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2019 TASH Conference
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Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for the millions of individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others.  This year’s conference theme, Building Diverse and Inclusive Communities, reminds us that equity, opportunity, and inclusion relies on the input of broad perspectives and experiences.

Friday, December 6 • 1:05pm - 1:55pm
Peer-Mediated Interventions for Adolescents with ASD: What Teachers Should Know Seating Available

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Limited Capacity seats available

Peer-mediated intervention (PMI), an identified evidence based practice for students with autism spectrum disorder (ASD; Wong et al., 2015), has been shown to promote a range of positive social outcomes for these students in inclusive educational settings. However, much of the research contributing to the evidence has been conducted with younger populations at the preschool through middle school grade levels. In high school, the demand for good social-communication skills increases, and left unaddressed, common social skill difficulties experienced by high school students with ASD can result in social isolation and peer rejection. Fortunately, new emerging research documents that PMI can also be successfully applied in high school settings to promote improved social-communication skills of adolescents with ASD while interacting with their peers. Given the relative recency of high school PMI research for adolescents with ASD, there is much work to be done. This includes not only additional research for the continued development of effective, practical interventions, but also helping secondary teachers understand how to select and effectively implement PMIs in their schools. Teachers will need to become familiar with the various types of PMI approaches and their expected outcomes, know how to select and individualize PMIs to address learner needs, and how to address the numerous logistical challenges of implementing PMIs in high school settings. This session will review the research literature on PMI for improving social-communication outcomes of high school students with ASD. Given the range of PMIs, the purpose of this session is help teachers identify what interventions are effective for whom, for achieving what outcomes or skills, and in what social contexts. Specifically, the goals of this review are to a) identify the characteristics of students with ASD involved in PMI research, b) identify and describe the various approaches and components of PMI used to improve social-communication interactions with peers, including peer and focus student (with ASD) training or instruction, c) describe the findings or outcomes of the interventions and e) identify strategies and settings for implementation within typical school activities. In addition to reporting what is known about effective use of PMIs, a secondary purpose of this review is to identify gaps and challenges to implementing PMI and make recommendations for practice and future research. Guidelines and considerations for matching PMI approaches to specific learner goals gleaned from research will be provided.

Presenters

Friday December 6, 2019 1:05pm - 1:55pm
Meeting Room: Kave Ballroom 1 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

Attendees (3)




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