Exploring Feasibility and Fit: Peer-Mediated Interventions for High School Students With Autism Spectrum Disorders

2019 ◽  
Vol 48 (2) ◽  
pp. 157-169 ◽  
Author(s):  
Erik W. Carter ◽  
Jessica R. Dykstra Steinbrenner ◽  
Laura J. Hall
Keyword(s):  
High School ◽  
Autism Spectrum Disorders ◽  
High School Students ◽  
Autism Spectrum ◽  
School Students ◽  
Students With Autism ◽  
Spectrum Disorders

Effects of Peer Networks on the Social Interactions of High School Students With Autism Spectrum Disorders

2014 ◽  
Vol 39 (2) ◽  
pp. 100-118 ◽  
Author(s):  
Karen F. Gardner ◽  
Erik W. Carter ◽  
Jenny R. Gustafson ◽  
Julia M. Hochman ◽  
Michelle N. Harvey ◽  
...  
Keyword(s):  
High School ◽  
Autism Spectrum Disorders ◽  
High School Students ◽  
Social Interactions ◽  
Autism Spectrum ◽  
Peer Networks ◽  
School Students ◽  
The Social ◽  
Students With Autism ◽  
Spectrum Disorders

scholarly journals Postsecondary Expectations of High-School Students With Autism Spectrum Disorders

2015 ◽  
Vol 31 (1) ◽  
pp. 16-26 ◽  
Author(s):  
Kristy A. Anderson ◽  
T. A. McDonald ◽  
Deirdre Edsall ◽  
Leann E. Smith ◽  
Julie Lounds Taylor
Keyword(s):  
High School ◽  
Autism Spectrum Disorders ◽  
High School Students ◽  
Autism Spectrum ◽  
School Students ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Postsecondary Expectations

scholarly journals A review of the effects of using social stories to promote behavior, communication, and social skills for students with autism spectrum disorders (ASD)

2021 ◽  
Vol 2 (1) ◽  
pp. 35-52
Author(s):  
Aiman Alkldi
Keyword(s):  
Autism Spectrum Disorders ◽  
High School Students ◽  
Social Stories ◽  
Autism Spectrum ◽  
School Students ◽  
The Social ◽  
Severity Scores ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
The Impact

The purpose of this paper was to provide a review of the literature on the effect of Social Stories intervention on improving behavior, and communication skills for students with autism spectrum disorders (ASD). Nine scholarly articles focused on the impact of using social stories strategy were reviewed. Five articles addressed the use of Social Stories exclusively. However, four studies were focusing on the effects of using technology to present Social Stories strategy. All the studies presented in this paper pointed to the effectiveness of the social story strategy in improving the targeted behaviors and some specific skills school students with ASD. Despite the findings of those studies, further research might be needed to determine the effects of using Social Stories. For example, improving skills for high school students who have ASD or implementation more Videos that present Social Stories for Children who have autism with high severity scores. In addition, capability to generalize the acquired skills by the impact of Social Stories strategy may need further examinations.

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.

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