Journal of Child and Family Studies

, Volume 26, Issue 5, pp 1310–1317 | Cite as

Financial Capabilities Among Youth with Autism Spectrum Disorder

  • Nancy C. Cheak-Zamora
  • Michelle Teti
  • Clark Peters
  • Anna Maurer-Batjer
Original Paper

Abstract

Youth with Autism Spectrum Disorder (ASD) experience significant difficulties assuming adult responsibilities and achieving independence. Little is known about their desire or ability to manage their own finances. This study explored the financial circumstances, money management skills, and desires for financial independence among 27 youth with ASD. Youth took part in 30–60 min semi-structured interviews about independence. Strategies of theme analysis identified three critical themes about finances and emerging adulthood for youth with ASD. Youth (1) defined independence by being able to manage their finances, (2) worried about their lack of money management skills, and (3) cited poor financial skills as barrier to independence. Results suggest youth with ASD understand the importance of financial capability and strive for financial independence, but lack the skills and support needed to achieve their financial goals. This study provides preliminary information for clinicians, educators, and researchers to develop financial capability modules for youth with ASD.

Keywords

Autism spectrum disorder Youth/young adults Independence Financial capabilities Money management Qualitative methods 

References

  1. Abbott, D., & Marriott, A. (2013). Money, finance and the personalisation agenda for people with learning disabilities in the UK: Some emerging issues. British Journal of Learning Disabilities, 41(2), 106–113. doi:10.1111/j.1468-3156.2012.00728.x.CrossRefGoogle Scholar
  2. Autism Speaks (2012). What is autism? What is autism spectrum disorder? http://www.autismspeaks.org/what-autism.
  3. Batavia, A. I., & Beaulaurier, R. L. (2001). The financial vulnerability of people with disabilities: Assessing poverty risks. Journal of Sociology & Social Welfare, 28(1), 139–162.Google Scholar
  4. Bonete, S., Calero, M. D., & Fernandez-Parra, A. (2015). Group training in interpersonal problem-solving skills for workplace adaptation of adolescents and adults with Asperger syndrome: A preliminary study. Autism, 19(4), 409–420. doi:10.1177/1362361314522354.CrossRefPubMedGoogle Scholar
  5. Borden, L., Lee, S., Serido, J., & Collins, D. (2008). Changing college students’ financial knowledge, attitudes and behavior through seminar participation. Journal of Family and Economic Issues, 29(1), 23–40. doi:10.1007/s10834-007-9087-2.CrossRefGoogle Scholar
  6. Cameto, R., Levine, P., & Wagner, M. (2004). Transition Planning for Students with Disabilities. A Special Topic Report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International.Google Scholar
  7. Center for Financial Security (2015). Financial coaching: Review of existing research. (Issue Brief No. 10.1). http://fyi.uwex.edu/financialcoaching/files/2015/10/FinancialCoaching_10.1.pdf.
  8. Cheak-Zamora, N. C., Farmer, J. E., Mayfield, W. A., Clark, M. J., Marvin, A. R., Law, J. K., & Law, P. A. (2014). Health care transition services for youth with autism spectrum disorders. Rehabilitation Psychology, 59(3), 340–348. doi:10.1037/a0036725.CrossRefPubMedGoogle Scholar
  9. Cheak-Zamora, N. C., & Teti, M. (2014). “You think it’s hard now … It gets much harder for our children”: Youth with autism and their caregiver’s perspectives of health care transition services. Autism, 19(8), 992–1001. doi:10.1177/1362361314558279.CrossRefPubMedGoogle Scholar
  10. Cheak-Zamora, N. C., Teti, M., & First, J. (2015). ‘Transitions are scary for our kids, and they’re scary for us’: Family member and youth perspectives on the challenges of transitioning to adulthood with autism. Journal of Applied Research in Intellectual Disabilities, 28(6), 548–560. doi:10.1111/jar.12150.CrossRefPubMedGoogle Scholar
  11. Collins, J. M., & Odders-White, E. (2015). A framework for developing and testing financial capability education programs targeted to elementary schools. The Journal of Economic Education, 46(1), 105–120. doi:10.1080/00220485.2014.976325.CrossRefGoogle Scholar
  12. Council for Economic Education (2016). Survey of the states: Economic and personal finance education in our nation’s schools 2016. Council for Economic Education. http://councilforeconed.org/wp/wp-content/uploads/2016/02/sos-16-final.pdf.
  13. Friedline, T. (2015). A developmental perspective on children’s economic agency. Journal of Consumer Affairs, 49(1), 39–68. doi:10.1111/joca.12062.CrossRefGoogle Scholar
  14. Friedline, T., Despard, M., & Chowa, G. (2016). Preventive policy strategy for banking the unbanked: Savings accounts for teenagers? Journal of Poverty, 20(1), 2–33. doi:10.1080/10875549.2015.1015068.CrossRefGoogle Scholar
  15. Friedman, N., Warfield, M. E., & Parish, S. L. (2013). Transition to adulthood for individuals with autism spectrum disorder: Current issues and future perspectives. Neuropsychiatry, 3(2), 181–192. doi:10.2217/NPY.13.13.CrossRefGoogle Scholar
  16. Guest, G. S., MacQueen, K. M., & Namey, E. E. (2012). Applied Thematic Analysis. Thousand Oaks, CA: SAGE.CrossRefGoogle Scholar
  17. Hendricks, D. R., & Wehman, P. (2009). Transition from school to adulthood for youth with autism spectrum disorders: Review and recommendations. Focus on Autism and Other Developmental Disabilities, 24(2), 77–88. doi:10.1177/1088357608329827.CrossRefGoogle Scholar
  18. Huang, J. I. N., Nam, Y., Sherraden, M., & Clancy, M. (2015). Financial capability and asset accumulation for children’s education: Evidence from an experiment of child development accounts. Journal of Consumer Affairs, 49(1), 127–155. doi:10.1111/joca.12054.CrossRefGoogle Scholar
  19. Hume, K., Boyd, B. A., Hamm, J. V., & Kucharczyk, S. (2014). Supporting independence in adolescents on the autism spectrum. Remedial and Special Education, 35(2), 102–113. doi:10.1177/0741932513514617.CrossRefGoogle Scholar
  20. Kvale, S., & Brinkmann, S. (2009). InterViews: Learning the craft of qualitative research interviewing. Thousand Oaks, CA: SAGE.Google Scholar
  21. Livingstone, J. (2007). Banking matters to me: The experiences of people with a learning disability seeking to use banking products and services (978-1-906249-00-7). http://www.friendsprovidentfoundation.org/wp-content/uploads/2013/03/ARC_Banking_Matters_to_Me__-_Summary.pdf.
  22. Luke, L., Clare, I., Ring, H., Redley, M., & Watson, P. (2012). Decision-making difficulties experienced by adults with autism spectrum conditions. Autism, 16(6), 612–621. doi:10.1177/1362361311415876.CrossRefPubMedGoogle Scholar
  23. Mandell, L., & Klein, L. S. (2009). The impact of financial literacy education on subsequent financial behavior. Journal of Financial Counseling and Planning, 20(1), 15–24.Google Scholar
  24. McCormick, M. H. (2009). The effectiveness of youth financial education: A review of the literature. Journal of Financial Counseling and Planning, 20(1), 70–83.Google Scholar
  25. Mittapalli, K., Belson, S.I., Ahmadi, H., Itani, Z., Wilsey, M., Swamy, N., & Taylor, H. (2009). Financial literacy for youth with disabilities. (DOLU089428189FL). Gaithersburg, MD Social Dynamics, LLC. http://www.dol.gov/odep/research/FinancialEducationYouthDisabilitiesLiteratureReview.pdf.
  26. Neary, P., Gilmore, L., & Ashburner, J. (2015). Post-school needs of young people with high-functioning autism spectrum disorder. Research in Autism Spectrum Disorders, 18, 1–11. doi:10.1016/j.rasd.2015.06.010.CrossRefGoogle Scholar
  27. Peters, C. M., Sherraden, M., & Kuchinski, A. M. (2016a). From foster care to adulthood: The role of income. Journal of Public Child Welfare, 10(1), 39–58. doi:10.1080/15548732.2015.1090940.CrossRefGoogle Scholar
  28. Peters, C. M., Sherraden, M., & Kuchinski, A. M. (2016b). Growing financial assets for foster youths: Expanded child welfare responsibilities and caseworker role tension. Journal of Social Work, 61(4), 340. doi:10.1093/sw/sww042.CrossRefGoogle Scholar
  29. 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), 2011–2864. doi:10.1542/peds.2011-2864.CrossRefGoogle Scholar
  30. Shogren, K. A., & Plotner, A. J. (2012). Transition planning for students with intellectual disability, autism, or other disabilities: Data from the National Longitudinal Transition Study-2. Intellectual and developmental disabilities, 50(1), 16–30. doi:10.1352/1934-9556-50.1.16.CrossRefPubMedGoogle Scholar
  31. South, M., Dana, J., White, S. E., & Crowley, M. J. (2011). Failure is not an option: Risk-taking is moderated by anxiety and also by cognitive ability in children and adolescents diagnosed with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 41(1), 55–65. doi:10.1007/s10803-010-1021-z.CrossRefPubMedGoogle Scholar
  32. Suto, W. M., Clare, I. C., Holland, A. J., & Watson, P. C. (2005a). Capacity to make financial decisions among people with mild intellectual disabilities. Journal of Intellectual Disability Research, 49(3), 199–209. doi:10.1111/j.1365-2788.2005.00635.x.CrossRefPubMedGoogle Scholar
  33. Suto, W. M., Clare, I. C., Holland, A. J., & Watson, P. C. (2005b). The relationships among three factors affecting the financial decision making abilities of adults with mild intellectual disabilities. Journal of Intellectual Disability Research, 49(3), 210–217. doi:10.1111/j.1365-2788.2005.00647.x.CrossRefPubMedGoogle Scholar
  34. 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. The Journal of Autism and Developmental Disorders, 41(5), 566–574. doi:10.1007/s10803-010-1070-3.CrossRefPubMedGoogle Scholar
  35. Taylor, M., Jenkins, S., & Sacker, A. (2011). Financial capability, income and psychological well-being. ISER Working Paper 2011-18, Colchester: University of Essex. https://www.iser.essex.ac.uk/research/publications/working-papers/iser/2011-18.pdf.
  36. Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005). After high school: a first look at the postschool experiences of youth with disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. http://www.nlts2.org/reports/2005_04/nlts2_report_2005_04_complete.pdf.Google Scholar
  37. Williams, V., Marriott, A., & Townsley, R. (2008). Shaping our future: A Scoping and consultation exercise to establish research priorities in learning disabilities for the next ten years. London: HMSO, National Co-ordinatingCentre for NHS Service Delivery and Organisation R&D (NCCSDO). http://www.netscc.ac.uk/hsdr/files/project/SDO_FR_08-1610-152_V01.pdf.Google Scholar
  38. Williams, V., & Porter, S. (2011). Your life, your choice: qualitative research carried out as part of the ‘support planning and brokerage’ initiative. London: Office for Disability Issue. http://www.ndti.org.uk/uploads/files/support-planning-and-brokerage-research-findings.pdf.Google Scholar

Copyright information

© Springer Science+Business Media New York 2017

Authors and Affiliations

  1. 1.Department of Health SciencesUniversity of MissouriColumbiaUSA
  2. 2.Department of Health Sciences, School of Health ProfessionsUniversity of MissouriColumbiaUSA
  3. 3.School of Social Work and Truman School of Public AffairsUniversity of MissouriColumbiaUSA
  4. 4.School of Social WorkUniversity of MissouriColumbiaUSA

Personalised recommendations