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Full-Text Articles in Education
Designing A Summer Transition Program For Incoming And Current College Students On The Autism Spectrum: A Participatory Approach, Emily Hotez, Christina Shane-Simpson, Rita Obeid, Danielle Denigris, Michael Siller, Corinna Costikas, Jonathan Pickens, Anthony Massa, Michael Giannola, Joanne D'Onofrio, Kristen Gillespie-Lynch
Designing A Summer Transition Program For Incoming And Current College Students On The Autism Spectrum: A Participatory Approach, Emily Hotez, Christina Shane-Simpson, Rita Obeid, Danielle Denigris, Michael Siller, Corinna Costikas, Jonathan Pickens, Anthony Massa, Michael Giannola, Joanne D'Onofrio, Kristen Gillespie-Lynch
Publications and Research
Students with Autism Spectrum Disorder (ASD) face unique challenges transitioning from high school to college and receive insufficient support to help them navigate this transition. Through a participatory collaboration with incoming and current autistic college students, we developed, implemented, and evaluated two intensive week-long summer programs to help autistic students transition into and succeed in college. This process included: (1) developing an initial summer transition program curriculum guided by recommendations from autistic college students in our ongoing mentorship program, (2) conducting an initial feasibility assessment of the curriculum [Summer Transition Program 1 (STP1)], (3) revising our initial curriculum, guided by …
Effect Of X-Word Grammar And Traditional Grammar Instruction On Grammatical Accuracy, Sue Livingston, Andi Toce, Cyndi Casey, Fernando Montoya, Bonny R. Hart, Carmela O'Flaherty
Effect Of X-Word Grammar And Traditional Grammar Instruction On Grammatical Accuracy, Sue Livingston, Andi Toce, Cyndi Casey, Fernando Montoya, Bonny R. Hart, Carmela O'Flaherty
Publications and Research
This study first briefly describes an instructional approach to teaching grammar known as X-Word Grammar and then compares its effectiveness in assisting students in achieving grammatical accuracy with traditionally taught grammar. Two groups of L2 pre-college students were taught using curricula and practice procedures in two different grammar texts over a three-month period of time for 20% of their class time. Essays written at three different times were analyzed for the correct and incorrect use of sentence patterns and verb constructs. Results demonstrated that improvement (writing with less error) was larger in both categories for the X-Word Grammar group and …