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Promoting Peer Acceptance of Females with Higher-Functioning Autism in a Mainstream Education Setting: A Replication and Extension of the Effects of an Autism Anti-Stigma Program
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Ranson, Natalia J.; Byrne, Mitchell K. – Journal of Autism and Developmental Disorders, 2014
This study evaluated the effects of an eight-session female higher-functioning autism anti-stigma program on the knowledge, attitudes and behavioural intentions of adolescent girls. Participants were seventh-, eighth- and ninth-grade students (N = 273) in a mainstream school. Two-eighth-grade classes were randomly allocated to the intervention…
Descriptors: Females, Autism, Social Bias, Consciousness Raising
The Effects of a Multi-Component Higher-Functioning Autism Anti-Stigma Program on Adolescent Boys
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Staniland, Jessica J.; Byrne, Mitchell K. – Journal of Autism and Developmental Disorders, 2013
A six-session higher-functioning autism anti-stigma program incorporating descriptive, explanatory and directive information was delivered to adolescent boys and the impact upon knowledge, attitudes and behavioural intentions towards peers with autism was evaluated. Participants were seventh-, eighth- and ninth-grade students (N = 395) from…
Descriptors: Adolescents, Males, Autism, Social Bias
The Mathematical and Science Skills of Students Who Are Deaf or Hard of Hearing Educated in Inclusive Settings
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Vosganoff, Diane; Paatsch, Louise E.; Toe, Dianne M. – Deafness and Education International, 2011
This study examined the science and mathematics achievements of 16 Year 9 students with hearing loss in an inclusive high-school setting in Western Australia. Results from the Monitoring Standards in Education (MSE) compulsory state tests were compared with state and class averages for students with normal hearing. Data were collected from three…
Descriptors: Hearing Impairments, Deafness, Program Effectiveness, Foreign Countries