Megan M. Griffin

Involvement in Transition Planning Meetings Among High School Students With Autism Spectrum Disorders

Although students with autism spectrum disorders (ASD) are least likely to attend and participate in transition planning meetings, little is known about factors related to their involvement. Using a national data set, we conducted regressions to identify predictors of the involvement of 320 youth with ASD. Attendance positively related to higher expressive language skills, greater time spent in general education, and more frequent discussions about postschool plans at home. Attendance negatively related to greater parent involvement at school. Active participation was shown by students who had higher self-advocacy skills, spent more time in general education, and more often discussed postschool plans at home. Active participants were also more likely to be younger and Caucasian. Implications for research and practice are discussed.

Teaching Young Adults with Disabilities to Respond Appropriately to Lures from Strangers.

We taught 5 adults with mild intellectual disabilities to respond appropriately to lures from strangers. Skills were taught in the classroom first and then in situ. Before training, participants did not walk away from confederate strangers who tried to lure them away. Participants demonstrated appropriate responses during classroom and in situ training, although performance during assessments was somewhat inconsistent. Appropriate responses were observed during weekly maintenance probes and at follow-up assessments for up to 3 months after training.

Developing Inclusive College Opportunities for Students with Intellectual and Developmental Disabilities

Over the past decade, inclusive postsecondary opportunities have become more available to students with intellectual and developmental disabilities than ever before. With greater demand for such opportunities as well as greater awareness of the possibilities for youth with intellectual and developmental disabilities, developing new programs on college campuses is increasingly attainable. To promote increased opportunities for students with severe disabilities after high school, we present strategies for developing inclusive postsecondary education programs. We discuss the importance of understanding and documenting a communitys needs, identifying model programs, working with a broad range of stakeholders, developing a shared vision, and making an effective pitch to an institution of higher education. Finally, we address logistical considerations for developing effective programs for including students with intellectual and developmental disabilities.

Supporting Students With Intellectual and Developmental Disabilities in Postsecondary Education: The Motivations and Experiences of Peer Mentors

Abstract Although peer-mentoring relationships are critical to including youth with intellectual and developmental disabilities in postsecondary educational settings, little is known about the moti...

Experiences of Bullying for Individuals With Williams Syndrome

ABSTRACT Background: Individuals with intellectual disability experience high rates of bullying, but it is not known how people with specific syndromes, such as Williams syndrome (WS), experience and respond to bullying. Given their behavioral profile, including hypersociability and heightened anxiety, and their risk for experiencing other forms of victimization, it is important to examine whether individuals with WS experience bullying and to determine how they respond. Method: Fifteen individuals with (WS) between the ages of 12 and 37 participated in semi-structured interviews about their understanding of bullying, their experiences of bullying, and how they responded. Interviews were transcribed and coded for themes related to bullying understanding, experiences, and responses. Results: Participants were able to describe bullying, often referring to bullies as mean people who want to hurt others. Individuals with WS then reported that they experienced several forms of bullying, including relational, verbal, and physical bullying. In response to bullying, the primary theme that emerged was related to self-advocacy; the participants also provided suggestions about being proud of who you are, and feeling secure within yourself about your strengths and weaknesses. Conclusions: Individuals with WS experience bullying but also stand up for themselves in the face of bullying. To inform intervention, future research should further examine the bullying experiences of individuals with WS and how they compare to individuals with other intellectual disability conditions.

Facilitating Student Involvement in Transition Assessment: A Pilot Study of the "Student Transition Questionnaire".

This article describes the pilot study of an informal assessment, the Student Transition Questionnaire (STQ). The STQ is a 38-item assessment designed to elicit student perspectives on transition-related topics. In this mixed-methods study, we piloted the STQ with 186 participants, and then conducted focus groups with various stakeholders. A factor analysis revealed STQ items grouped together around five factors. We found that the STQ was useful in distinguishing students’ perceptions of personal strengths and needs. Focus group participants considered the STQ to be user-friendly and helpful in promoting student engagement in transition planning; participants also identified several areas needing improvement. Implications for revising the STQ, its application in transition planning, and future research are discussed.

Adolescents with Intellectual Disabilities

This chapter addresses the experiences of individuals with intellectual disabilities as they transition from childhood to adult life. We first provide a brief overview of intellectual disability, before describing issues related to adolescents with intellectual disability in the areas of health, mental health, socialization, education, and post-school engagement. We conclude by considering the experiences of an adolescent with intellectual disability in the context of the family. Throughout, we consider the transitions experienced by individuals with intellectual disabilities during adolescence—in some ways parallel to the experiences of their typical peers, and in some ways markedly different.

Large-Scale Datasets in Special Education Research

Abstract Large-scale datasets are integral to building a national understanding of the educational experiences of children and youth with disabilities. These datasets often include a wealth of variables, and many allow the researcher to examine change over time; however, implementing large-scale dataset studies can be challenging for both novice and experienced researchers. In this chapter, we begin by reviewing several large-scale, national datasets related to education that include children and youth with disabilities. We then outline a variety of benefits, challenges, and considerations for investigators who are in the initial stages of conducting research with large-scale datasets. Next, we present an example detailing the preliminary steps in analyzing large-scale data. The chapter concludes with a brief discussion of other datasets that do not focus on educational issues; we address their potential utility for special education researchers, and discuss recently developed resources to assist new investigators in using these data sources.