scholarly journals Quality of high school programs for students with autism spectrum disorder

Autism ◽  
2019 ◽  
Vol 24 (3) ◽  
pp. 707-717 ◽  
Author(s):  
Bonnie R Kraemer ◽  
Samuel L Odom ◽  
Brianne Tomaszewski ◽  
Laura J Hall ◽  
Leann Dawalt ◽  
...  
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
The United States ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Quality Ratings ◽  
School Programs ◽  
High School Programs ◽  
Students With Autism

The purpose of the study was to examine the quality of high school programs for students with autism spectrum disorder in the United States. The Autism Program Environment Rating Scale–Middle/High School was used to rate the quality of programs for students with autism spectrum disorder in 60 high schools located in three geographic locations in the United States (CA, NC, and WI). Findings indicated that the total quality rating across schools was slightly above the adequate criterion. Higher quality ratings occurred for program environment, learning climate, family participation, and teaming domains. However, quality ratings for intervention domains related to the characteristics of autism spectrum disorder (e.g. communication, social, independence, functional behavior, and transition) were below the adequate quality rating level. Also, quality ratings for transition were significantly higher for modified (primarily self-contained) programs than standard diploma (primarily served in general education) programs. School urbanicity was a significant predictor of program quality, with suburban schools having higher quality ratings than urban or rural schools, controlling for race, school enrollment size, and Title 1 eligibility status. Implications for working with teachers and school teams that support high school students with autism spectrum disorder should include a targeted focus on transition programming that includes a breadth of work-based learning experiences and activities that support social-communication domains.

A Systematic Quality Review of Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder

2021 ◽  
pp. 074193252110636
Author(s):  
So Yeon Kim ◽  
Mandy Rispoli ◽  
Rose A. Mason ◽  
Catharine Lory ◽  
Emily Gregori ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Reading Instruction ◽  
Reading Interventions ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Design Standards ◽  
Students With Autism ◽  
Quality Of Research

Technology has been widely used to teach reading skills to students with autism spectrum disorder (ASD), but the quality of research backing up this practice has not yet been fully investigated. The purpose of this review was to examine the quality of research on technology-aided reading interventions for students with ASD and summarize study characteristics of research studies with meeting the What Works Clearinghouse (WWC) design standards. A total of 31 studies using group design ( n = 4) or single-case design ( n = 27) were systematically aggregated, and 16 studies (52%) met the WWC design standards. Study features related to participants, intervention, technology usage, and outcome variables were synthesized for these 16 studies. Results indicated that two types of technology (i.e., computer, iPad) were used to deliver reading instruction through software programs or support interventionist-directed reading instruction. Finally, implications for research and practice are discussed.

scholarly journals Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder

2020 ◽  
Vol 13 (12) ◽  
pp. 2155-2163
Author(s):  
Leann Smith DaWalt ◽  
Julie Lounds Taylor ◽  
Somer Bishop ◽  
Laura J. Hall ◽  
Jessica Dykstra Steinbrenner ◽  
...  
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
Sex Differences ◽  
High School Students ◽  
Social Participation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Students ◽  
Students With Autism

scholarly journals Student, Educator, and Parent Perspectives of Self‐Determination in High School Students with Autism Spectrum Disorder

2020 ◽  
Vol 13 (12) ◽  
pp. 2164-2176
Author(s):  
Brianne Tomaszewski ◽  
Bonnie Kraemer ◽  
Jessica R. Steinbrenner ◽  
Leann Smith DaWalt ◽  
Laura J. Hall ◽  
...  
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
High School Students ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Determination ◽  
Parent Perspectives ◽  
School Students ◽  
Students With Autism

“Falling through the Cracks”: Challenges for High School Students with Autism Spectrum Disorder

2014 ◽  
Vol 98 (1) ◽  
pp. 64-82 ◽  
Author(s):  
Susan H. Hedges ◽  
Anne V. Kirby ◽  
Melissa A. Sreckovic ◽  
Suzanne Kucharczyk ◽  
Kara Hume ◽  
...  
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
High School Students ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Students ◽  
Students With Autism

Video Modeling for High School Students With Autism Spectrum Disorder

2020 ◽  
pp. 016264342094559
Author(s):  
Megan R. Ledoux Galligan ◽  
Jessica Suhrheinrich ◽  
Bonnie R. Kraemer
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
High School Students ◽  
Video Modeling ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Students ◽  
Implementation Guidelines ◽  
Students With Autism ◽  
Mastery Criteria

Video modeling (VM) has demonstrated efficacy in teaching a variety of skills (e.g., social skills, communication, vocational tasks) to learners with autism spectrum disorder. Previous research indicates teachers and learners have supported the use of VM. However, the majority of studies have focused on elementary-school students; less research has explored the use of VM in secondary education settings. To extend the literature, this article describes the use of VM with three high school student–teacher dyads. Each teacher adapted the VM intervention to meet the needs of their student as well as to fit with the current technology available and utilized in their classrooms. All of the three students learned a different target skill with VM and achieved mastery criteria. Results for the three student skills, as well as implementation guidelines and future directions, are discussed.

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