Does Curriculum Matter for Secondary Students with Autism Spectrum Disorders: Analyzing the NLTS2 / Emily C. BOUCK in Journal of Autism and Developmental Disorders, 45-5 (May 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1204-1212 Titre : Does Curriculum Matter for Secondary Students with Autism Spectrum Disorders: Analyzing the NLTS2 Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. BOUCK, Auteur ; Gauri S. JOSHI, Auteur Article en page(s) : p.1204-1212 Langues : Anglais (eng) Mots-clés : Secondary  Education  Functional curriculum  Post-school outcomes Index. décimale : PER Périodiques Résumé : A common presumption of secondary education is that what occurs in-school impacts students after they exit school. Previous researchers found transition-services received in school by students with autism spectrum disorder predicted their post-school success with regards to employment and independent living. This secondary analysis of the National Longitudinal Transition Study-2 sought to understand the relationship between curriculum—functional versus non-functional—and seven measures of post-school outcomes for students with autism spectrum disorder. The main results of the study include low rates of receipt of a functional curriculum, poor post-school outcomes, and the lack of relationship between curriculum and post-school outcomes for students with autism spectrum disorder. En ligne : http://dx.doi.org/10.1007/s10803-014-2281-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Does Curriculum Matter for Secondary Students with Autism Spectrum Disorders: Analyzing the NLTS2 [Texte imprimé et/ou numérique] / Emily C. BOUCK, Auteur ; Gauri S. JOSHI, Auteur . - p.1204-1212. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1204-1212 Mots-clés : Secondary  Education  Functional curriculum  Post-school outcomes Index. décimale : PER Périodiques Résumé : A common presumption of secondary education is that what occurs in-school impacts students after they exit school. Previous researchers found transition-services received in school by students with autism spectrum disorder predicted their post-school success with regards to employment and independent living. This secondary analysis of the National Longitudinal Transition Study-2 sought to understand the relationship between curriculum—functional versus non-functional—and seven measures of post-school outcomes for students with autism spectrum disorder. The main results of the study include low rates of receipt of a functional curriculum, poor post-school outcomes, and the lack of relationship between curriculum and post-school outcomes for students with autism spectrum disorder. En ligne : http://dx.doi.org/10.1007/s10803-014-2281-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

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