Interventions for Secondary Students with High Functioning Autism in General Education Settings: A Descriptive Review

Autor/inn/en	Mckeithan, Glennda K.; Sabornie, Edward J.
Titel	Interventions for Secondary Students with High Functioning Autism in General Education Settings: A Descriptive Review
Quelle	In: Exceptionality, 27 (2019) 2, S.81-100 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mckeithan, Glennda K.) ORCID (Sabornie, Edward J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2017.1359607
Schlagwörter	Autism; Pervasive Developmental Disorders; Inclusion; Adolescents; Student Needs; Social Development; Student Behavior; Academic Support Services; Intervention; Behavior Modification; Asperger Syndrome; Middle School Students; High School Students; Skill Development; Interpersonal Competence + Suchen Sie Ihr Suchwort? Autismus; Inklusion; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Soziale Entwicklung; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Asperger-Syndrom; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kompetenz
Abstract	In recent years, there has been a rise in the number of students with high functioning autism (HFA) enrolled in general education classes. Many of these students struggle with academic and social-behavioral expectations in school, and minimal research is available to educators related to meeting the needs of such students in secondary educational settings. Educators must identify effective, evidence-based strategies to help adolescent students with HFA meet academic and social goals. This review represents a comprehensive search of the literature in which 23 studies, published in peer-reviewed journals from 1985 to 2015, examined social-behavioral and academic aspects of students with HFA in regular education classrooms. Results indicated that several interventions were used successfully to change the behavior of students with HFA in general education. Implications drawn from the research and quality of the studies are provided. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01