“A different environment for success:” a mixed-methods exploration of social participation outcomes among adolescents on the autism spectrum in an inclusive, interest-based school club

References

• Allison, P. D. 2001. Missing data. Thousand Oaks: Sage Publications.
   Google Scholar
• Bakeman, R. and Gottman, J. M. 1997. Observing interaction: An introduction to sequential analysis. Cambridge: Cambridge University Press.
   Google Scholar
• Bakker, M. P., Ormel, J., Verhulst, F. C. and Oldehinkel, A. J. 2010. Peer stressors and gender differences in adolescents' mental health: The trails study. The Journal of Adolescent Health: official Publication of the Society for Adolescent Medicine, 46, 444–450.
   PubMed Web of Science ®Google Scholar
• Bauminger, N., Shulman, C. and Agam, G. 2003. Peer interaction and loneliness in high-functioning children with autism. Journal of Autism and Developmental Disorders, 33, 489–507.
   PubMed Web of Science ®Google Scholar
• Bauminger, N. 2002. The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: Intervention outcomes. Journal of Autism and Developmental Disorders, 32, 283–298.
   Google Scholar
• Bottema-Beutel, K., Mullins, T. S., Harvey, M. N., Gustafson, J. R. and Carter, E. W. 2015. Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices. Autism: The International Journal of Research and Practice, 20, 196–206.
   PubMed Web of Science ®Google Scholar
• Braun, V. and Clarke, V. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
   Google Scholar
• Chen, Y.- L., Murthi, K., Martin, W., Vidiksis, R., Riccio, A. and Patten, K. 2021a. Experiences of students, teachers, and parents participating in an inclusive, school-based informal engineering education program. Journal of Autism Developmental Disorder.doi:10.1007/s10803-021-05230-2
   Web of Science ®Google Scholar
• Chen, Y.- L., Schneider, M. and Patten, K. 2021b. Exploring interpersonal and environmental factors of autistic adolescents' peer engagement in integrated education. Autism.doi:10.1177/13623613211046158
   Web of Science ®Google Scholar
• Cohen, S. and Hough, L. 2013. The ASD nest model. Overland Park, KS, AAPC Publishing Company.
   Google Scholar
• Cresswell, L., Hinch, R. and Cage, E. 2019. The experiences of peer relationships amongst autistic adolescents: A systematic review of the qualitative evidence. Research in Autism Spectrum Disorders, 61, 45–60.
   Web of Science ®Google Scholar
• Creswell, J. W. and Piano Clark, V. L. 2017. Designing and conducting mixed methods research. SAGE Publications.
   Google Scholar
• Diener, M. L., Wright, C. A., Dunn, L., Wright, S. D., Anderson, L. L. and Smith, K. N. 2015. A creative 3D design programme: Building on interests and social engagement for students with autism spectrum disorder (ASD). International Journal of Disability, Development and Education, 63, 181–200.
   Web of Science ®Google Scholar
• Dunst, C. J., Trivette, C. M. and Hamby, D. W. 2012. Effect of interest‐based interventions on the social‐communicative behavior of young children with autism spectrum disorders. Center for Early Literacy Learning, 5, 1–10.
   Google Scholar
• Gunn, K. C. M. and Delafield-Butt, J. T. 2016. Teaching children with autism spectrum disorder with restricted interests: A review of evidence for best practice. Review of Educational Research, 86, 408–430.
   Web of Science ®Google Scholar
• Helseth, S. and Misvaer, N. 2010. Adolescents’ perceptions of quality of life: What it is and what matters. Journal of Clinical Nursing, 19, 1454–1461.
   PubMed Web of Science ®Google Scholar
• Heyman, R. E., Lorber, M. F., Eddy, J. M. and West, T. V. 2014. Behavioral observation and coding. In: C. M. Judd and H. T. Reis, eds. Handbook of research methods in social and personality psychology. (2nd ed., pp. 345–372) Cambridge: Cambridge University Press.
   Google Scholar
• Honey, M. and Kanter, D. E. 2013. Design, make, play: Growing the next generation of stem innovators. New York: Routledge.
   Google Scholar
• Humphrey, N. and Symes, W. 2011. Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings. Autism: The International Journal of Research and Practice, 15, 397–419.
   PubMed Web of Science ®Google Scholar
• Jaswal, V. K. and Akhtar, N. 2018. Being vs. Appearing socially uninterested: Challenging assumptions about social motivation in autism. Behavioral Brain Science, 42, 1–73.
   Web of Science ®Google Scholar
• Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C. and Pellicano, E. 2016. Which terms should be used to describe autism? Perspectives from the UK autism community. Autism : The International Journal of Research and Practice, 20, 442–462.
   PubMed Web of Science ®Google Scholar
• Koegel, R., Kim, S., Koegel, L. and Schwartzman, B. 2013. Improving socialization for high school students with asd by using their preferred interests. Journal of Autism and Developmental Disorders, 43, 2121–2134.
   PubMed Web of Science ®Google Scholar
• Koenig, K. P., Bleiweiss, J., Brennan, S., Cohen, S. and Siegel, D. E. 2009. The asd nest program: A model for inclusive public education for students with autism spectrum disorders. Teaching Exceptional Children, 42, 6–13.
   Google Scholar
• Lasgaard, M., Nielsen, A., Eriksen, M. E. and Goossens, L. 2010. Loneliness and social support in adolescent boys with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 218–226.
   PubMed Web of Science ®Google Scholar
• Locke, J., Shih, W., Kretzmann, M. and Kasari, C. 2016. Examining playground engagement between elementary school children with and without autism spectrum disorder. Autism: The International Journal of Research and Practice, 20, 653–662.
   PubMed Web of Science ®Google Scholar
• Martin, W., Vidiksis, R., Koenig, K. P. and Chen, Y.-L. 2019. Making on and off the spectrum. Connected Science Learning, 1. https://www.nsta.org/connected-science-learning/connected-science-learning-april-june-2019/making-and-spectrum
   Google Scholar
• Martin, W., Yu, J., Wei, X., Vidiksis, R., Patten, K. K. and Riccio, A. 2020. Promoting science, technology, and engineering self-efficacy and knowledge for all with an autism inclusion maker program. Frontiers in Education, 5.  https://doi.org/10.3389/feduc.2020.00075
   Google Scholar
• Mcneish, D. 2019. Poisson multilevel models with small samples. Multivariate Behavioral Research, 54, 444–455.
   PubMed Web of Science ®Google Scholar
• Milton, D. and Sims, T. 2016. How is a sense of well-being and belonging constructed in the accounts of autistic adults? Disability & Society, 31, 520–534.
   Web of Science ®Google Scholar
• Muller, E., Schuler, A. and Yates, G. B. 2008. Social challenges and supports from the perspective of individuals with asperger syndrome and other autism spectrum disabilities. Autism, 12, 173–190.
   Google Scholar
• Peppler, K., Halverson, E. E. and Kafai, Y. B. E. 2016. Makeology. Volume 1, makerspaces as learners environments. New York: Routledge.
   Google Scholar
• Rubin, K. H., Bukowski, W. M. and Laursen, B. P. 2009. Handbook of peer interactions, relationships, and groups. New York: Guilford Press.
   Google Scholar
• Ryan, A. M. and Ladd, G. W. 2014. Peer relationships and adjustment at school. Charlotte, NC: Information Age Publishing.
   Google Scholar
• Shattuck, P. T., Orsmond, G. I., Wagner, M. and Cooper, B. P. 2011. Participation in social activities among adolescents with an autism spectrum disorder. PLoS One, 6, e27176.
   PubMed Web of Science ®Google Scholar
• U.S. Department of Education. 2018. Child count and educational environments, 2018.
   Google Scholar
• Vidal, V., Robertson, S. and Dethorne, L. 2018. Illustrating a supports-based approach toward friendship with autistic students. American Journal of Speech-Language Pathology, 27, 592–601.
   PubMed Web of Science ®Google Scholar
• Williams, E. I., Gleeson, K. and Jones, B. E. 2019. How pupils on the autism spectrum make sense of themselves in the context of their experiences in a mainstream school setting: A qualitative metasynthesis. Autism: The International Journal of Research and Practice, 23, 8–28.
   PubMed Web of Science ®Google Scholar