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The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as well as barriers to technology use at school. They reported using technology in school and home settings in a variety of supportive ways such as increasing their independence, reducing their anxiety, and increasing their social opportunities. Findings suggest that practitioners may benefit from learning how to integrate technology as an instructional and support tool for their students with autism spectrum disorder. Recommendations for future research are provided.

The purpose of this study was to examine the psychometric properties of the "Autism Program Environment Rating Scale" ("APERS"), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total "APERS" and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the "APERS" was sensitive to changes resulting from a professional development program designed to promote program quality. [This article was published in "Journal of Autism and Developmental Disorders" (EJ1170782).]

The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics,adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills. [This paper was published in "Journal of Autism and Developmental Disorders," (EJ1082511).]

The outcomes of students with autism spectrum disorder (ASD) are driving the field to address how secondary education might be optimally designed and delivered. We conducted 28 focus groups across four states to explore the contexts, considerations, and complexities associated with delivering and combining evidence-based interventions to meet the needs of adolescents with ASD from the vantage point of 152 practitioners, parents, and other key stakeholders. Participants emphasized the inadequacy of prevailing intervention approaches in secondary schools, underscored the importance of attending to feasibility and alignment with the diverse needs of students with ASD, and stressed the need for broader awareness and training efforts surrounding autism. We offer recommendations for designing comprehensive interventions and incorporating stakeholder feedback into such undertakings. [This article was published in "Exceptional Children" (EJ1055318).]

High school students with autism spectrum disorder (ASD) often struggle in the complex social and academic secondary environment. Current literature suggests postsecondary success is limited for adults with ASD, but little is known about the high school experiences of individuals with ASD that may be impacting their postsecondary outcomes. Focus groups with multiple stakeholders were used to examine challenges facing high school students with ASD and their service providers. Through qualitative analysis, three themes emerged that illuminate challenges posed in the high school setting for students with ASD: (1) inconsistencies, many of which are intrinsic to the secondary environment, (2) difficulties with interpersonal connections, and (3) knowledge/process breakdowns. The findings demonstrate the misalignment or "crack" that exists between the nature of high schools and the needs of students with ASD as they prepare for success in postsecondary environments.

The number of individuals with Autism Spectrum Disorder (ASD) who enter secondary school settings and access the general education curriculum continues to grow. Many educators may find they are not prepared to adapt their instruction to meet both state standards and the diverse needs of the full spectrum individuals with ASD, which has implications for postsecondary success. In this article, we present an overview of current knowledge around academic instruction for this population, specifically (a) how characteristics associated with ASD can impact academic performance, (b) academic profiles of individuals with ASD across content areas, and (c) interventions that have been successful in improving academic outcomes for this population, including special considerations for those individuals who take alternate assessments based on alternate achievement standards. We conclude by offering suggestions for future research and considerations for professional development. [This paper was published in "Remedial and Special Education" (EJ1021012).]

High school students with autism spectrum disorder (ASD) often struggle in the complex social and academic secondary environment. Current literature suggests postsecondary success is limited for adults with ASD, but little is known about the high school experiences of individuals with ASD that may be impacting their postsecondary outcomes. Focus groups with multiple stakeholders were used to examine challenges facing high school students with ASD and their service providers. Through qualitative analysis, three themes emerged that illuminate challenges posed in the high school setting for students with ASD: (1) inconsistencies, many of which are intrinsic to the secondary environment, (2) difficulties with interpersonal connections,and (3) knowledge/process breakdowns. The findings demonstrate the misalignment or "crack" that exists between the nature of high schools and the needs of students with ASD as they prepare for success in postsecondary environments. [This report was published in "The High School Journal," (EJ1043498).]

The purpose of this study was to examine the psychometric properties of the "Autism Program Environment Rating Scale" ("APERS"), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total "APERS" and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the "APERS" was sensitive to changes resulting from a professional development program designed to promote program quality.

The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics, adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills.

The purpose of this study was to examine the psychometric properties of the Autism Program Environment Rating Scale (APERS), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total APERS and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the APERS was sensitive to changes resulting from a professional development program designed to promote program quality., Author(s): Samuel L. Odom [sup.1] , Ann Cox [sup.1] , John Sideris [sup.1] , Kara A. Hume [sup.1] , Susan Hedges [sup.1] , Suzanne Kucharczyk [sup.2] , Evelyn Shaw [sup.1] [...]

The outcomes of students with autism spectrum disorder (ASD) are driving the field to address how secondary education might be optimally designed and delivered. We conducted 28 focus groups across four states to explore the contexts, considerations, and complexities associated with delivering and combining evidence-based interventions to meet the needs of adolescents with ASD from the vantage point of 152 practitioners, parents, and other key stakeholders. Participants emphasized the inadequacy of prevailing intervention approaches in secondary schools, underscored the importance of attending to feasibility and alignment with the diverse needs of students with ASD, and stressed the need for broader awareness and training efforts surrounding autism. We offer recommendations for designing comprehensive interventions and incorporating stakeholder feedback into such undertakings.

The number of individuals with Autism Spectrum Disorder (ASD) who enter secondary school settings and access the general education curriculum continues to grow. Many educators may find they are not prepared to adapt their instruction to meet both state standards and the diverse needs of the full spectrum individuals with ASD, which has implications for postsecondary success. In this article, we present an overview of current knowledge around academic instruction for this population, specifically (a) how characteristics associated with ASD can impact academic performance, (b) academic profiles of individuals with ASD across content areas, and (c) interventions that have been successful in improving academic outcomes for this population, including special considerations for those individuals who take alternate assessments based on alternate achievement standards. We conclude by offering suggestions for future research and considerations for professional development.

The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics, adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills., Author(s): Samuel L. Odom[sup.1] [sup.2] , Julie L. Thompson[sup.3] , Susan Hedges[sup.4] , Brian A. Boyd[sup.8] , Jessica R. Dykstra[sup.4] , Michelle A. Duda[sup.9] , Kathrine L. Szidon[sup.6] , Leann [...]

The outcomes of students with autism spectrum disorder (ASD) are driving the field to address how secondary education might be optimally designed and delivered. We conducted 28 focus groups across four states to explore the contexts, considerations, and complexities associated with delivering and combining evidence-based interventions to meet the needs of adolescents with ASD from the vantage point of 152 practitioners, parents, and other key stakeholders. Participants emphasized the inadequacy of prevailing intervention approaches in secondary schools, underscored the importance of attending to feasibility and alignment with the diverse needs of students with ASD, and stressed the need for broader awareness and training efforts surrounding autism. We offer recommendations for designing comprehensive interventions and incorporating stakeholder feedback into such undertakings., Equipping students with disabilities for postsecondary education and meaningful employment stands as a central purpose of special education and transition services (i.e., Individuals With Disabilities Education Act, 2006; see 34 [...]

A 4-stage model of evaluation anxiety incorporating ability, affective, cognitive, and performance variables was tested in the context of a career-related oral examination among enlisted personnel in the U.S. Army. A path analysis supported the stage model for the most part, showing the influence of dispositional anxiety, preexamination anxiety, self-efficacy, and negative thoughts before and during the examination on participants' oral examination performance. The nature of the examination-stage cognitive variable appears to be important, because in the path analysis negative thoughts were predictive of performance, but state of mind (the ratio of positive to positive-plus-negative thoughts) was not. Results have implications for career counseling and suggest that cognitive - behavioral interventions may be effective for individuals with anxiety related to job evaluations.

This paper presents a conversation between four tertiary lecturers reflecting on how creative discoveries are afforded in the curriculum through a diverse range of peer-to-peer learning activities, coupled with online platforms. They discuss how digital outputs form an autoethnographic trace or sensory sketch manifest through video, blogs and visual posts. Examining the ways mixed approaches establish relentless energy, sparking connections between digital and analogue making. Considering how diverse methods create meaningful linkages between conceptual, formal and technical modes of design discovery. Adopting a toing and froing strategy to praxis, they explore opportunities for learning and teaching. [ABSTRACT FROM AUTHOR]

Aim: Children in statutory out-of-home care (OOHC) are known to have poorer physical, developmental and mental health outcomes compared with their peers. The number of children in OOHC is increasing in Australia, with Aboriginal and Torres Strait Islander children disproportionately represented. To document the health needs of Aboriginal and Torres Strait Islander children and adolescents in OOHC attending the paediatric service at the Victorian Aboriginal Health Service (VAHS) between February 2014 and February 2016.Methods: The electronic medical records of all patients in OOHC seen by a paediatrician at VAHS between February 2014 and February 2016 were audited. Demographic data, including age and type of OOHC placement, were recorded, as were their health needs.Results: Of the 200 children seen by a paediatrician over this 2-year period, 103 were identified as being in OOHC for all or some of this same period: 43 in foster care, 8 in residential care and 52 in kinship care. Of the 103 children, 35 were <6 years of age, 51 between 6 and 13 years and 17 between 13 and 18 years; 66% were identified as having mental health problems, 37% hearing problems, 34% vision problems, 40% dental caries and 46% developmental delay including 36% with speech delay.Conclusions: Aboriginal and Torres Strait Islander children in OOHC seen by the paediatric service at VAHS have high rates of physical, developmental and psychological health needs. These data have significant potential to inform government policy and investment in effective models of care to better meet the needs of Aboriginal and Torres Strait Islander children in OOHC. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as well as barriers to technology use at school. They reported using technology in school and home settings in a variety of supportive ways such as increasing their independence, reducing their anxiety, and increasing their social opportunities. Findings suggest that practitioners may benefit from learning how to integrate technology as an instructional and support tool for their students with autism spectrum disorder. Recommendations for future research are provided. [ABSTRACT FROM AUTHOR]