Education and Training in Autism and Developmental Disabilities最新文献

{"title":"Exploring Predictors of Postsecondary Outcomes for Students with Autism Spectrum Disorder.","authors":"Amy Nasamran, S. Witmer, J. Los","doi":"10.1037/e603852013-001","DOIUrl":"https://doi.org/10.1037/e603852013-001","url":null,"abstract":"Participating in postsecondary activities such as education and employment can increase an individual’s independence, contribution to society, and quality of life. However, researchers suggest that students with autism spectrum disorder (ASD) engage in these postsecondary activities less than their peers do. The extent to which academic and social skills predict postsecondary outcomes for students with ASD is not yet understood. Logistic regression analyses using the National Longitudinal Transition Study – 2 (NLTS2; SRI, 2000) dataset were conducted to examine the extent to which academic skills and social skills predict postsecondary outcomes for students with ASD. Results suggested that academic achievement was significantly related to postsecondary education and overall success and that social skills significantly predicted all three postsecondary outcomes for students with ASD. The transition from adolescence to adulthood can be challenging for many students. Students with disabilities in particular experience lower rates of success when transitioning from high school to postsecondary roles in comparison to their typically developing peers (Blackorby & Wagner, 1996). Specifically, students with autism spectrum disorder (ASD) encounter a variety of challenges. ASD is a developmental disorder characterized by impaired social interaction and communication skills and a repetitive or restricted pattern of behavior (American Psychiatric Association, 2013). These challenges can make the transition to postsecondary experiences especially difficult for students with ASD. In a comprehensive review of existing literature on the transition from high school to postsecondary environments among students with ASD, Wehman et al. (2014) point to the tremendous potential for individuals with ASD to make important contributions to society if various barriers to their postsecondary success can be overcome. Currently, students with ASD participate in postsecondary educational programs, employment opportunities, and independent living at very low rates (Billstedt, Gillberg, & Gillberg, 2005; Hendricks & Wehman, 2009). Anderson, Shattuck, Cooper, Roux, and Wagner (2014) found that individuals with ASD were much less likely than students of other disability groups to live independently following high school, even when controlling for functional ability. Given these findings, it is important to more carefully explore factors that can potentially affect these students’ transition and integration into the community. There is evidence to suggest that academic achievement in high school is an important factor that corresponds to later outcomes for the student population in general (Hein, Smerdon, & Sambolt, 2013). However, the relationship of academic achievement and postsecondary outcomes for students with ASD is not yet well understood. Additionally, this emphasis on academic achievement may lead to a reduced focus on social skill instruction, which may be especially i","PeriodicalId":47130,"journal":{"name":"Education and Training in Autism and Developmental Disabilities","volume":"52 1","pages":"343-356"},"PeriodicalIF":1.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48564191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychosocial and Computer-Assisted Intervention for College Students with Autism Spectrum Disorder: Preliminary Support for Feasibility.","authors":"Susan W White, John A Richey, Denis Gracanin, Marika Coffman, Rebecca Elias, Stephen LaConte, Thomas H Ollendick","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>The number of young adults with Autism Spectrum Disorders (ASD) enrolled in higher education institutions has steadily increased over the last decade. Despite this, there has been little research on how to most effectively support this growing population. The current study presents data from a pilot trial of two novel intervention programs developed for college students with ASD. In this small randomized controlled trial, college students with ASD (n = 8) were assigned to one of two new programs - either an intervention based on a virtual reality-Brain-Computer Interface for ASD (BCI-ASD) or a psychosocial intervention, the College and Living Success (CLS) program. Preliminary evidence supports the feasibility and acceptability of both programs, although behavioral outcomes were inconsistent across participants and interventions. Results indicate that expanded research on psychosocial and computer-assisted intervention approaches for this population is warranted, given the preliminary support found in this pilot study.</p>","PeriodicalId":47130,"journal":{"name":"Education and Training in Autism and Developmental Disabilities","volume":"51 3","pages":"307-317"},"PeriodicalIF":1.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5241080/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140194825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"First Step to Success: Applications to Preschoolers at Risk of Developing Autism Spectrum Disorders.","authors":"Andy J Frey,&nbsp;Jason W Small,&nbsp;Edward G Feil,&nbsp;John R Seeley,&nbsp;Hill M Walker,&nbsp;Steven Forness","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Preschool children with Autism Spectrum Disorder (ASD) may not always be recognized as such during their early years, but some of their behavioral problems may nonetheless prompt a referral for behavioral intervention. Whether such an intervention brings any benefit has not been well studied. We identified a subsample of 34 preschool children at risk for autism spectrum disorder from a large randomized controlled trial (N = 126) of the First Step to Success program. Children at risk of developing ASD demonstrated significant improvements on seven of 11 outcome measures and on a responder analyses based on symptom severity. Process and fidelity measures also suggested that First Step was both feasible and socially acceptable. Implications for early intervention for children at risk of developing ASD are discussed.</p>","PeriodicalId":47130,"journal":{"name":"Education and Training in Autism and Developmental Disabilities","volume":"50 4","pages":"397-407"},"PeriodicalIF":1.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5898811/pdf/nihms898413.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36013951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of the Self-Determination of Spanish Students with Intellectual Disabilities and other Educational Needs.","authors":"Maria Gomez-Vela,&nbsp;Miguel Angel Verdugo,&nbsp;Francisca Gonzalez Gil,&nbsp;Marta Badia Corbella,&nbsp;Michael L Wehmeyer","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>The purpose of this study was to assess the self-determination of Spanish high school students with Intellectual Disability and other Special Educational Needs (SEN). A total of 371 students between 11 and 17 years of age participated in the study. Of these, 46.4% (<i>n</i>=171) presented SEN, specifically learning disabilities (<i>n</i>=97; 26.2%), borderline and intellectual disability with higher IQ scores (<i>n</i>=43; 11.6%) and mild intellectual disability (<i>n</i>=32; 8.6%). The remaining students without SEN made up the control group. The assessment was carried out using a translated and validated Spanish version of The Arc's Self-Determination Scale (Wehmeyer, 1995). This measure had appropriate psychometric properties. Students with SEN obtained significantly lower scores than their peers without SEN. However, no differences were found in relation to the type of SEN or, more specifically, in relation to the presence of intellectual disability. The educational implications of the results are discussed.</p>","PeriodicalId":47130,"journal":{"name":"Education and Training in Autism and Developmental Disabilities","volume":"47 1","pages":"48-57"},"PeriodicalIF":1.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4104407/pdf/nihms568656.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32531707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"<i>Ganando Confianza</i>: Research Focus Groups with Immigrant Mexican Mothers.","authors":"Carolina Hausmann-Stabile,&nbsp;Luis H Zayas,&nbsp;Sandra Runes,&nbsp;Anna Abenis-Cintron,&nbsp;Esther Calzada","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Immigrant families with children with developmental disabilities must be served using culturally sensitive approaches to service and research to maximize treatment benefits. In an effort to better understand cultural issues relevant to the provision of parenting programs for immigrant Mexican mothers of children with developmental disabilities, we conducted sustained focus groups through which we could learn more about our participants and thereby improve services. This paper reports on the challenges and lessons learned from these groups. We characterize the key lessons as (a) recruitment and retention is more than agreement to participate; (b) confidentiality is not just a word but an activity; (c) the complicated nature of language; (d) cultural norms shape the group process; (e) appreciating the value of taking time; and (f) gender issues and group interaction. Service providers and researchers who work with Mexican families may benefit from our experiences as they promote and develop programs and projects in the developmental disabilities field.</p>","PeriodicalId":47130,"journal":{"name":"Education and Training in Autism and Developmental Disabilities","volume":"46 1","pages":"3-10"},"PeriodicalIF":1.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4321740/pdf/nihms-602001.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33047929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}