Social and Vocational Activities of Autistic High School Students and Relationships with Educational Programming
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| Title: | Social and Vocational Activities of Autistic High School Students and Relationships with Educational Programming |
|---|---|
| Language: | English |
| Authors: | Jessica R. Steinbrenner (ORCID |
| Source: | Journal of Special Education. 2025 59(1):48-60. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324C120006 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Autism Spectrum Disorders, Students with Disabilities, High School Students, Student Experience, Interpersonal Relationship, Student Participation, Volunteers, Work Experience, Incidence, Program Effectiveness, Student Characteristics, Institutional Characteristics, Communication Skills, Daily Living Skills, Interpersonal Competence, Student Certification, Educational Attainment, Educational Certificates |
| Geographic Terms: | North Carolina |
| Assessment and Survey Identifiers: | Leiter International Performance Scale, Vineland Adaptive Behavior Scales |
| DOI: | 10.1177/00224669241301732 |
| ISSN: | 0022-4669 1538-4764 |
| Abstract: | Understanding the experiences of autistic high school students, including participation in social and vocational activities, has important implications for high school programming and links to postsecondary outcomes. The primary aims of this study are to describe these experiences and examine relationships with two aspects of educational programming: diploma status (standard and modified) and autism program quality. Researchers collected data from 547 autistic high schoolers across three U.S. states at pretest as part of a large-scale intervention study. Results demonstrate a wide range in frequency of participation in social and vocational experiences. Diploma status was related to several types of participation while, in contrast, overall program quality was linked to only one outcome. Implications for high school planning and educational placement decisions are discussed. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1473559 |
| Database: | ERIC |
| Abstract: | Understanding the experiences of autistic high school students, including participation in social and vocational activities, has important implications for high school programming and links to postsecondary outcomes. The primary aims of this study are to describe these experiences and examine relationships with two aspects of educational programming: diploma status (standard and modified) and autism program quality. Researchers collected data from 547 autistic high schoolers across three U.S. states at pretest as part of a large-scale intervention study. Results demonstrate a wide range in frequency of participation in social and vocational experiences. Diploma status was related to several types of participation while, in contrast, overall program quality was linked to only one outcome. Implications for high school planning and educational placement decisions are discussed. |
|---|---|
| ISSN: | 0022-4669 1538-4764 |
| DOI: | 10.1177/00224669241301732 |
