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The Autism Program Environment Rating Scale–Middle/High School was applied across 60 schools in California, North Carolina, and Wisconsin. Overall total ratings were slightly above the adequate criterion. Program environment, learning climate, family participation, and teaming scored higher, while intervention domains tied to autism characteristics were below adequate levels. Transition ratings were higher in modified programs than in standard diploma programs, and suburban schools showed better quality than urban or rural when covariates were controlled. Implications emphasize targeted transition programming with work-based learning and social-communication supports.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/quality-of-high-school-programs-for-students-with-autism-spectrum-disorder/594937/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/quality-of-high-school-programs-for-students-with-autism-spectrum-disorder/594937.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What was the study’s main purpose?","Question",{"text":111,"@type":112},"The study examined the quality of high school programs for students with autism spectrum disorder in the United States.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How was program quality measured and where was the data collected?",{"text":116,"@type":112},"Quality was rated using the Autism Program Environment Rating Scale–Middle/High School in 60 high schools across three U.S. locations: CA, NC, and WI.",{"name":118,"@type":109,"acceptedAnswer":119},"Which program domains received higher versus lower quality ratings?",{"text":120,"@type":112},"Higher ratings appeared for program environment, learning climate, family participation, and teaming. 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The Autism Program Environment Rating Scale–Middle/High School was used to rate the quality of programs for students with autism spectrum disorder in 60 high schools located in three geographic locations in the United States (CA, NC, and WI). Findings indicated that the total quality rating across schools was slightly above the adequate criterion. Higher quality ratings occurred for program environment, learning climate, family participation, and teaming domains. However, quality ratings for intervention domains related to the characteristics of autism spectrum disorder (e.g. communication, social, independence, functional behavior, and transition) were below the adequate quality rating level. Also, quality ratings for transition were significantly higher for modified (primarily self-contained) programs than standard diploma (primarily served in general education) programs. School urbanicity was a significant predictor of program quality, with suburban schools having higher quality ratings than urban or rural schools, controlling for race, school enrollment size, and Title 1 eligibility status. Implications for working with teachers and school teams that support high school students with autism spectrum disorder should include a targeted focus on transition programming that includes a breadth of work-based learning experiences and activities that support social-communication domains.  \nLay abstract  \nThe purpose of the study was to examine the quality of high school programs for students with autism spectrum disorder in the United States. The Autism Program Environment Rating Scale–Middle/High School was used to rate the quality of programs for students with autism spectrum disorder in 60 high schools located in three geographic locations in the United States (CA, NC, and WI). Findings indicated that the total quality rating across schools was slightly above the adequate criterion. Higher quality ratings occurred for program environment, learning climate, family participation, and teaming domains. However, quality ratings for intervention domains related to the characteristics of autism spectrum disorder (e.g. communication, social, independence, functional behavior, and transition) were below the adequate quality rating level. Also, quality ratings for transition were significantly higher for modified (primarily self-contained) programs than standard diploma (primarily served in general education) programs. Implications for working with teachers and school teams that support high school students with autism spectrum disorder should include a targeted focus on transition programming that includes a breadth of work-based learning experiences and activities that support social communication domains.  \nKeywords  \nautism spectrum disorders, high school, interventions—psychosocial/behavioral  \nStudents with autism spectrum disorder (ASD) are entering high schools in the United States at an increasing rate. A recent report from the Centers for Disease Control and Prevention indicated that the prevalence rate of 10 year olds with ASD had increased 150% in the last 5 years (Baio et al., 2018). The reported data were from 2014, so those children  \n1 San Diego State University, USA","cbCaigguSmyOOVVB","https://ap.wps.com/l/cbCaigguSmyOOVVB","pdf",568764,11,"English","# Abstract\n## Study purpose and setting\n## Rating results and domain differences\n## Transition and program type findings\n## Predictors and practical implications","[{\"question\":\"What was the study’s main purpose?\",\"answer\":\"The study examined the quality of high school programs for students with autism spectrum disorder in the United States.\"},{\"question\":\"How was program quality measured and where was the data collected?\",\"answer\":\"Quality was rated using the Autism Program Environment Rating Scale–Middle/High School in 60 high schools across three U.S. locations: CA, NC, and WI.\"},{\"question\":\"Which program domains received higher versus lower quality ratings?\",\"answer\":\"Higher ratings appeared for program environment, learning climate, family participation, and teaming. Intervention domains related to autism characteristics were rated below the adequate quality level.\"}]","Quality of high school programs for students with autism spectrum disorder | PDF",1792080129,28]