Assessing self-awareness for high school students with autism spectrum disorders
My research explores traditional and emerging social skills assessment and instruction specifically for adolescents with Autism Spectrum Disorders (ASD). Social learning theory, special interest areas (SIA's) and other interventions are discussed within a transitional framework to guide individuals with ASD toward vocational independence. A case study of nine high school students with ASD followed expert researchers Klin, Bellini and Dunn-Buron's methodology. Findings supported the critical aspect of student self-awareness and involvement in their social skills planning process. Major recommendations include: 1. Involving students with a systemized self-assessment of social skill strengths and weaknesses encourages a greater understanding of self, 2. Effective social skills acquisition includes identifying student's perspective, identifying an instructional hook , with practice in natural, multiple settings, 3. Focusing on student strengths and SIA's heightens social learning process, 4. Preparation for future vocational placement involves an emphasis on acquisition of expected adult social skills and careful job-matching.
Loftsgard, Cynthia B., "Assessing self-awareness for high school students with autism spectrum disorders" (2009). School of Education Student Capstones and Dissertations. 2203.
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