Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Adjustment (to Environment) | 1 |
| Adolescents | 1 |
| Autism | 1 |
| Behavior Rating Scales | 1 |
| Coding | 1 |
| Fidelity | 1 |
| High School Students | 1 |
| Interaction | 1 |
| Interpersonal Competence | 1 |
| Intervention | 1 |
| Likert Scales | 1 |
| More ▼ | |
Source
| Grantee Submission | 1 |
Author
| Carter, Erik W. | 1 |
| Fan, Hannah | 1 |
| Gardner, Karen F. | 1 |
| Gustafson, Jenny R. | 1 |
| Harvey, Michelle N. | 1 |
| Hochman, Julia M. | 1 |
| Mullins, Teagan S. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| High Schools | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Childhood Autism Rating Scale | 1 |
| Vineland Adaptive Behavior… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkGardner, Karen F.; Carter, Erik W.; Gustafson, Jenny R.; Hochman, Julia M.; Harvey, Michelle N.; Mullins, Teagan S.; Fan, Hannah – Grantee Submission, 2014
Supporting social interactions and positive peer relationships is an important element of comprehensive secondary education and transition programming. For many adolescents with autism spectrum disorders (ASDs), such social connections may be fairly limited apart from intentional programming. We examined the efficacy and social validity of peer…
Descriptors: Peer Relationship, Peer Influence, Interaction, High School Students
