Project Activities
The research team planned to explore malleable factors related to improved transition outcomes for students with HFASD. In phase 1, the research team planned to conduct focus groups with high school special education personnel knowledgeable about direct services provided to high school students with HFASD and distribute web-based surveys to a larger group of high school special education personnel to identify existing services more broadly. In phase 2, the research team planned to collect data from students with HFASD and their parents regarding students' self-management of daily life tasks—as well as additional data that will be used to identify malleable factors, moderators, and mediators of transition outcomes—during their final year of high school. The team planned to collect transition outcome data (independent living, post-secondary education, employment, and vocational training) at after high school and 18 months later to assess how students have transitioned out of high school.
Structured Abstract
Setting
This study will take place in high schools in urban, suburban, and rural communities in Massachusetts.
Sample
In the first phase, 20 high school special education personnel will participate in focus groups and100 will participate in an online survey. In the second phase, study participants include approximately 150 students in their final year of high school and their parents. Participating students will have received special education services under the autism disability category but are expected to graduate high school with their same-aged peers with a diploma.
Intervention
Due to the nature of this research, there is no intervention.
Research design and methods
The research team will conduct a two-phase, mixed methods study to explore malleable factors related to improved transition outcomes. In phase 1, the researchers will conduct four to five focus groups with 20 high school special education personnel (e.g., special educators, team leaders) about the services and supports provided to high school students with HFASD. Data collected from the focus groups will be used to inform the development of a web-based survey to be administered to a larger group of high school special educators to obtain data more data on programming schools provide to prepare youth to self-manage daily tasks. In phase 2, the research team will conduct a longitudinal study, which will involve collecting baseline data from 150 high school students with HFASD and their parents, focused on student characteristics and skills as well as transition supports and outcomes. Follow-up data on students' post-school outcomes will be collected 18 months later. Records will be collected from the school and parents to assess student goals and the accuracy of the data received on services and supports.
Control condition
Due to the nature of this study, there is no control condition.
Key measures
The educator focus groups and surveys will collect data on how schools support the development of self-management of daily life tasks for students with HFASD. Parents will complete a web-based survey of the students' functional living and self-management skills using the PEDI-CAT-ASD (a computer-adaptive test that adjusts questions asked based on prior responses). In addition, both parents and students will complete pre-and post-high school surveys to collect data on student characteristics, including the Communication Checklist—Adult (communicative skills), Scales of Independent Behavior—Revised (behavior problems), Adult Behavior Checklist and Adult Self-Report (emotional and behavioral problems), and Behavior Rating Inventory of Executive Function—Adult (executive function). Family demographic questions will be included as well. Both parents and students will report transition services and supports received as well as expectations and goals for post-graduation, including independent living, post-secondary education, employment, and vocational training. Post-graduation outcomes will be obtained through parent and student post-high school surveys as well as in the follow-up surveys conducted 18 months later. The Social Communication Questionnaire will be used as a screening measure for HFASD. The research team will also obtain and code student records, including Individualized Education Program and Transition Plan documents.
Data analytic strategy
Qualitative methods will be used to analyze focus group data and responses to open-ended survey questions. Quantitative data analyses include descriptive analyses of survey responses and logistic and ordinary least squares multiple regression analyses to examine the association between self-management of daily life tasks, family and student characteristics, and transition outcomes.
People and institutions involved
IES program contact(s)
Products and publications
ERIC Citations: Find available ERIC citations here.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
