Issues in implementing a comprehensive intervention for public school children with autism spectrum disorders.

Content Provider	Semantic Scholar
Author	Koenig, Kristie Patten Feldman, Jill M. Siegel, Dorothy E. Cohen, Shirley Bleiweiss, Jamie
Copyright Year	2014
Abstract	Many students with autism spectrum disorders (ASD) are educated separately from their typically developing peers, while others are placed in inclusive classes but without supports that would help them benefit from less restrictive placements. The needs of students with ASD who are in inclusive settings are often not planned for or met appropriately, resulting in continuing problems and movement to increasingly restrictive environments or private placements. There is a critical need for school models to fill the gap in appropriate services for this population of children with ASD. These models should include those that are inclusive and academically challenging, that can be implemented by many school districts, and that are responsive to the unique combination of strengths and deficits in these students. In the current article, the authors describe the development and core components of the model, and implementation of the ASD Nest program in public schools in New York City.
Starting Page	1228
Ending Page	1238
Page Count	11
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://steinhardt.nyu.edu/scmsAdmin/media/users/al170/JPIC_Nest_article.pdf
PubMed reference number	25321640v1
Alternate Webpage(s)	https://doi.org/10.1080/10852352.2014.943638
DOI	10.1080/10852352.2014.943638
Journal	Journal of prevention & intervention in the community
Volume Number	42
Issue Number	4
Language	English
Access Restriction	Open
Subject Keyword	Autism Spectrum Disorders Autistic Disorder Class Clinical act of insertion School
Content Type	Text
Resource Type	Article