Literaturnachweis - Detailanzeige
Autor/inn/en | Howorth, Sarah K.; Rooks-Ellis, Deborah L.; Cobo-Lewis, Alan; Taylor, Joshua; Moody, Christine T. |
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Titel | Effects of an Abbreviated and Adapted PEERS® Curriculum as Part of a College Transition Program for Young Adults on the Autism Spectrum |
Quelle | In: Career Development and Transition for Exceptional Individuals, 46 (2023) 2, S.69-82 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Howorth, Sarah K.) ORCID (Taylor, Joshua) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2165-1434 |
DOI | 10.1177/21651434221098411 |
Schlagwörter | Young Adults; Autism Spectrum Disorders; Transitional Programs; College Bound Students; Interpersonal Competence; Skill Development; Curriculum; Coping; Change; Dialogs (Language); Communication Skills; Student Adjustment; Instructional Effectiveness; High School Students; Intervention Young adult; Junger Erwachsener; Autism; Autismus; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Curricula; Lehrplan; Rahmenplan; Bewältigung; Wandel; Dialog; Dialogs; Dialogue; Dialogues; Kommunikationsstil; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Unterrichtserfolg; High school; High schools; Oberschule |
Abstract | College students on the autism spectrum report the following support needs: interpersonal skills and coping with unexpected change. The purpose of this pilot study was to investigate the effects of an interpersonal skills seminar using elements of the PEERS® curriculum on the acquisition of conversational behaviors by three young adults on the autism spectrum who were attending a summer college transition program designed to help prepare and familiarize individuals with college living. A multiple probe across behaviors design was used. According to visual analysis, a functional relation was not established between participation and acquisition of foundational conversational skills. Our findings provide a model for how state vocational rehabilitation agencies and institutes of higher education can collaborate to provide effective support for college students with autism spectrum disorder. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |