Coming out autistic at work: A review of the literature.

Research consistently documents the poor postsecondary outcomes of autistic individuals. It is important to identify supports that help autistic individuals get and keep jobs to improve postsecondary outcomes. Autism diagnosis disclosure at work may serve as a support (e.

Typical preschoolers' perceptions of augmentative and alternative communication modes of a preschooler with autism spectrum disorder.

Understanding typical preschoolers' perceptions of communication modes could help guide augmentative and alternative communication (AAC) intervention for preschoolers with autism spectrum disorder (ASD). This study explored the perceptions of 16 typically developing preschoolers toward an (a) AAC application (app) on a tablet, (b) picture exchange using a binder with printed Picture Communication Symbols, and (c) prelinguistic communication used by a preschooler with ASD in a series of videos the preschoolers watched. Using a multi-method design, the study implemented both quantitative (rank ordering and preference selection) and qualitative (interview) methodologies.

National Professional Development Center on Autism Spectrum Disorders (NPDC) model - an integrated model of evidence-based practices for autism spectrum disorder.

Autism spectrum disorder (ASD) as a serious neurodevelopmental condition requires intensive and comprehensive interventions, particularly interventions found to be effective through rigorous research. The National Professional Development Center on Autism Spectrum Disorders (NPDC) was formed in the USAin order to conduct a comprehensive review of ASD-related evidence-based practices (EBPs) and to create amodelof implementing such practices for children, adolescents and young adults (from preschool to high school education level). The NPDC final review, being the most comprehensive to date (the initial search included 29,105 articles) identified 27 ASD-focused EBPs.

Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS).

The purpose of this study was to examine the psychometric properties of the Autism Program Environment Rating Scale (APERS), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total APERS and moderate levels for item domains for the first data set, which was replicated with the second data set.

Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder.

Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning.

Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review.

The purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. (Prev Sch Fail 54:275-282, 2010b, doi: 10.