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Jessica Klein; Sharon Medina; Kevin M. Spath; Callie A. Hill; Christoph Li; Isabelle Hwang; Krystina E. Olson; Chih-Chin Chou – Journal of Special Education Technology, 2025
The challenges faced by transition-age youth (TAY) with level one autism spectrum disorder (L1-ASD) during the transition to adulthood can be exacerbated by disability-related hurdles, particularly in employment and post-secondary education. Existing social skills training interventions for TAY with ASD often include building social narratives and…
Descriptors: Autism Spectrum Disorders, Transitional Programs, Youth, Interpersonal Competence
Ed-Dee G. Williams; Matthew J. Smith; Jamie Mitchell; Ty B. Tucker; Connie Sung; Kari Sherwood; Sarah Dababnah; Sandy Magaña; Temple Lovelace; Shanna K. Kattari; Dale Olsen; Jeff Elkins; Laura Humm; Chris Steacy; Edwina Riddle; Caleb Liggett – Autism: The International Journal of Research and Practice, 2025
Recent discourse has identified significant issues surrounding the lack of diversity in autism-related research. However, recent efforts have called for the regular use of diversity advisory boards (DAB) in autism-related research to improve the inclusivity of underrepresented and marginalized groups included in the growing autism scholarship.…
Descriptors: Advisory Committees, Diversity, Intervention, Autism Spectrum Disorders
Sarah K. Howorth; Joo Young Lee; Libby Stone-Sterling – Journal of Special Education Technology, 2025
Previous research has shown that conversational language predicts vocational independence and friendship development. This study investigated the efficacy of the Program for the Education and Enrichment of Relational Skills (PEERS®) for School-Based Professionals delivered via Zoom as a pre-employment transition service on the social competence of…
Descriptors: Transitional Programs, Skill Development, Interpersonal Competence, Young Adults
Rosario P. Abela; Rizalina D. Truya; Joy A. Bellen – Journal of Education and Learning (EduLearn), 2025
The transition to high school often induces feelings of discomfort among students, potentially leading to stress and challenges, especially given their diverse socioeconomic backgrounds. If left unaddressed, these difficulties may contribute to disengagement, classroom challenges, and, in some cases, academic setbacks or dropping out. This study…
Descriptors: Laboratory Schools, Student Adjustment, Grade 7, Student Attitudes
Prisca Tuyishime; Amy Dworsky; Brian Chor – Chapin Hall at the University of Chicago, 2025
In response to growing evidence that young people aging out of foster care face significant challenges during their transition to adulthood and fare more poorly than their peers across a wide range of life domains, the Fostering Connections to Success and Increasing Adoptions Act of 2008 gave states the option to extend eligibility for federally…
Descriptors: Foster Care, At Risk Persons, Federal Aid, Eligibility
Sawitree Wongkittirungrueang; Tavee Cheausuwantavee – Journal of Social Studies Education Research, 2025
This paper presents the results of a study that explored stakeholders' perspectives on transition services for autistic students moving from primary to secondary school in Thailand and proposes a suitable transition model for use in inclusive schools. Qualitative methods were used to conduct indepth group interviews with 20 participants, including…
Descriptors: Transitional Programs, Students with Disabilities, Autism Spectrum Disorders, Elementary Secondary Education

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