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Direct linkBenjamin Tyler Parish – ProQuest LLC, 2024
This qualitative study explored the processes utilized by secondary special education teachers as they plan and execute transition planning and/or goal setting for college-bound students with high incidence disabilities (HID), including autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and specific learning…
Descriptors: Incidence, Secondary School Teachers, Students with Disabilities, College Bound Students
Peer reviewedAverill F. Obee; Katie C. Hart; Andre V. Maharaj; Paulo A. Graziano – Journal of Emotional and Behavioral Disorders, 2024
During a school day, children make several transitions between activities, which can take away from instructional time and result in challenging behaviors. This study investigates the impact positive engagement and behavioral supports have on children's behavior while transitioning. Participants (N = 40; 77.5% Male; 92.5% Hispanic) were enrolled…
Descriptors: Prevention, Behavior Problems, Positive Behavior Supports, Student Behavior
Heron, Laura M.; Agarwal, Rumi; Greenup, Joel; Maddux, Marlaina; Attong, Nicole; Burke, Shanna L. – Journal of Applied Research in Intellectual Disabilities, 2020
Background: Transitioning to adult healthcare systems can be challenging, especially if left unaddressed for adolescents with special healthcare needs (ASHCN), such as those with autism spectrum disorder and attention-deficit/ hyperactivity disorder. While there is evidence of disparities between different demographics regarding general healthcare…
Descriptors: Adolescents, Health Needs, Autism, Pervasive Developmental Disorders
Benham-Clarke, Simon; Ford, Tamsin; Mitchell, Siobhan B.; Price, Anna; Newlove-Delgado, Tamsin; Blake, Sharon; Eke, Helen; Moore, Darren A.; Emma Russell, Abigail; Janssens, Astrid – Emotional & Behavioural Difficulties, 2021
Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition. As such most schools, Further Education colleges, vocational training and Higher Education settings will need to support affected children and young people. When young people who require ongoing treatment for ADHD are around 18 years of age, they must…
Descriptors: Attention Deficit Hyperactivity Disorder, Health Services, Access to Health Care, Young Adults
Baric, Vedrana Bolic; Hemmingsson, Helena; Hellberg, Kristina; Kjellberg, Anette – Journal of Autism and Developmental Disorders, 2017
The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews…
Descriptors: Foreign Countries, Young Adults, Asperger Syndrome, Attention Deficit Hyperactivity Disorder
Wadlington, Charles; DeOrnellas, Kathy; Scott, Shannon R. – Exceptionality, 2017
This exploratory study analyzes the perceptions of Disability Support Services (DSS) personnel regarding the transition process and documentation requirements to receive services for students with invisible disabilities in postsecondary settings. Invisible disabilities include attention-deficit/hyperactivity disorder, autism spectrum disorders,…
Descriptors: National Surveys, Individualized Education Programs, Educational Legislation, Equal Education
DuPaul, George J.; Pinho, Trevor D.; Pollack, Brittany L.; Gormley, Matthew J.; Laracy, Seth D. – Journal of Learning Disabilities, 2017
Students with attention-deficit/hyperactivity disorder (ADHD) and/or learning disabilities (LD) experience significant challenges in making the transition from high school to college. This study examined the ways first-year college students with ADHD, LD, ADHD+LD, and comparison peers differ in engagement, core self-evaluation, high school…
Descriptors: College Freshmen, Attention Deficit Hyperactivity Disorder, Learning Disabilities, Control Groups
