14 recherche sur le mot-clé 'High school'

High School Experiences and Support Recommendations of Autistic Youth / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 50-9 (September 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3397-3412 Titre : High School Experiences and Support Recommendations of Autistic Youth Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Josephine CUDA, Auteur ; So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; David SCANLON, Auteur Article en page(s) : p.3397-3412 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Families  High school  Peers  Perspectives  School-based supports Index. décimale : PER Périodiques Résumé : We used an online survey to gather perspectives of autistic youth (n?=?248) on the impacts of autism, school professionals, family members, and peers on their high school experiences; what each stakeholder group could have done better; and what future high school professionals and autistic youth should know. Two-thirds of participants viewed autism as negatively impacting their school experience, and this was more prevalent in women. The majority viewed impacts of school professionals, family, and peers as positive. Women were more likely to view school professional contributions as positive than men, and LGBT youth were more likely to view school professional and peer contributions as negative than non-LGBT youth. Suggestions for stakeholders included providing more help, care, and quality time. En ligne : http://dx.doi.org/10.1007/s10803-019-04261-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] High School Experiences and Support Recommendations of Autistic Youth [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Josephine CUDA, Auteur ; So Yoon KIM, Auteur ; Shannon CROWLEY, Auteur ; David SCANLON, Auteur . - p.3397-3412. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3397-3412 Mots-clés : Autism spectrum disorder  Families  High school  Peers  Perspectives  School-based supports Index. décimale : PER Périodiques Résumé : We used an online survey to gather perspectives of autistic youth (n?=?248) on the impacts of autism, school professionals, family members, and peers on their high school experiences; what each stakeholder group could have done better; and what future high school professionals and autistic youth should know. Two-thirds of participants viewed autism as negatively impacting their school experience, and this was more prevalent in women. The majority viewed impacts of school professionals, family, and peers as positive. Women were more likely to view school professional contributions as positive than men, and LGBT youth were more likely to view school professional and peer contributions as negative than non-LGBT youth. Suggestions for stakeholders included providing more help, care, and quality time. En ligne : http://dx.doi.org/10.1007/s10803-019-04261-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

Improving Socialization for High School Students with ASD by Using Their Preferred Interests / Robert KOEGEL in Journal of Autism and Developmental Disorders, 43-9 (September 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2121-2134 Titre : Improving Socialization for High School Students with ASD by Using Their Preferred Interests Type de document : Texte imprimé et/ou numérique Auteurs : Robert KOEGEL, Auteur ; Sunny KIM, Auteur ; Lynn KOEGEL, Auteur ; Ben SCHWARTZMAN, Auteur Article en page(s) : p.2121-2134 Langues : Anglais (eng) Mots-clés : Social  High school  Autism spectrum disorders  Inclusion Index. décimale : PER Périodiques Résumé : There has been a paucity of research on effective social interventions for adolescents with autism spectrum disorders (ASD) in inclusive high school settings. The literature, however, suggests that incorporating the student with ASD’s special interests into activities may help improve their socialization with typical peers. Within the context of a multiple baseline across participants design, we implemented lunchtime activities incorporating the adolescent with ASD’s preferred interests that were similar to ongoing activities already available at the schools. Results showed this increased both level of engagement and their rate of initiations made to typical peers. Social validation measures suggest that both adolescents with ASD and typical peers enjoyed participating in these activities and that the results generalized to other similar activities. En ligne : http://dx.doi.org/10.1007/s10803-013-1765-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 [article] Improving Socialization for High School Students with ASD by Using Their Preferred Interests [Texte imprimé et/ou numérique] / Robert KOEGEL, Auteur ; Sunny KIM, Auteur ; Lynn KOEGEL, Auteur ; Ben SCHWARTZMAN, Auteur . - p.2121-2134. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2121-2134 Mots-clés : Social  High school  Autism spectrum disorders  Inclusion Index. décimale : PER Périodiques Résumé : There has been a paucity of research on effective social interventions for adolescents with autism spectrum disorders (ASD) in inclusive high school settings. The literature, however, suggests that incorporating the student with ASD’s special interests into activities may help improve their socialization with typical peers. Within the context of a multiple baseline across participants design, we implemented lunchtime activities incorporating the adolescent with ASD’s preferred interests that were similar to ongoing activities already available at the schools. Results showed this increased both level of engagement and their rate of initiations made to typical peers. Social validation measures suggest that both adolescents with ASD and typical peers enjoyed participating in these activities and that the results generalized to other similar activities. En ligne : http://dx.doi.org/10.1007/s10803-013-1765-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212

Increasing Conversational Interactions Between Verbal High School Students With Autism and Their Peers Without Disabilities / Carolyn HUGHES in Focus on Autism and Other Developmental Disabilities, 28-4 (December 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.241-254 Titre : Increasing Conversational Interactions Between Verbal High School Students With Autism and Their Peers Without Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Carolyn HUGHES, Auteur ; Rebekah T. BERNSTEIN, Auteur ; Lauren M. KAPLAN, Auteur ; Caitlin M. REILLY, Auteur ; Nicolette L. BRIGHAM, Auteur ; Joseph C. COSGRIFF, Auteur ; Michaela P. BOYKIN, Auteur Année de publication : 2013 Article en page(s) : p.241-254 Langues : Anglais (eng) Mots-clés : autism  high school  communication books  general education peers  conversational interactions Index. décimale : PER Périodiques Résumé : Self-prompted communication books were used in combination with conversational peer orientation to increase conversational interactions of verbal high school students with autism or autistic-like behavior with their peers without disabilities. Previous investigators have used communication books only with students with autism or intellectual disability with limited or no verbal or reading skills. The six high school participants in this study could read and were verbal. We sought to determine whether the communication books would be accepted by peers without disabilities in general education classrooms or whether the books would stigmatize the students with disabilities. Finally, we assessed the effects of having a peer with a learning disability as the teacher of conversational interaction skills. We interpreted our results to conclude that the communication book package was associated with increased conversational interactions for all participants with their general education peers and that communication books were viewed positively by conversational partners. En ligne : http://dx.doi.org/10.1177/1088357613487019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Increasing Conversational Interactions Between Verbal High School Students With Autism and Their Peers Without Disabilities [Texte imprimé et/ou numérique] / Carolyn HUGHES, Auteur ; Rebekah T. BERNSTEIN, Auteur ; Lauren M. KAPLAN, Auteur ; Caitlin M. REILLY, Auteur ; Nicolette L. BRIGHAM, Auteur ; Joseph C. COSGRIFF, Auteur ; Michaela P. BOYKIN, Auteur . - 2013 . - p.241-254. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.241-254 Mots-clés : autism  high school  communication books  general education peers  conversational interactions Index. décimale : PER Périodiques Résumé : Self-prompted communication books were used in combination with conversational peer orientation to increase conversational interactions of verbal high school students with autism or autistic-like behavior with their peers without disabilities. Previous investigators have used communication books only with students with autism or intellectual disability with limited or no verbal or reading skills. The six high school participants in this study could read and were verbal. We sought to determine whether the communication books would be accepted by peers without disabilities in general education classrooms or whether the books would stigmatize the students with disabilities. Finally, we assessed the effects of having a peer with a learning disability as the teacher of conversational interaction skills. We interpreted our results to conclude that the communication book package was associated with increased conversational interactions for all participants with their general education peers and that communication books were viewed positively by conversational partners. En ligne : http://dx.doi.org/10.1177/1088357613487019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Life Skills Training for Middle and High School Students with Autism / Hsu-Min CHIANG in Journal of Autism and Developmental Disorders, 47-4 (April 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1113-1121 Titre : Life Skills Training for Middle and High School Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Hsu-Min CHIANG, Auteur ; Xinyu NI, Auteur ; Young-Sun LEE, Auteur Article en page(s) : p.1113-1121 Langues : Anglais (eng) Mots-clés : Autism  Life skills  Adaptive skills  Secondary analysis  High school  Students Index. décimale : PER Périodiques Résumé : This study investigated the extent to which life skills training was offered to middle and high school students with autism and life skills training needs after high school. A secondary analysis of the National Longitudinal Training Study-2 (NLTS-2) data was conducted in this study. This study found that the majority of the middle and high school students with autism (77.4%) had received life skills training in school. Receipt of life skills training differed across students’ gender, age, diagnosis of intellectual disability, and functional mental skills. Students received life skills training in general education classrooms, special education classrooms, individual instruction, and community settings. Life skills training was needed for the majority of the high school leavers with autism (78%). En ligne : http://dx.doi.org/10.1007/s10803-017-3028-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Life Skills Training for Middle and High School Students with Autism [Texte imprimé et/ou numérique] / Hsu-Min CHIANG, Auteur ; Xinyu NI, Auteur ; Young-Sun LEE, Auteur . - p.1113-1121. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1113-1121 Mots-clés : Autism  Life skills  Adaptive skills  Secondary analysis  High school  Students Index. décimale : PER Périodiques Résumé : This study investigated the extent to which life skills training was offered to middle and high school students with autism and life skills training needs after high school. A secondary analysis of the National Longitudinal Training Study-2 (NLTS-2) data was conducted in this study. This study found that the majority of the middle and high school students with autism (77.4%) had received life skills training in school. Receipt of life skills training differed across students’ gender, age, diagnosis of intellectual disability, and functional mental skills. Students received life skills training in general education classrooms, special education classrooms, individual instruction, and community settings. Life skills training was needed for the majority of the high school leavers with autism (78%). En ligne : http://dx.doi.org/10.1007/s10803-017-3028-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

A peer-mediated intervention to improve the conversational skills of high school students with Autism Spectrum Disorder / Linda M. BAMBARA in Research in Autism Spectrum Disorders, 27 (July 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 27 (July 2016) . - p.29-43 Titre : A peer-mediated intervention to improve the conversational skills of high school students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Linda M. BAMBARA, Auteur ; Christine L. COLE, Auteur ; Catherine KUNSCH, Auteur ; Shu-Chen TSAI, Auteur ; Elizabeth AYAD, Auteur Article en page(s) : p.29-43 Langues : Anglais (eng) Mots-clés : Peer-mediated intervention  Autism  Adolescents  High school  Social-communication skills Index. décimale : PER Périodiques Résumé : AbstractBackground Social-communication deficits of adolescents with Autism Spectrum Disorder (ASD) can significantly interfere with their participation in high school activities, where conversation is the primary mode of social interaction. The purpose of this study was to extend the social-communication research in high school settings by the evaluating use of a peer-mediated intervention (PMI) during lunch on the conversational skills of three adolescents with ASD who were observed to be passive or reluctant conversationalists. Method A multiple-baseline design across participants was used to assess the effects of teaching typical peers strategies for facilitating conversation with the focal students. Peers served as the primary interventionists, but as in other PMI research, we also incorporated the use of written text cues and direct instruction for the focal students, with the aim of using text cues flexibly for a more natural conversation. Results Results indicated improvements in focal students’ conversational skills including an increased number of conversational acts, initiations, and follow-up questions, and longer conversational episodes with peers. Overall assertive acts (i.e., responses not contingent upon peer requests) also increased, suggesting that the once passive conversationalists were becoming more assertive. Social validity outcome measures attested to the acceptability of the PMI and the quality of conversation between focal students and peers. Conclusions The results of this study provide preliminary evidence that PMI can produce substantial and socially-validated conversational outcomes for high school students with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] A peer-mediated intervention to improve the conversational skills of high school students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Linda M. BAMBARA, Auteur ; Christine L. COLE, Auteur ; Catherine KUNSCH, Auteur ; Shu-Chen TSAI, Auteur ; Elizabeth AYAD, Auteur . - p.29-43. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.29-43 Mots-clés : Peer-mediated intervention  Autism  Adolescents  High school  Social-communication skills Index. décimale : PER Périodiques Résumé : AbstractBackground Social-communication deficits of adolescents with Autism Spectrum Disorder (ASD) can significantly interfere with their participation in high school activities, where conversation is the primary mode of social interaction. The purpose of this study was to extend the social-communication research in high school settings by the evaluating use of a peer-mediated intervention (PMI) during lunch on the conversational skills of three adolescents with ASD who were observed to be passive or reluctant conversationalists. Method A multiple-baseline design across participants was used to assess the effects of teaching typical peers strategies for facilitating conversation with the focal students. Peers served as the primary interventionists, but as in other PMI research, we also incorporated the use of written text cues and direct instruction for the focal students, with the aim of using text cues flexibly for a more natural conversation. Results Results indicated improvements in focal students’ conversational skills including an increased number of conversational acts, initiations, and follow-up questions, and longer conversational episodes with peers. Overall assertive acts (i.e., responses not contingent upon peer requests) also increased, suggesting that the once passive conversationalists were becoming more assertive. Social validity outcome measures attested to the acceptability of the PMI and the quality of conversation between focal students and peers. Conclusions The results of this study provide preliminary evidence that PMI can produce substantial and socially-validated conversational outcomes for high school students with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289

Predictive Factors of Participation in Postsecondary Education for High School Leavers with Autism / Hsu-Min CHIANG in Journal of Autism and Developmental Disorders, 42-5 (May 2012)  

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Quality of high school programs for students with autism spectrum disorder / Bonnie R. KRAEMER in Autism, 24-3 (April 2020)  

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Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility / Colleen K. REUTEBUCH in Research in Autism Spectrum Disorders, 57 (January 2019)  

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The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms / Karen H. DOUGLAS in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)  

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High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism / Emily C. BOUCK in Focus on Autism and Other Developmental Disabilities, 29-3 (September 2014)  

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