ERIC Number: EJ1424819
Record Type: Journal
Publication Date: 2024-Jun
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2154-1647
EISSN: N/A
Available Date: N/A
Supporting the Academic Engagement of Secondary Students with Autism through the Use of a Visual Activity Schedule and Peer-Mediated Instruction and Interventions
Michael W. M. Mahoney; Carol A. Davis
Education and Training in Autism and Developmental Disabilities, v59 n2 p132-147 2024
This study examined the use of a peer-mediated instruction and intervention (PMI) model combined with the use of a visual schedule as a way of supporting academic engagement and social interactions of secondary students with autism spectrum disorder (ASD). A multiple-baseline across participants design (Kazdin, 2011) was used to determine effects of the intervention on three high school students in general education settings. The results of this study showed positive outcomes for all three students' academic engagement and in social interactions for two of the three participants. Findings address the need for continued development of strategies in supporting links between academic and social skills in secondary students with ASD.
Descriptors: Learner Engagement, Autism Spectrum Disorders, Interpersonal Competence, Peer Teaching, Teaching Methods, Intervention, High School Students, General Education, Outcomes of Education, Academic Achievement, Individualized Education Programs, Student Characteristics
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A