Melissa A. Sreckovic

University of Michigan-Flint | UM-Flint · Department of Education

Research consistently documents the negative postsecondary outcomes of autistic individuals. Identifying facilitators and barriers to obtaining and maintaining employment is imperative to improve postsecondary outcomes. Autism diagnosis disclosure at work may serve as a facilitator or barrier to obtaining and maintaining employment, but little is k...

The complex and collaborative work of early childhood practitioners (e.g., educators, speech and language pathologists, occupational therapists, social workers) and families requires effective implementation of evidence-based practices. Effective implementation of early childhood practices can be hindered by deeply held assumptions practitioners re...

Now more than ever, students with autism spectrum disorder (ASD) are being taught in inclusive settings. Despite inclusion initiatives, research suggests students with ASD have limited social interactions with neurotypical peers and have significantly fewer high quality friendships compared to neurotypical peers. The purpose of this paper is two-fo...

Developing positive peer relationships is important. Unfortunately, due to challenges in social communication and increased complexity of peer groups during adolescence, many secondary students with autism spectrum disorder (ASD) engage in limited positive social interactions with peers. This study examined the effects of a peer network interventio...

Positive parent-professional collaboration is critical for the educational success of students with autism spectrum disorder (ASD). However, little is known about teacher perceptions of parent-professional collaboration. Thirty-four teachers participated in a qualitative study to gain a better understanding of teachers' perceptions of helpful paren...

Even with inclusive general education classrooms, high school students with autism spectrum disorder (ASD) often have few social interactions with classmates. Peer support arrangements hold promise for increasing peer interactions and shared learning within general education classrooms. However, previous evaluations of this intervention have focuse...

This chapter examines the important features of educational programs for children and youth with autism spectrum disorder (ASD). After examining the diagnostic and educational definitions of ASD, the chapter describes the continuum of services available in public education. The learning needs related to academics, social competence, and independenc...

This study examined the effects of coaching on the implementation of functional assessment-based parent intervention in reducing children’s challenging behaviors. A multiple baseline across participants design was used with three parent-child dyads with children between the ages of 2 and 5 years. The intervention consisted of training and delayed c...

Teacher burnout occurs when teachers undergoing stress for long periods of time experience emotional exhaustion, depersonalization, and lack of personal accomplishment (Maslach, 2003). Outcomes associated with burnout include teacher attrition, teacher health issues, and negative student outcomes. Special educators are at high risk for burnout, as...

Bullying is a serious problem among school-aged youth. Research suggests students with autism spectrum disorder (ASD) are overrepresented as victims within the bullying dynamic. This review synthesizes 21 articles involving prevalence rates of victimization of school-age youth with ASD and factors related to the victimization of youth with ASD. Pre...

In this systematic review, we evaluated the evidence-base of self-regulated strategy development (SRSD; Harris & Graham, 1992) for writing with students with and at-risk for emotional or behavioral disorders (EBD). First, we evaluated the quality of studies identified (n = 13) by applying the Quality Indicators for single case (Horner et al., 2005)...

The current prevalence rates for autism spectrum disorder (ASD) coupled with the mandate to provide services to students with disabilities in inclusive classrooms warrants the need to examine the dynamics of inclusion for students with ASD. Focus groups were conducted with special and general educators at the elementary, middle, and high school lev...

This article addresses some of the key considerations and complexities associated with intervening to address social competence and peer relationships of adolescents with autism spectrum disorder (ASD) in middle and high school settings. First, we provide a brief overview of the social context during adolescence for all students. Next, we highlight...

High school students with autism spectrum disorder (ASD) often struggle in the complex social and academic secondary environment. Current literature suggests postsecondary success is limited for adults with ASD, but little is known about the high school experiences of individuals with ASD that may be impacting their postsecondary outcomes. Focus gr...