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	In: Remedial and Special Education, 35 (2014) 2, S.102-113 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932513514617
Schlagwörter	Adolescents; Autism; Pervasive Developmental Disorders; High School Students; Behavior Modification; Positive Reinforcement; Behavior Problems; Educational Environment; Skill Development; Student Behavior; Executive Function; Interpersonal Competence; Intervention; Student Characteristics + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autismus; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Behaviour modification; Verhaltensänderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kompetenzentwicklung; Qualifikationsentwicklung; Student behaviour; Schülerverhalten; Interpersonale Kompetenz
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. (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10