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Gepubliceerd in: Journal of Autism and Developmental Disorders 5/2015

01-05-2015 | Original Paper

Does Curriculum Matter for Secondary Students with Autism Spectrum Disorders: Analyzing the NLTS2

Auteurs: Emily C. Bouck, Gauri S. Joshi

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 5/2015

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Abstract

A common presumption of secondary education is that what occurs in-school impacts students after they exit school. Previous researchers found transition-services received in school by students with autism spectrum disorder predicted their post-school success with regards to employment and independent living. This secondary analysis of the National Longitudinal Transition Study-2 sought to understand the relationship between curriculum—functional versus non-functional—and seven measures of post-school outcomes for students with autism spectrum disorder. The main results of the study include low rates of receipt of a functional curriculum, poor post-school outcomes, and the lack of relationship between curriculum and post-school outcomes for students with autism spectrum disorder.
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Metagegevens
Titel
Does Curriculum Matter for Secondary Students with Autism Spectrum Disorders: Analyzing the NLTS2
Auteurs
Emily C. Bouck
Gauri S. Joshi
Publicatiedatum
01-05-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 5/2015
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-014-2281-9

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