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Research by Topic: Education
This week is focused on what happens in schools, including classification, service receipt and new interventions. How an educational classification translates to a clinical diagnosis, how and what factors are important in receiving services, what teachers think about repetitive behaviors and finally, a new intervention that can be delivered by therapists in school or mental […]
Making the Connection: Randomized Controlled Trial of Social Skills at School for Children with Autism Spectrum DisordersPublished April 8, 2015 in J Child Psychol Psychiatry
This study compared two interventions for improving the social skills of high functioning children with autism spectrum disorders in general education classrooms. One intervention involved a peer-mediated approach (PEER) and the other involved a child-assisted approach (CHILD).
Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placementsPublished April 18, 2014 in Autism: the international journal of research and practice
"Little comparative research examines which community-based preschool intervention placements produce the best outcomes for which children with autism spectrum disorders. Autism-specific placements can provide intensive evidence-based care; however, inclusion settings provide interaction with typically developing peers, the importance of which is increasingly recognized. This study examined the association between early intervention placement in three settings […]
Students with autism who attend community colleges two-year local institutions tend to succeed if they study science, technology, engineering or mathematics (STEM), reports a new study published October 26 in the Journal of Autism and Developmental Disorders. Students who studied STEM subjects were less likely to drop out and were twice as likely to transfer to a four-year university than their non-STEM peers.
Dr. Peter Gerhardt of the McCarton School joined us for a live chat. He answered several questions about employment, safety and sexual education in relation to teenagers and adults with autism.
A UNC comparative efficacy study that compared the LEAP, TEACCH and Non-Model-Specific Special Education Programs found that young children who receive high-quality early intervention benefit developmentally regardless of the treatment model used.
Bridges and Barriers to Successful Transitioning as Perceived by Adolescents and Young Adults With Asperger SyndromePublished March 28, 2013 in Journal of Pediatric Nursing
This thematic content analysis examined the expectations, and perceived facilitators of and barriers to transition to community as reported by adolescents and young adults with Asperger syndrome.
Familiarity Breeds Support: Speech-language Pathologists Perceptions of Bullying of Students with Autism Spectrum DisordersPublished January 31, 2013 in Journal of Communication Disorders
According to this study, school-based speech language pathologists may be an untapped resource in the fight against bullying of children with ASD.
This article reviews the current literature regarding a range of quality of life outcomes of aging adults with ASD. Studies that have addressed life expectancy, comorbid physical and mental health issues, ASD symptomatology, and social, residential, and vocational outcomes are reviewed.
Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum DisorderPublished November 1, 2012 in Journal of Autism and Developmental Disorders
Findings suggest that students with an ASD had the highest STEM participation rates although their college enrollment rate was the third lowest among 11 disability categories and students in the general population. Educational policy implications are discussed.