The study describes the perspectives of individuals with Asperger syndrome and other autism spectrum disabilities (ASDs) regarding social challenges and supports. Eighteen adults with ASDs were individually interviewed. They were asked to describe their experiences navigating their social worlds, and recommend effective social supports and strategies for improving social connectedness. Qualitative analyses of the interview transcripts revealed a number of common experiences including a profound sense of isolation, difficulty initiating social interactions, challenges relating to communication, longing for greater intimacy, desire to contribute to one's community, and effort to develop greater social/self-awareness. Commonly recommended social supports included external supports (e.g. activities based on shared interests, highly structured or scripted social activities, and small groups or dyads); communication supports (e.g. alternative modes of communication, explicit communication, and instruction in interpreting and using social cues); and self-initiated strategies for handling social anxiety (e.g. creative/improvisational outlets, physical activity, spiritual practice/organized religion, and time spent alone).

No abstract

No abstract

No abstract

The roles of school-based professionals serving students with augmentative and alternative communication (AAC) needs are changing in light of the inclusion movement. Focus group research methodology was used to investigate professional skills regarded by educational team members as necessary to support students who used AAC in general education classrooms. Educational teams consisted of speech-language pathologists, classroom teachers, inclusion support teachers, instructional assistants, and parents. All valued the ability to work collaboratively, provide access to the core curriculum, cultivate social supports, maintain and operate the AAC system, and create classroom structures to educate heterogeneous groups of students. Implications are discussed for AAC service delivery and the professional preparation of speech-language pathologists serving as members of AAC teams in inclusive classrooms.

No abstract

No abstract

BACKGROUND: Although there are currently more than 200 Project SEARCH programs throughout the U.S., evidence supporting the program's efficacy remains limited. OBJECTIVE: This pilot study examines the relationship between participation in Project SEARCH, a business-led transition program, and job readiness and employment rates of 10 young adults with disabilities. METHODS: Baseline and end-of-year data were gathered on participants' job readiness skills using a 29-item Job Readiness Assessment Tool (JRAT) developed for this purpose. Interviews with key stakeholders were conducted in order to identify perceptions regarding areas of growth for participants, as well as ongoing challenges. RESULTS: Based on JRAT scores, participants demonstrated significant growth overall, as well as demonstrating significant growth in a majority of specific entry-level job skills and workplace behaviors. Sixty percent of participants were offered permanent jobs within three months of the program's conclusion. No significant differences emerged between job coach/instructor evaluations and supervisor evaluations. End-of-year JRAT scores were significantly higher for participants offered jobs than for those not offered jobs. CONCLUSIONS: The Project SEARCH model holds promise for increasing participants' job readiness and employment rates. Further, the JRAT may offer a useful means of predicting job readiness for Project SEARCH participants.