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Direct linkTest, David W.; Carter, Erik; Coyle, Jennifer; Seaman-Tullis, Rachel; Rusher, Dana; Odom, Samuel L. – Education and Training in Autism and Developmental Disabilities, 2020
Given the continuing poor post-school outcomes for students with ASD, combined with the limited number of current interventions to address the problem, the U.S. Department of Education, Office of Special Education and Rehabilitation Services'(OSERS) charged the National Technical Assistance Center on Transition (NTACT) with identifying and…
Descriptors: Autism, Pervasive Developmental Disorders, Secondary School Students, Transitional Programs
Peer reviewedWeiss, Mary Jane – Autism: The International Journal of Research and Practice, 2002
One hundred twenty mothers of children with autism, with mental retardation, or typically developing were assessed for effects of social support and hardiness on level of stress. Results indicated significant group differences in ratings of depression, anxiety, somatic complaints and burnout. Both hardiness and social support were predictive of…
Descriptors: Autism, Coping, Emotional Adjustment, Mental Retardation
Peer reviewedBorden, M. Christopher; Ollendick, Thomas H. – Journal of Autism and Developmental Disorders, 1994
Examination of 53 children with autism supported the validity of the subtypes "aloof" and "active-but-odd" as predictors of behavior across language/communication, reciprocal social interaction, and stereotyped behavior/restricted interest domains. Partial support for an intermediate, "passive" subtype was garnered. (Author/JDD)
Descriptors: Autism, Behavior Development, Children, Classification
