Remedial and Special Education : Autism, Adolescence, and High School (Mars-Avril 2014)
La revue Remedial and Special Education consacre son numéro de mars-avril 2014 à l’autisme :
Autism, Adolescence, and High School
1. Hume K. Introduction to the Special Issue : Autism, Adolescence, and High School. Remedial and Special Education ;2014 (March 1, 2014) ;35(2):67.
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2. Fleury VP, Hedges S, Hume K, Browder DM, Thompson JL, Fallin K, El Zein F, Reutebuch CK, Vaughn S. Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education. Remedial and Special Education ;2014 (March 1, 2014) ;35(2):68-79.
The number of individuals with Autism Spectrum Disorder (ASD) who enter secondary school settings and access the general education curriculum continues to grow. Many educators may find they are not prepared to adapt their instruction to meet both state standards and the diverse needs of the full spectrum individuals with ASD, which has implications for postsecondary success. In this article, we present an overview of current knowledge around academic instruction for this population, specifically (a) how characteristics associated with ASD can impact academic performance, (b) academic profiles of individuals with ASD across content areas, and (c) interventions that have been successful in improving academic outcomes for this population, including special considerations for those individuals who take alternate assessments based on alternate achievement standards. We conclude by offering suggestions for future research and considerations for professional development.
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3. Test DW, Smith LE, Carter EW. Equipping Youth With Autism Spectrum Disorders for Adulthood : Promoting Rigor, Relevance, and Relationships. Remedial and Special Education ;2014 (March 1, 2014) ;35(2):80-90.
Equipping students with ASD for a good life after high school is the overarching goal of secondary special education services and supports. In this paper, we review important elements of effective transition education for adolescents with ASD. First, we review recent findings related to the post-school employment, education, and independent living outcomes of young adults with ASD. Next, we describe a framework for addressing three important aspects of secondary schooling : rigor, relevance, and relationships. At present, an emphasis on promoting rigor, relevance, and relationships offers a promising approach for addressing the multifaceted needs of youth and young adults with ASD. Rigor, relevance, and relationships should not be viewed as distinct or competing priorities, but as essential, inseparable elements of comprehensive transition education for students with ASD. We conclude with research and policy recommendations for improving the impact of transition service delivery for students with ASD.
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4. Carter EW, Common EA, Sreckovic MA, Huber HB, Bottema-Beutel K, Gustafson JR, Dykstra J, Hume K. Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders. Remedial and Special Education ;2014 (March 1, 2014) ;35(2):91-101.
This article addresses some of the key considerations and complexities associated with intervening to address social competence and peer relationships of adolescents with autism spectrum disorder (ASD) in middle and high school settings. First, we provide a brief overview of the social context during adolescence for all students. Next, we highlight particular challenges for adolescents with ASD. Then, we discuss potential school-based intervention pathways that appear particularly responsive to these contexts and challenges. Finally, we offer several recommendations for research and practice aimed at improving the social competence and connections of young people with ASD—during high school and into early adulthood.
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5. Hume K, Boyd BA, Hamm JV, Kucharczyk S. Supporting Independence in Adolescents on the Autism Spectrum. Remedial and Special Education ;2014 (March 1, 2014) ;35(2):102-113.
The development of independent behavior is a critical, challenging process for all youth as they pass through the high school environment into adulthood. Although most high school students gain skills related to independence, the independent behaviors of their peers with autism spectrum disorder (ASD) plateau and decline. These skill deficits and resulting poor post-secondary outcomes for students with ASD highlight the great need for programming in this area. This article begins by defining independence and the influence of independence on post-secondary outcomes, and explores the factors that contribute to the difficulties in independence for individuals with ASD. Then, a review of school-wide positive behavior support and focused evidence-based practices (EBPs) related to independence is presented. Recommendations are made for practitioners and caregivers implementing interventions intended to support student independence, and recommendations for future research and practice are offered.
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6. Smith LE, Anderson KA. The Roles and Needs of Families of Adolescents With ASD. Remedial and Special Education ;2014 (March 1, 2014) ;35(2):114-122.
The transition of a student out of high school and into the adult world can be a stressful time for many families of high school students. This major life transition can be particularly challenging for students with autism spectrum disorder (ASD) and their families. In this article, we first discuss the roles of families in the transition process for their son or daughter with ASD. Next, we present literature on the unique needs of families of adolescents with ASD during the transition to adulthood. Finally, we highlight current research on best practices for supporting transition-age students and their families as well as discuss future directions for research and practice.
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7. Odom SL, Duda MA, Kucharczyk S, Cox AW, Stabel A. Applying an Implementation Science Framework for Adoption of a Comprehensive Program for High School Students With Autism Spectrum Disorder. Remedial and Special Education ;2014 (March 1, 2014) ;35(2):123-132.
Post-school outcomes for adolescents and young adults with autism spectrum disorder (ASD) are exceedingly poor. The convergence of adolescence as a development period, the expression of ASD during adolescence, and the complicated logistic nature of high schools create a perfect storm of complexity that may pose challenges and establish barriers to providing an effective secondary education program. Given this complexity, addressing learning needs for adolescents with ASD and improving post-school outcomes requires a comprehensive approach. In this article, the authors describe a set of implementation science principles and practices that could be employed in supporting the adoption and implementation of a comprehensive program for high school students with ASD. The program developed by the Center on Secondary Education for Students With Autism Spectrum Disorder (CSESA) serves as a case example of how such principles and practices may be employed in program planning and implementation.
