We tested the efficacy of a comprehensive intervention program designed for high school students across the autism spectrum, the Center on Secondary Education for Students with Autism (CSESA) model, in a cluster randomized control trial involving 60 high schools in three states (California, North Carolina, Wisconsin), with implementation occurring…

Many students with autism spectrum disorder (ASD) have specialized interests and passions that are highly reinforcing. Such special interest areas (SIAs) are more than mere hobbies or simple curiosities. Rather, the SIAs of an individual with autism may be characterized by (a) significant depth and breadth of knowledge about the area, (b)…

The 1990 Individuals with Disabilities Education Act (IDEA) reauthorization introduced transition mandates that included a "student involvement in transition planning" requirement, creating an emphasis on promoting such involvement so as to enhance the self-determination of students with disabilities and positive transition-related…

The purpose of this study was to evaluate the degree with which Individualized Education Programs (IEPs) and 504 Plans prepared for middle school students with attention deficit/hyperactivity disorder (ADHD) conformed to best practices and included evidence-based services. Specifically, we examined the problem areas identified in the statement of…

Access to effective and comprehensive transition programming is pivotal to transition of youth with disabilities to work and independent living. Successful programs often blend key ingredients, including individualized educational planning, career development, work experiences in secondary school, and interagency partnerships/collaborations.…

There is often intense and passionate debate about the inclusion of those students with the most complex social learning and behavioural needs. This paper, written from a parent's perspective, is based on a case study of a 15-year-old adolescent with severe and high functioning autism that was comparatively well-resourced through the new…

This paper presents results of an evaluation study of the Fostering Individualized Assistance Program (FIAP), an effort to provide individualized wraparound supports and services to foster children with emotional/behavioral disturbances and their families (foster, biological, and/or adoptive). The program aims to stabilize child placement and…

The Seattle (Washington) Homeless Adolescent Research Project implemented Project Passage to provide individualized mental health services to homeless adolescents, involving assessment, linkage, advocacy, counseling, treatment teams, and crisis service. Participants evidenced lower levels of aggression and greater satisfaction with quality of life…

Alternative education programs (also called alternative schools) first appeared on the American landscape in the 1960s. Despite the proliferation of these programs, a generic description of what constitutes an alternative education program, historically, has been elusive. Most alternative education programs have the general criteria of serving…

The case studies contained in this document were developed as part of a national project to identify communities that have made substantial progress toward developing comprehensive, coordinated, community-based systems of care for children and adolescents with serious emotional disturbances and their families. After initial identification,…

This monograph presents an evaluative description of the Alaska Youth Initiative (AYI), a community-based interagency program serving children and adolescents with severe emotional and behavioral disorders. Principles of the program include a no reject policy and a "wraparound" service delivery approach. The monograph offers information…

This report discusses some "promising" compensatory education programs and presents statistical estimates which identify the disadvantaged population to be served by such programs. The discussion is based on observations of school systems and programs in all sections of the country and on interviews with over 200 educational administrators who…

The program "Take Action" was used to teach six adolescents with mild to moderate mental retardation the skills they needed to attain their daily Individualized Education Program goals. Results indicate all students learned to attain their own daily goals and maintained these skills following withdrawal of teacher instruction. (Contains…

A summary and highlight of the significant developments, major accomplishments and important research findings of the three years of operation of the Honolulu Buddy System Project is contained in this document. In addition, the implications that the research data have generated, along with further directions to be explored are included. Most…

Work-Based Learning (WBL) is an effective approach in delivering career and technical education and training to youth with disabilities. This handbook provides guidance to schools operating WBL programs and encourages the adoption of WBL programs by schools not presently using this approach. By following the information and examples in this…