Supporting Independence in Adolescents on the Autism Spectrum

Autor/inn/en	Hume, Kara; Boyd, Brian A.; Hamm, Jill V.; Kucharczyk, Suzanne
Titel	Supporting Independence in Adolescents on the Autism Spectrum
Quelle	35 (2014) 2, S.102-113 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/0741932513514617
Schlagwörter	Adolescents; Pervasive Developmental Disorders; Autism; Behavior Modification; Positive Reinforcement; Behavior Problems; Educational Environment; Skill Development; Student Behavior; Executive Function; Interpersonal Competence; Intervention; Student Characteristics; High School Students; Positive Behavior Supports; Evidence Based Practice + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autismus; Behaviour modification; Verhaltensänderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kompetenzentwicklung; Qualifikationsentwicklung; Student behaviour; Schülerverhalten; Interpersonale Kompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	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. [This paper was published in "Remedial and Special Education," (EJ1021071).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2019/1/02