Adapting and Evaluating COMPASS for Transition-Age Youth for Improving School Outcomes
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Publisher
Springer International Publishing
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-31395-0_5
Reference18 articles.
1. Ben-Itzchak, E., & Zachor, D. A. (2007). The effects of intellectual functioning and autism severity on outcome of early behavioral intervention for children with autism. Research in Developmental Disabilities, 28(3), 287–303. https://doi.org/10.1016/j.ridd.2006.03.002
2. Burgess, S., & Cimera, R. E. (2014). Employment outcomes of transition-aged adults with autism spectrum disorders: A state of the states report. American Journal on Intellectual and Developmental Disabilities, 119(1), 64–83. https://doi.org/10.1352/1944-7558-119.1.64
3. Findley, J. A., Ruble, L. A., & McGrew, J. H. (2022). Individualized education program quality for transition age students with autism. Research in Autism Spectrum Disorders, 91, 101900. https://doi.org/10.1016/j.rasd.2021.101900
4. Hatfield, M., Falkmer, M., Falkmer, T., & Ciccarelli, M. (2018). Process evaluation of the BOOST-A™ transition planning program for adolescents on the autism spectrum: A strengths-based approach. Journal of Autism and Developmental Disorders, 48(2), 377–388. https://doi.org/10.1007/s10803-017-3317-8
5. Individuals with Disabilities Education Act, 20 U.S.C. § 1401 et seq. (2004).
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