Understanding the experiences of autistic high school students, including participation in social and vocational activities, has important implications for high school programming and links to postsecondary outcomes. The primary aims of this study are to describe these experiences and examine relationships with two aspects of educational programming: diploma status (standard and modified) and autism program quality. Researchers collected data from 547 autistic high schoolers across three states at pretest as part of a large-scale intervention study. Results demonstrate a wide range in frequency of participation in social and vocational experiences. Diploma status was related to several types of participation while, in contrast, overall program quality was linked to only one outcome. Implications for high school planning and educational placement decisions are discussed.

中文翻译：

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自闭症高中生的社交和职业活动以及与教育计划的关系


了解自闭症高中生的经历，包括参与社交和职业活动，对高中课程和高等教育结果具有重要意义。本研究的主要目的是描述这些经历并检查与教育计划的两个方面的关系：文凭状态（标准和修改）和自闭症计划质量。作为一项大规模干预研究的一部分，研究人员在预测试中收集了来自三个州的 547 名自闭症高中生的数据。结果表明，参与社会和职业体验的频率差异很大。文凭状态与几种类型的参与有关，而相比之下，整体项目质量仅与一种结果相关。讨论了对高中规划和教育安置决策的影响。