NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 33 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Knüppel, Ane; Telléus, Gry Kjaersdam; Jakobsen, Helle; Lauritsen, Marlene Briciet – Journal of Autism and Developmental Disorders, 2019
Daytime activity, in terms of engagement in an occupation or education, is highly important for individuals with autism spectrum disorder (ASD), regardless of their level of functioning. In this nationwide survey, the parents of young adults diagnosed with ASD in childhood (n = 1266) provided information about the current daytime activity of their…
Descriptors: Young Adults, Autism, Pervasive Developmental Disorders, Parents
Peer reviewed Peer reviewed
Direct linkDirect link
Finke, Erinn H.; Kremkow, Jennifer M. D.; Drager, Kathryn D. R.; Murillo, Angelique; Richardson, Laura; Serpentine, Elizabeth C. – Journal of Autism and Developmental Disorders, 2019
The purpose of this project was to understand the hopes of parents with children with ASD. Particularly understudied are the hopes parents have for long-term outcomes for their child. A cross-sectional focus group design was used and six focus groups were completed. These groups included parents of (1) preschool aged children who were recently…
Descriptors: Life Satisfaction, Parent Child Relationship, Parent Attitudes, Case Studies
Peer reviewed Peer reviewed
Direct linkDirect link
Danker, Joanne; Strnadová, Iva; Cumming, Therese Marie – Journal of Autism and Developmental Disorders, 2019
In recent years, student well-being is increasingly on the research agenda. Yet, little is known about the well-being of students with autism spectrum disorder (ASD). The current study used semi-structured interviews and sought the views of 20 high school teachers of students with ASD to investigate the concept of well-being for this group of…
Descriptors: Teacher Attitudes, Student Welfare, Students with Disabilities, Autism
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Elinda Ai Lim; Black, Melissa H.; Tan, Tele; Falkmer, Torbjorn; Girdler, Sonya – Journal of Autism and Developmental Disorders, 2019
As postsecondary outcomes of adolescents with Autism Spectrum Disorder (ASD) are poor, there is a need for programs that aim to improve employment and education outcomes. This study employed a grounded theory approach to explore the key factors contributing to successful work placement experience and the perceived benefits of these placements from…
Descriptors: High School Students, Autism, Pervasive Developmental Disorders, Work Experience
Peer reviewed Peer reviewed
Direct linkDirect link
Knight, Victoria F.; Wright, John; Wilson, Kalli; Hooper, Ashton – Journal of Autism and Developmental Disorders, 2019
The use of robots to teach students with autism spectrum disorder communication skills has basis in the literature; however, research investigating the effects of teaching coding or programming of robotics to promote learning in STEM to this population has not yet been conducted. The purpose of the current study was to evaluate the effects of…
Descriptors: High School Students, Autism, Pervasive Developmental Disorders, Behavior Problems
Peer reviewed Peer reviewed
Direct linkDirect link
van Schalkwyk, Gerrit; Smith, Isaac C.; Silverman, Wendy K.; Volkmar, Fred R. – Journal of Autism and Developmental Disorders, 2018
Youth with ASD are more likely to experience bullying than their typically developing peers. This risk has not been studied in youth with ASD transitioning to college. We examined the occurrence of bullying in 35 high functioning youth with ASD who were preparing to attend college. We also examined youth anxiety and ASD symptoms. Fifty-one percent…
Descriptors: Autism, Pervasive Developmental Disorders, Bullying, At Risk Persons
Peer reviewed Peer reviewed
Direct linkDirect link
Baric, Vedrana Bolic; Hemmingsson, Helena; Hellberg, Kristina; Kjellberg, Anette – Journal of Autism and Developmental Disorders, 2017
The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews…
Descriptors: Foreign Countries, Young Adults, Asperger Syndrome, Attention Deficit Hyperactivity Disorder
Peer reviewed Peer reviewed
Direct linkDirect link
Chiang, Hsu-Min; Ni, Xinyu; Lee, Young-Sun – Journal of Autism and Developmental Disorders, 2017
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…
Descriptors: Middle School Students, High School Students, Autism, Daily Living Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Sreckovic, Melissa A.; Hume, Kara; Able, Harriet – Journal of Autism and Developmental Disorders, 2017
Developing positive peer relationships is important. Unfortunately, due to challenges in social communication and increased complexity of peer groups during adolescence, many secondary students with autism spectrum disorder (ASD) engage in limited positive social interactions with peers. This study examined the effects of a peer network…
Descriptors: Interpersonal Relationship, High School Students, Pervasive Developmental Disorders, Autism
Peer reviewed Peer reviewed
Direct linkDirect link
White, Susan W.; Elias, Rebecca; Capriola-Hall, Nicole N.; Smith, Isaac C.; Conner, Caitlin M.; Asselin, Susan B.; Howlin, Patricia; Getzel, Elizabeth E.; Mazefsky, Carla A. – Journal of Autism and Developmental Disorders, 2017
Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the…
Descriptors: Transitional Programs, Pervasive Developmental Disorders, Autism, Randomized Controlled Trials
Peer reviewed Peer reviewed
Direct linkDirect link
Wade, Joshua; Weitlauf, Amy; Broderick, Neill; Swanson, Amy; Zhang, Lian; Bian, Dayi; Sarkar, Medha; Warren, Zachary; Sarkar, Nilanjan – Journal of Autism and Developmental Disorders, 2017
Individuals with Autism Spectrum Disorder (ASD), compared to typically-developed peers, may demonstrate behaviors that are counter to safe driving. The current work examines the use of a novel simulator in two separate studies. Study 1 demonstrates statistically significant performance differences between individuals with (N = 7) and without ASD…
Descriptors: Pilot Projects, Pervasive Developmental Disorders, Autism, Statistical Significance
Peer reviewed Peer reviewed
Direct linkDirect link
Simmons, Elizabeth Schoen; Paul, Rhea; Shic, Frederick – Journal of Autism and Developmental Disorders, 2016
This study examined the acceptability of a mobile application, "SpeechPrompts," designed to treat prosodic disorders in children with ASD and other communication impairments. Ten speech-language pathologists (SLPs) in public schools and 40 of their students, 5-19 years with prosody deficits participated. Students received treatment with…
Descriptors: Autism, Pervasive Developmental Disorders, Computer Software, Communication Problems
Peer reviewed Peer reviewed
Direct linkDirect link
Cadette, Jessica N.; Wilson, Cynthia L.; Brady, Michael P.; Dukes, Charles; Bennett, Kyle D. – Journal of Autism and Developmental Disorders, 2016
Research on the effects of Direct Instruction (DI) among students with Autism Spectrum Disorder (ASD) has only recently emerged. A benefit of DI is that it can be implemented with groups of students, which makes it potentially a cost effective method of instruction for some skills. In this study, we examined the effects of DI on teaching secondary…
Descriptors: Autism, Pervasive Developmental Disorders, Teaching Methods, Direct Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Grainger, Catherine; Williams, David M.; Lind, Sophie E. – Journal of Autism and Developmental Disorders, 2016
This study explored whether adults and adolescents with autism spectrum disorder (ASD) demonstrate difficulties making metacognitive judgments, specifically judgments of learning. Across two experiments, the study examined whether individuals with ASD could accurately judge whether they had learnt a piece of information (in this case word pairs).…
Descriptors: Pervasive Developmental Disorders, Autism, Accuracy, Adolescents
Peer reviewed Peer reviewed
Direct linkDirect link
Dolan, Bridget K.; Van Hecke, Amy V.; Carson, Audrey M.; Karst, Jeffrey S.; Stevens, Sheryl; Schohl, Kirsten A.; Potts, Stephanie; Kahne, Jenna; Linneman, Nina; Remmel, Rheanna; Hummel, Emily – Journal of Autism and Developmental Disorders, 2016
This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in "J Autism Dev Disord" 39(4): 596-606, 2009), by coding digitally recorded social interactions between adolescent participants with…
Descriptors: Intervention, Peer Relationship, Adolescents, Pervasive Developmental Disorders
Previous Page | Next Page »
Pages: 1  |  2  |  3