The Effects of Behavior-Based Support Services on Social Communication among High School Students with Autism Spectrum Disorder

Y

20

Institute of Education Sciences (ED)
National Science Foundation (NSF)

R324A120012
HRD1130088

Probability; Correlation; Speech Impairments; Behavior Modification; High School Students; Autism; Pervasive Developmental Disorders; Receptive Language; Intervention; Interpersonal Communication; Family Programs; Disabilities; Special Education; Transitional Programs; Longitudinal Studies; Interviews; Surveys; Student Characteristics; Statistical Analysis; Speech Language Pathology; Therapy

This study used propensity score techniques on data from the National Longitudinal Transition Study-2 to assess the causal relationship between speech and behavior-based support services and rates of social communication among high school students with Autism Spectrum Disorder (ASD). Findings indicate that receptive language problems were significantly reduced among students with ASD who received behavioral and family support services. These results provide practitioners, advocates, and families with a clearer national picture of the linkage between behavior-based services and their impact on social communication outcomes, and illustrate the importance of these services in improving the social communication skills of adolescents with ASD.

As Provided

27

Yes

2017

ED577269