On The Horizon
Division on Career Development and Transition (DCDT) Conference
There will be a number of CSESA presentations at the upcoming DCDT conference in Myrtle Beach, SC from October 19th – October 22nd, 2016. See the conference website for more information. If you are attending, stop by the CSESA posters and presentations listed below.
Thursday, October 20th, 2:45-3:45pm:
The Use of Everyday Technologies by High School Students with Autism to Support Independence
Friday, October 21st, 1:30-2:30pm:
Multilevel Modeling: School and Community Characteristics That Impact Predictors of Postsecondary Outcomes for High Schoolers with Autism Spectrum Disorder
(Alice Verstrat, Tara Regan)
Saturday, October 22nd, 11:00am-12:00pm:
The SSSC: A New Multi-Informant Assessment for High School Students with Autism Spectrum Disorder
(Tara Regan, April Clinard)
American Speech-Language Hearing Association (ASHA) Convention
Stop by a poster presentation about CSESA at the annual ASHA Convention in Philadelphia, PA, running from November 17th – 19th, 2016. See the conference website for more details.
Thursday, November 17th, 11:00am-12:30pm: Developmental Characteristics and Profiles of High School Students on the Autism Spectrum (Jessica Steinbrenner, Sallie Nowell)
If you are not able to attend the conferences, check our Conferences and Presentations section of the CSESA website after the conferences to see the posters and presentations.
We are in our final year of work with 60 high schools in NC, WI, and CA. We have learned so much collaborating with staff, students, and parents across the country. This year we will also follow-up with students and families who have exited high school to learn more about their lives after high school.
The CSESA team has been sharing what we’ve learned thus far with practitioners, researchers, and families through our published papers, conference presentations, and CSESA resources found on our website.
A recent publication in Remedial and Special Education
(Carter et al. in press; DOI: 10.1177/0741932516672067) highlights the success of using peer supports with students with ASD served in general education classrooms. The use of peer supports increased social interactions for the students with ASD, and helped to improve or maintain academic engagement. The peer partners who supported their classmates with ASD also thought the intervention was a success and would like to participate in that role in the future.