Although there are many activities (e.g., transition services), derived from correlational research, that occur while students are in school that increase the likelihood of positive post-school outcomes, many teachers continue to provide services shown to have little to no effect on outcomes of students with disabilities. The purpose of this study was to operationally define the predictors of post-school success for educators to understand what is necessary to develop, implement, and evaluate secondary transition programs based on predictor research. Results conclude experts in the field reached consensus on an operational definition and set of essential program characteristics for each predictor of post-school success to aid practitioners in implementing these practices.
The purpose of this study was to evaluate the effectiveness of using video modeling delivered through a portable media player (Apple video iPod) as a means of teaching job-related tasks to four young adults with autism spectrum disorders. The videos were enhanced by adding written instructions. Results indicated that using the iPod was associated with immediate and substantial gains in the percentage of steps completed correctly. All of the participants demonstrated maintenance of the acquired tasks. In addition, all four of the young adults were able to use the video iPod independently. Social validity data indicated that using an iPod was a socially acceptable and appropriate way to deliver a video modeling intervention in some community employment settings
BackgroundFunctional neuroimaging research in autism spectrum disorder has reported patterns of decreased long-range, within-network, and interhemispheric connectivity. Research has also reported increased corticostriatal connectivity and between-network connectivity for default and attentional networks. Past studies have excluded individuals with autism and low verbal and cognitive performance (LVCP), so connectivity in individuals more significantly affected with autism has not yet been studied. This represents a critical gap in our understanding of brain function across the autism spectrum.MethodsUsing behavioral support procedures adapted from Nordahl, et al. (J Neurodev Disord 8:20–20, 2016), we completed non-sedated structural and functional MRI scans of 56 children ages 7–17, including LVCP children (n = 17, mean IQ = 54), children with autism and higher performance (HVCP, n = 20, mean IQ = 106), and neurotypical children (NT, n = 19, mean IQ = 111). Preparation included detailed intake questionnaires, video modeling, behavioral and anxiety reduction techniques, active noise-canceling headphones, and in-scan presentation of the Inscapes movie paradigm from Vanderwal et al. (Neuroimage 122:222–32, 2015). A high temporal resolution multiband echoplanar fMRI protocol analyzed motion-free time series data, extracted from concatenated volumes to mitigate the influence of motion artifact. All participants had > 200 volumes of motion-free fMRI scanning. Analyses were corrected for multiple comparisons.ResultsLVCP showed decreased within-network connectivity in default, salience, auditory, and frontoparietal networks (LVCP < HVCP) and decreased interhemispheric connectivity (LVCP < HVCP=NT). Between-network connectivity was higher for LVCP than NT between default and dorsal attention and frontoparietal networks. Lower IQ was associated with decreased connectivity within the default network and increased connectivity between default and dorsal attention networks.ConclusionsThis study demonstrates that with moderate levels of support, including readily available techniques, information about brain similarities and differences in LVCP individuals can be further studied. This initial study suggested decreased network segmentation and integration in LVCP individuals. Further imaging studies of LVCP individuals with larger samples will add to understanding of origins and effects of autism on brain function and behavior.Electronic supplementary materialThe online version of this article (10.1186/s13229-018-0248-y) contains supplementary material, which is available to authorized users.
This study examined the relationship between high school transition preparation (school and family based) and selfdetermination among postsecondary students with disabilities. Seventy-six participants from 4-year universities completed a two-part online survey. The first part of the survey measured three dependent variables: psychological empowerment, hope, and locus of control. The second part measured the independent variable quality of high school transition preparation. Correlational analyses were conducted between the quality of a student's high school transition preparation and perceived self-determination (i.e., psychological empowerment, hope, and locus of control). Although significant correlations existed among the scales used to measure self-determination, the relationships between high school preparation and the role of families and self-determination was of interest.Keywords family involvement, self-determination, postsecondary education, student-focused planning, correlation researchThe 1990 reauthorization of the Individuals With Dis abilities Education Act (IDEA) for the first time ensured greater student involvement in transition planning, which has lead to an increased focus on "engaging students in the transition and education planning as a means to promote self-determination" (Wehmeyer & Field, 2007, p. 47). The 2004 reauthorization strengthened the inv olvement of students by adding the consideration of student strengths to the previously mandated focus on preference, interests, and needs when developing the transition plan (Konrad, Walker, Fowler, Test, & Wood, 2008). The 2004 reauthorization also added language requiring the development of measurable postschool goals in the areas of employment, education/training, and, if appropriate, independent living. In addition, under IDEA 2004, states are now compelled to report student postschool outcome performance (Individuals With Disabilities Education Imp rovement Act, 2004), thereby amplifying the importance of tying transition planning and services to student postschool success. National organizations have acknowledged the need to increase student participation in postsecondary education and addressed that need by advocating for improved high school transition services, including instruction and opportunities to increase student self-determination (National Council on Disability, 2004aDisability, , 2004b.Despite these efforts, the National Longitudinal Transition Study-2 (NLTS-2) has indicated that although the rates of college enrollment for out-of-school youth with disabilities have improved over the past 20 years, outcomes fall far below those of their peers without disabilities (Blackorby & Wagner, 1996; Wagner, Newman, Cameto, Carza, & Levine, 2005). Most recently, it was reported that 31% of youth with disabilities had enrolled in postsecondary coursework at vocational/trade schools, 2-year or community colleges, or 4-year colleges. Of those enrolled in post secondary settings, the largest percentage (19%) was enrolled in 2-ye...
Teacher education programs are limited in terms of available face-to-face instructional time for preparing general education teacher candidates to work with students with exceptionalities. Given this constraint, developing innovative use of technologies may assist in meeting the demand for highly qualified teachers for such students. In this research study, enhanced podcasts (images displayed in time with audio) were produced using Mayer’s cognitive theory of multimedia learning to deliver selected uncovered course content. Two randomly assigned groups of undergraduate teacher education candidates interacted with either audio podcasts or enhanced podcasts across two experiments. Researchers measured recall and higher order application ability of students to determine which podcast method resulted in higher scores. Participants interacting with the enhanced podcasts outperformed their audio-only counterparts on three of four measures of recall and application. Implications for teacher education programming regarding how to better prepare general education teachers to meet the needs of students with disabilities by utilizing this type of technology will be described.
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