Exploring Feasibility and Fit: Peer-Mediated Interventions for High School Students with Autism Spectrum Disorders

Autor/inn/en	Carter, Erik W.; Steinbrenner, Jessica R. Dykstra; Hall, Laura J.
Titel	Exploring Feasibility and Fit: Peer-Mediated Interventions for High School Students with Autism Spectrum Disorders
Quelle	(2019), (31 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Students; Autism; Pervasive Developmental Disorders; Students with Disabilities; Peer Influence; Social Networks; Adolescents; Student Characteristics; Intervention; Program Effectiveness; High School Teachers; Teacher Attitudes; Adjustment (to Environment); Behavior Rating Scales; Leiter International Performance Scale; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Autismus; Disability; Disabilities; Behinderung; Social network; Soziales Netzwerk; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	Although peer-mediated interventions can provide effective pathways for enhancing the social outcomes of students with autism spectrum disorders (ASD), their application within secondary schools has been fairly limited. In this exploratory study, we examined the implementation of peer support arrangements and peer networks for 102 adolescents with ASD attending 15 public high schools. Our focus was on the characteristics of students selected to receive these two interventions, the fidelity with which each was implemented, and the views of participating educators on the social validity of both. Educators involved a wide range of students with ASD in these interventions, delivered each with varied levels of fidelity, and considered both approaches to be acceptable and feasible. We highlight some of the complexities associated with delivering these social-focused interventions in high school settings and offer recommendations for future research and practice. [This paper was published in "School Psychology Review" v48 n2 p157-169 2019 (EJ1218779).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01