Efficacy of a School-Based Comprehensive Intervention Program for Adolescents with Autism

Autor/inn/en	Hume, Kara; Odom, Samuel L.; Steinbrenner, Jessica R.; Smith DaWalt, Leann; Hall, Laura J.; Kraemer, Bonnie; Tomaszewski, Brianne; Brum, Christopher; Szidon, Kate; Bolt, Daniel M.
Titel	Efficacy of a School-Based Comprehensive Intervention Program for Adolescents with Autism
Quelle	In: Exceptional Children, 88 (2022) 2, S.223-240 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Odom, Samuel L.) ORCID (Brum, Christopher) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029211062589
Schlagwörter	Autism; Pervasive Developmental Disorders; Intervention; Adolescents; Program Effectiveness; High School Students; Students with Disabilities; Inclusion; Student Characteristics; Reading Skills; Reading Comprehension; Evidence Based Practice; Skill Development; Interpersonal Competence; Peer Relationship; Resources; Individualized Education Programs; Student Participation; Experiential Learning; Job Training; Transitional Programs; California; North Carolina; Wisconsin; Social Responsiveness Scale; Vineland Adaptive Behavior Scales; Goal Attainment Scale; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Autismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Inklusion; Reading skill; Lesefertigkeit; Leseverstehen; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kompetenz; Peer-Beziehungen; Betriebsmittel; Hilfsmittel; Individualized education program; Individualisierendes Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Experiental learning; Erfahrungsorientiertes Lernen; Berufsqualifizierender Bildungsgang; Kalifornien
Abstract	We tested the efficacy of a comprehensive intervention program designed for high school students across the autism spectrum, the Center on Secondary Education for Students with Autism (CSESA) model, in a cluster randomized control trial involving 60 high schools in three states (California, North Carolina, Wisconsin), with implementation occurring over a 2-year period. We examined outcomes for the schools, students (N = 547), and families. At the conclusion of the study, CSESA schools had significantly higher program quality than the services-as-usual (SAU) schools. In addition, students in the CSESA schools had significantly higher total attainment of educational goals than students in SAU schools. There were not significant differences between the two groups on standardized assessment outcomes. We discuss implications for intervention implementation and future research with this population in the public school context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01