Pub Date : 2025-01-10DOI: 10.1177/07419325241304126
Jade Wexler, Alexandra Shelton, Elizabeth Swanson, S. Blair Payne, Robin Sayers, Tara Johnston, Erin K. Hogan, Kristabel Stark
Instructional coaching is one way to support teachers’ implementation of evidence-based practices, but gaps exist in knowledge about effective coaching interventions to support teacher learning at the secondary level. In this article, we first introduce an adaptive intervention model (AIM) for coaching, AIM Coaching, a coaching model designed for middle school instructional leaders to use to support teachers as they implement evidence-based literacy instructional practices across a Tier 1 school-wide literacy model. We also describe the theory of change that guided our work, a description of the accompanying professional development instructional leaders received, and the literacy practices that are linked to the Model for the purpose of this work. Second, we describe the challenges we encountered and decisions we made during the development process, solutions that addressed those challenges, and implications of those solutions.
{"title":"The Development of a Coaching Model: Challenges and Implications for Intervention Research","authors":"Jade Wexler, Alexandra Shelton, Elizabeth Swanson, S. Blair Payne, Robin Sayers, Tara Johnston, Erin K. Hogan, Kristabel Stark","doi":"10.1177/07419325241304126","DOIUrl":"https://doi.org/10.1177/07419325241304126","url":null,"abstract":"Instructional coaching is one way to support teachers’ implementation of evidence-based practices, but gaps exist in knowledge about effective coaching interventions to support teacher learning at the secondary level. In this article, we first introduce an adaptive intervention model (AIM) for coaching, AIM Coaching, a coaching model designed for middle school instructional leaders to use to support teachers as they implement evidence-based literacy instructional practices across a Tier 1 school-wide literacy model. We also describe the theory of change that guided our work, a description of the accompanying professional development instructional leaders received, and the literacy practices that are linked to the Model for the purpose of this work. Second, we describe the challenges we encountered and decisions we made during the development process, solutions that addressed those challenges, and implications of those solutions.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"16 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142961405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-21DOI: 10.1177/07419325241305589
Naima Bhana-Lopez, Jordan M. Lukins, Mary Rose Sallese, Elyse Calhoun
Recruiting and retaining special education teachers, particularly those from historically underrepresented communities, is essential for addressing the ongoing lack of representation in the field and the issues related to the disproportionate representation of students. This qualitative study builds on Scott and Alexander’s prior research investigating motivating factors for pre-service and in-service teachers joining special education, valued aspects of teacher preparation programs, and recruitment and retention influences. Using a constructivist framework, we conducted a thematic analysis of 15 participant interviews. Thirty-one themes were identified, highlighting personal connections, practicality, representation, and financial aid as key considerations for attracting and keeping teachers of color in special education. The findings emphasize the importance of these factors for teacher-preparation programs and districts aiming to enhance the presence and longevity of diverse special education teachers. Implications and future directions are also discussed.
{"title":"“Comfortability Comes From Seeing People Like You in Positions of Power”: Experiences of Special Education Teachers of Color","authors":"Naima Bhana-Lopez, Jordan M. Lukins, Mary Rose Sallese, Elyse Calhoun","doi":"10.1177/07419325241305589","DOIUrl":"https://doi.org/10.1177/07419325241305589","url":null,"abstract":"Recruiting and retaining special education teachers, particularly those from historically underrepresented communities, is essential for addressing the ongoing lack of representation in the field and the issues related to the disproportionate representation of students. This qualitative study builds on Scott and Alexander’s prior research investigating motivating factors for pre-service and in-service teachers joining special education, valued aspects of teacher preparation programs, and recruitment and retention influences. Using a constructivist framework, we conducted a thematic analysis of 15 participant interviews. Thirty-one themes were identified, highlighting personal connections, practicality, representation, and financial aid as key considerations for attracting and keeping teachers of color in special education. The findings emphasize the importance of these factors for teacher-preparation programs and districts aiming to enhance the presence and longevity of diverse special education teachers. Implications and future directions are also discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"22 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-09DOI: 10.1177/07419325241302408
Wendy Cavendish, Kele Stewart, Nastasia Schreiner, Deborah Perez
High school graduation rates for youth in foster care are disproportionally low. The purpose of this study was to examine the relationship between self-regulation and high school graduation trajectory for foster youth with and without disabilities. Approximately 54% of the 37 youth in this study were on-track for on time high school graduation, although youth with disabilities were significantly less likely to be on track for graduation. Importantly, higher self-regulation skill increased the likelihood that all foster youth (with and without disabilities) were on track for graduation. Implications for school-based youth supports are discussed.
{"title":"Self-Regulation and High School Graduation for Youth With and Without Disabilities in Foster Care","authors":"Wendy Cavendish, Kele Stewart, Nastasia Schreiner, Deborah Perez","doi":"10.1177/07419325241302408","DOIUrl":"https://doi.org/10.1177/07419325241302408","url":null,"abstract":"High school graduation rates for youth in foster care are disproportionally low. The purpose of this study was to examine the relationship between self-regulation and high school graduation trajectory for foster youth with and without disabilities. Approximately 54% of the 37 youth in this study were on-track for on time high school graduation, although youth with disabilities were significantly less likely to be on track for graduation. Importantly, higher self-regulation skill increased the likelihood that all foster youth (with and without disabilities) were on track for graduation. Implications for school-based youth supports are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"48 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142796882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-22DOI: 10.1177/07419325241297341
Megan E. Golson, Jac’lyn Bera, Jiwon Kim, Shayna Williams, Maryellen Brunson McClain, Sarah E. Schwartz, Bryn Harris, Amanda L. Sullivan
For minoritized groups that disproportionately face insufficient access to clinical services, schools are often the most accessible means for formal evaluation and intervention for a range of disabilities. However, the long history of racial and gender disproportionality in special education necessitates a greater understanding of factors contributing to inaccurate identification. The current study employed a multilevel modeling framework to evaluate the influence of student race, ethnicity, and gender on school psychologists’ ( N = 229) initial special education eligibility considerations and associated confidence. The model revealed a significant four-way interaction between student race/ethnicity, student gender, participant confidence, and eligibility categories on participant likelihood ratings. These results may provide insight into the causes of the nationally documented identification disparities in schools and inform practices to reduce them. School psychologists should regularly reflect on their decision-making and work to reduce the effects of their potential biases in special education identification.
{"title":"Racial and Gender Bias in School Psychologists’ Special Education Classification Considerations","authors":"Megan E. Golson, Jac’lyn Bera, Jiwon Kim, Shayna Williams, Maryellen Brunson McClain, Sarah E. Schwartz, Bryn Harris, Amanda L. Sullivan","doi":"10.1177/07419325241297341","DOIUrl":"https://doi.org/10.1177/07419325241297341","url":null,"abstract":"For minoritized groups that disproportionately face insufficient access to clinical services, schools are often the most accessible means for formal evaluation and intervention for a range of disabilities. However, the long history of racial and gender disproportionality in special education necessitates a greater understanding of factors contributing to inaccurate identification. The current study employed a multilevel modeling framework to evaluate the influence of student race, ethnicity, and gender on school psychologists’ ( N = 229) initial special education eligibility considerations and associated confidence. The model revealed a significant four-way interaction between student race/ethnicity, student gender, participant confidence, and eligibility categories on participant likelihood ratings. These results may provide insight into the causes of the nationally documented identification disparities in schools and inform practices to reduce them. School psychologists should regularly reflect on their decision-making and work to reduce the effects of their potential biases in special education identification.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"46 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142690827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-06DOI: 10.1177/07419325241289534
Bonnie R. Kraemer, Lindsay F. Rentschler, Brianne Tomaszewski, Nancy McIntyre, Leann Dawalt, Kara A. Hume
The present study examined the employment landscape for 129 autistic young adults. Data were collected over multiple waves including high school and early adulthood. Parents participated in interviews and responded to questions regarding young adult employment outcomes, on-the-job supports, job match, and overall job satisfaction. The predictive relationship between in-school variables and employment outcomes was examined. Findings indicate over 50% of the sample had at least one job working independently in the community for pay. Parents reported the need for both formal and informal support to both obtain and sustain employment. Over half of the parents reported that the young adult’s job was aligned with their interests/strengths and that the young adult was satisfied. Predictive analyses indicated a relationship between work-based learning experiences in high school and general education involvement during high school and later paid employment in adulthood. Future research, limitations, and implications for practice are discussed.
{"title":"Life After High School: The Employment Experiences of Autistic Young Adults","authors":"Bonnie R. Kraemer, Lindsay F. Rentschler, Brianne Tomaszewski, Nancy McIntyre, Leann Dawalt, Kara A. Hume","doi":"10.1177/07419325241289534","DOIUrl":"https://doi.org/10.1177/07419325241289534","url":null,"abstract":"The present study examined the employment landscape for 129 autistic young adults. Data were collected over multiple waves including high school and early adulthood. Parents participated in interviews and responded to questions regarding young adult employment outcomes, on-the-job supports, job match, and overall job satisfaction. The predictive relationship between in-school variables and employment outcomes was examined. Findings indicate over 50% of the sample had at least one job working independently in the community for pay. Parents reported the need for both formal and informal support to both obtain and sustain employment. Over half of the parents reported that the young adult’s job was aligned with their interests/strengths and that the young adult was satisfied. Predictive analyses indicated a relationship between work-based learning experiences in high school and general education involvement during high school and later paid employment in adulthood. Future research, limitations, and implications for practice are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"94 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142594743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-30DOI: 10.1177/07419325241287935
Derek B. Rodgers, Seth A. King
The What Works Clearinghouse quality standards provide guidance regarding studies capable of supporting evidence-based practices. Standards concerning single-case designs have been extensively revised to accommodate new evaluation methods, such as the design comparable effect size. These designs often omit data in which children and other participants receive training. Recently, the What Works Clearinghouse suggested studies with such “empty training phases” do not meet minimum standards of evidence. However, evidence regarding the effect of empty training phases on results is limited. This study used a subset of single-case design data from a recent meta-analysis to simulate studies with empty training phases. We calculated design-comparable effect sizes, evaluated differences between simulated and unsimulated data, and conducted random effects meta-analyses. Effects of simulated studies with artificially designed empty training phases were nearly four times as large as effects of the original, unaltered data. Guidance for intervention researchers follows a description of findings.
What Works Clearinghouse 质量标准为能够支持循证实践的研究提供了指导。为了适应新的评估方法，如设计可比较的效果大小，对有关单一案例设计的标准进行了广泛的修订。这些设计往往忽略了儿童和其他参与者接受培训的数据。最近，"有效信息交流中心"（What Works Clearinghouse）建议，带有这种 "空洞的培训阶段 "的研究不符合最低证据标准。然而，有关空培训阶段对结果影响的证据非常有限。本研究使用了最近一项荟萃分析中的单例设计数据子集来模拟空洞训练阶段的研究。我们计算了设计可比效应大小，评估了模拟数据与非模拟数据之间的差异，并进行了随机效应荟萃分析。人为设计空洞训练阶段的模拟研究的效果是原始、未改动数据效果的近四倍。在对研究结果进行描述之后，还为干预研究人员提供了指导。
{"title":"Implications of What Works Clearinghouse Guidelines on Single-Case Design: An Investigation of Empty Training Phases","authors":"Derek B. Rodgers, Seth A. King","doi":"10.1177/07419325241287935","DOIUrl":"https://doi.org/10.1177/07419325241287935","url":null,"abstract":"The What Works Clearinghouse quality standards provide guidance regarding studies capable of supporting evidence-based practices. Standards concerning single-case designs have been extensively revised to accommodate new evaluation methods, such as the design comparable effect size. These designs often omit data in which children and other participants receive training. Recently, the What Works Clearinghouse suggested studies with such “empty training phases” do not meet minimum standards of evidence. However, evidence regarding the effect of empty training phases on results is limited. This study used a subset of single-case design data from a recent meta-analysis to simulate studies with empty training phases. We calculated design-comparable effect sizes, evaluated differences between simulated and unsimulated data, and conducted random effects meta-analyses. Effects of simulated studies with artificially designed empty training phases were nearly four times as large as effects of the original, unaltered data. Guidance for intervention researchers follows a description of findings.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"35 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142555896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-28DOI: 10.1177/07419325241274574
Ai Leen Choo, Caleb J. King, Brian Barger
The odds of grade retention for children with speech or language disorders were assessed using data from the National Survey of Children’s Health (NSCH), a nationally representative and cross-sectional survey of U.S. children from 2016 to 2021. Various demographic, social, and education variables were also examined to confirm prior findings with a large national cohort. Results indicate higher odds of retention for children who were identified with speech and language disorders, from marginalized racial and ethnic groups, boys, from lower socioeconomic households, and in special education. Bilingual children had lower odds of retention. Teachers and speech-language pathologists need to recognize that the odds of grade retention and related outcomes, such as not completing high school, could be compounded for children with speech and language disorders.
{"title":"Grade Retention: The Role of Speech and Language Disorders, Race and Ethnicity, Sex, Socioeconomic Status, Special Education, and Bilingualism","authors":"Ai Leen Choo, Caleb J. King, Brian Barger","doi":"10.1177/07419325241274574","DOIUrl":"https://doi.org/10.1177/07419325241274574","url":null,"abstract":"The odds of grade retention for children with speech or language disorders were assessed using data from the National Survey of Children’s Health (NSCH), a nationally representative and cross-sectional survey of U.S. children from 2016 to 2021. Various demographic, social, and education variables were also examined to confirm prior findings with a large national cohort. Results indicate higher odds of retention for children who were identified with speech and language disorders, from marginalized racial and ethnic groups, boys, from lower socioeconomic households, and in special education. Bilingual children had lower odds of retention. Teachers and speech-language pathologists need to recognize that the odds of grade retention and related outcomes, such as not completing high school, could be compounded for children with speech and language disorders.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"108 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142328622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-17DOI: 10.1177/07419325241277884
Mary C. Cunningham, Logan McDermott, Rebecca A. Cruz
Students receiving special education services are disproportionately subjected to exclusionary discipline compared to their nondisabled peers. They also report feeling less connected and engaged at school, which is associated with exclusionary discipline experiences. Using data from the High School Longitudinal Study (2009), we examined the relationship between special education, in-school suspension, school belonging, and school engagement. In line with past research, we found that students who received special education services were at a higher risk of in-school suspension than their general education peers. Students with higher levels of school engagement were at a lower risk of receiving in-school suspension, regardless of special education services. However, higher levels of school belonging were associated with more suspensions for those receiving special education, while the inverse was true for nonspecial education students. Additional research is needed to understand this unique relationship and its implications for discipline and the school experiences of students with dis/abilities.
{"title":"Do I Belong Yet? The Relationship Between Special Education, In-School Suspension, Belonging, and Engagement","authors":"Mary C. Cunningham, Logan McDermott, Rebecca A. Cruz","doi":"10.1177/07419325241277884","DOIUrl":"https://doi.org/10.1177/07419325241277884","url":null,"abstract":"Students receiving special education services are disproportionately subjected to exclusionary discipline compared to their nondisabled peers. They also report feeling less connected and engaged at school, which is associated with exclusionary discipline experiences. Using data from the High School Longitudinal Study (2009), we examined the relationship between special education, in-school suspension, school belonging, and school engagement. In line with past research, we found that students who received special education services were at a higher risk of in-school suspension than their general education peers. Students with higher levels of school engagement were at a lower risk of receiving in-school suspension, regardless of special education services. However, higher levels of school belonging were associated with more suspensions for those receiving special education, while the inverse was true for nonspecial education students. Additional research is needed to understand this unique relationship and its implications for discipline and the school experiences of students with dis/abilities.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"471 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142236838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-14DOI: 10.1177/07419325241277094
Jessica R. Steinbrenner, Samuel L. Odom, Laura J. Hall, Bonnie Kraemer
The transition out of high school brings a myriad of changes including shifts in contexts that impact social and community participation. Previous research indicates that this transition results in disparate social and communication outcomes for autistic young adults compared to their peers. This study includes 170 young adults with autism who participated in follow-up data collection after graduating from U.S. high schools that had participated in a large intervention study. We gathered data from autistic young adults and their parents on social and leisure activity participation, satisfaction, and barriers. We examined data descriptively and looked at differences between sub-groups and changes over time. Results suggest that most autistic young adults are engaged in social activities. There are some differences based on high school programming but no significant differences across gender sub-groups. Research and practice implications are discussed.
{"title":"Participation in Social and Leisure Activities After High School for Autistic Young Adults","authors":"Jessica R. Steinbrenner, Samuel L. Odom, Laura J. Hall, Bonnie Kraemer","doi":"10.1177/07419325241277094","DOIUrl":"https://doi.org/10.1177/07419325241277094","url":null,"abstract":"The transition out of high school brings a myriad of changes including shifts in contexts that impact social and community participation. Previous research indicates that this transition results in disparate social and communication outcomes for autistic young adults compared to their peers. This study includes 170 young adults with autism who participated in follow-up data collection after graduating from U.S. high schools that had participated in a large intervention study. We gathered data from autistic young adults and their parents on social and leisure activity participation, satisfaction, and barriers. We examined data descriptively and looked at differences between sub-groups and changes over time. Results suggest that most autistic young adults are engaged in social activities. There are some differences based on high school programming but no significant differences across gender sub-groups. Research and practice implications are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"4 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-10DOI: 10.1177/07419325241271377
Laura J. Hall, Christopher Brum, Jessica R. Steinbrenner, Kara Hume, Gretchen Grundon, Hannah Spitzer
Obtaining the perspectives of autistic young adults is critical for planning educational and service delivery systems focused on the preparation for a high life quality after high school. The perspective and voice of autistic young adults who participated in the Center on Secondary Education for Students with Autism (CSESA) multi-site follow-up study conducted across three states (North Carolina, Wisconsin, and California) are described. Participants who exited high school or were enrolled in a district transition program responded to short-answer items on a Young Adult Questionnaire and Interview ( n = 148) and completed the Adolescent and Young Adult Activity Card Sort (Berg, 2015; n = 150) to address research questions about their current interests, future plans, and perceived barriers to fulfilling future plans using descriptive statistics and coding of interview responses. The young adults report current engagement in leisure activities, and 79% seek a job change and the opportunity to date and engage in a long-term relationship.
{"title":"Interests, Plans, and Hopes for Life After High School From Autistic Young Adults’ Perspectives","authors":"Laura J. Hall, Christopher Brum, Jessica R. Steinbrenner, Kara Hume, Gretchen Grundon, Hannah Spitzer","doi":"10.1177/07419325241271377","DOIUrl":"https://doi.org/10.1177/07419325241271377","url":null,"abstract":"Obtaining the perspectives of autistic young adults is critical for planning educational and service delivery systems focused on the preparation for a high life quality after high school. The perspective and voice of autistic young adults who participated in the Center on Secondary Education for Students with Autism (CSESA) multi-site follow-up study conducted across three states (North Carolina, Wisconsin, and California) are described. Participants who exited high school or were enrolled in a district transition program responded to short-answer items on a Young Adult Questionnaire and Interview ( n = 148) and completed the Adolescent and Young Adult Activity Card Sort (Berg, 2015; n = 150) to address research questions about their current interests, future plans, and perceived barriers to fulfilling future plans using descriptive statistics and coding of interview responses. The young adults report current engagement in leisure activities, and 79% seek a job change and the opportunity to date and engage in a long-term relationship.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"103 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142166088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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