomes; (b) a social construct that guides program practices and quality improvement (QI) strategies; and (c) a criterion for assessing the effectiveness of those practices and strategies [4]. It includes objective and subjective indicators, a broad range of life domains, and individual values, affected in a complex way by the person’s physical health, psychological state, level of independence, social relationships, personal beliefs and their relationship to salient features of their environment [5].
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