Prevalence and Correlates of Work Experiences Among High School Students on the Autism Spectrum

2020 ◽  
Vol 58 (4) ◽  
pp. 273-287
Author(s):  
Anne M. Roux ◽  
Jessica E. Rast ◽  
Tamara Garfield ◽  
Kristy A. Anderson ◽  
Paul T. Shattuck
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
Transition Planning ◽  
Autism Spectrum ◽  
Work Experiences ◽  
Employment Policy ◽  
School Students ◽  
Students With Autism ◽  
Disability Employment

Abstract This study used nationally representative data to describe the prevalence and correlates of work experiences among high school students with autism who received special education. Four in tenstudents with autism experienced any type of work (community-based, school-sponsored, paid or unpaid) within a given year—significantly fewer than peers with and without disabilities. Rates of paid work among students with autism were comparable to students with intellectual disability (ID)but half the rate of non-special education peers. Among youth with autism, significant correlates of having work experiences included being white, parent participation in transition planning, and functional skills including navigation. Fostering a variety of early work experiences should be a key goal of disability employment policy at federal and state levels.

scholarly journals Your Voice Counts: Listening to the Voice of High School Students With Autism Spectrum Disorder

2011 ◽  
Vol 35 (2) ◽  
pp. 173-190 ◽  
Author(s):  
Beth Saggers ◽  
Yoon-Suk Hwang ◽  
K. Louise Mercer
Keyword(s):  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Educational Practice ◽  
Autism Spectrum ◽  
Student Perspective ◽  
Small Scale ◽  
School Students ◽  
School Communities ◽  
Students With Autism

AbstractSupporting students with autism spectrum disorders (ASDs) in inclusive settings presents both opportunities and significant challenges to school communities. This study, which explored the lived experience of nine students with ASD in an inclusive high school in Australia, is based on the belief that by listening to the voices of students, school communities will be in a better position to collaboratively create supportive learning and social environments. The findings of this small-scale study deepen our knowledge from the student perspective of the inclusive educational practices that facilitate and constrain the learning and participation of students with ASD. The students' perspectives were examined in relation to the characteristics of successful inclusive schools identified by Kluth (2003). Implications for inclusive educational practice that meets the needs of students with ASD are presented.

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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