title: Does Curriculum Matter for Secondary Students with Autism Spectrum Disorders: Analyzing the NLTS2.
abstract: A common presumption of secondary education is that what occurs in-school impacts students after they exit school. Previous researchers found transition-services received in school by students with autism spectrum disorder predicted their post-school success with regards to employment and independent living. This secondary analysis of the National Longitudinal Transition Study-2 sought to understand the relationship between curriculum--functional versus non-functional--and seven measures of post-school outcomes for students with autism spectrum disorder. The main results of the study include low rates of receipt of a functional curriculum, poor post-school outcomes, and the lack of relationship between curriculum and post-school outcomes for students with autism spectrum disorder.
authors.affiliation: Department of Counseling, Educational Psychology, and Special Education, Michigan State Univesity, 620 Farm Lane, 349A Erickson Hall, East Lansing, MI, 48824, USA, ecb@msu.edu.
authors.forename: Emily C
authors.initials: EC
authors.lastname: Bouck
authors.forename: Gauri S
authors.initials: GS
authors.lastname: Joshi
mesh_terms: D000293:Adolescent; D002659:Child Development Disorders, Pervasive / Q000523:psychology*; D003479:Curriculum / Q000706:statistics & numerical data*; D004651:Employment / Q000523:psychology* / Q000706:statistics & numerical data*; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D012574:Schools; D013334:Students / Q000523:psychology*