Literaturnachweis - Detailanzeige
| Autor/in | Ayala, Kaitlyn |
|---|---|
| Titel | LEADERS: A Psychoeducational Support Group for College-Bound High School Students with Autism Spectrum Disorder (ASD) |
| Quelle | In: Journal of Applied School Psychology, 39 (2023) 4, S.397-412 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Ayala, Kaitlyn) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1537-7903 |
| DOI | 10.1080/15377903.2023.2221201 |
| Schlagwörter | High School Students; College Bound Students; Autism Spectrum Disorders; Students with Disabilities; Psychoeducational Methods; At Risk Students; Transitional Programs; Executive Function; Self Management; Coping; Interpersonal Competence; Skill Development; Barriers; Intervention |
| Abstract | During life transitions, individuals with autism spectrum disorder (ASD) face unique challenges. When navigating the transition from high school to higher education, individuals with ASD confront increased vulnerability in social situations, decreased likelihood of program completion, and increased risk of mental health problems. To help these individuals successfully navigate this transition, high school mental health professionals should consider including them in a psychoeducational support group which focuses on the development of executive functioning skills, regulation and coping skills, and social skills and which allows for the practice and role-playing of newly learned skills as well as the discussion of ideas and personal experiences. A proposed curriculum (LEADERS) is discussed, along with the logistical and ethical considerations of running the proposed group. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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