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Outputs (21)

School-based social skills training for young people with autism spectrum disorders (2017)
Journal Article
Einfeld, S. L., Beaumont, R., Clark, T., Clarke, K. S., Costley, D., Gray, K. M., …Howlin, P. (2018). School-based social skills training for young people with autism spectrum disorders. Journal of Intellectual and Developmental Disability, 43(1), 29-39. https://doi.org/10.3109/13668250.2017.1326587

Background: The Secret Agent Society (SAS) Program, an intervention to enhance social- emotional skills, was provided by schools for children with autism spectrum disorder (ASD). The program was assessed to determine if it improved social skills at s... Read More about School-based social skills training for young people with autism spectrum disorders.

Piloting autism intervention research with teachers in mainstream classrooms (2017)
Journal Article
Macdonald, L., Keen, D., Ashburner, J., Costley, D., Haas, K., & Trembath, D. (in press). Piloting autism intervention research with teachers in mainstream classrooms. International Journal of Inclusive Education, https://doi.org/10.1080/13603116.2017.1335355

Although there is a recognised need for effective practices to support students on the autism spectrum in mainstream schools, there is a research to practice gap in the area of autism and education, whereby evidence-based intervention may take decade... Read More about Piloting autism intervention research with teachers in mainstream classrooms.

Parent-reported differences between school-aged girls and boys on the autism spectrum (2016)
Journal Article
Sutherland, R., Hodge, A., Bruck, S., Costley, D., & Klieve, H. (2016). Parent-reported differences between school-aged girls and boys on the autism spectrum. Autism, 21(6), 785-794. https://doi.org/10.1177/1362361316668653

More boys than girls are diagnosed with autism spectrum disorder; however, there are conflicting findings about whether they differ in their presentation. This study involved a survey of parents of school-aged children on the autism spectrum (171 par... Read More about Parent-reported differences between school-aged girls and boys on the autism spectrum.

Factors influencing the research participation of adults with autism spectrum disorders (2016)
Journal Article
Haas, K., Costley, D., Falkmer, M., Richdale, A., Sofronoff, K., & Falkmer, T. (2016). Factors influencing the research participation of adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 46(5), 1793-1805. https://doi.org/10.1007/s10803-016-2708-6

The recruitment and retention of adults with autism spectrum disorders (ASD) into research poses particular difficulties; longitudinal studies face additional challenges. To date, factors influencing the participation of adults for ASD research have... Read More about Factors influencing the research participation of adults with autism spectrum disorders.

The experiences and needs of female adults with high functioning autism spectrum disorder (2015)
Journal Article
Baldwin, S., & Costley, D. (2016). The experiences and needs of female adults with high functioning autism spectrum disorder. Autism, 20(4), https://doi.org/10.1177/1362361315590805

There is limited large-scale research into the lived experiences of female adults who have an autism spectrum disorder (ASD) with no co-occurring intellectual disability (ID). Drawing on the findings of an Australia-wide survey, this paper presents s... Read More about The experiences and needs of female adults with high functioning autism spectrum disorder.

Augmentative and alternative communication for children with autism spectrum disorder: an evidence-based evaluation of the Language Acquisition through Motor Planning (LAMP) programme (2015)
Journal Article
Bedwani Naguib, M.-A., Bruck, S., & Costley, D. (2015). Augmentative and alternative communication for children with autism spectrum disorder: an evidence-based evaluation of the Language Acquisition through Motor Planning (LAMP) programme. Cogent Education, 2(1), Article 1045807. https://doi.org/10.1080/2331186X.2015.1045807

Children diagnosed with autism spectrum disorder often have restricted verbal communication. For children who do not use functional speech, augmentative and alternative communication (AAC) devices can be an important support. We evaluated the effecti... Read More about Augmentative and alternative communication for children with autism spectrum disorder: an evidence-based evaluation of the Language Acquisition through Motor Planning (LAMP) programme.

Perspectives on regular and support class placement and factors that contribute to success of inclusion for children with ASD (2014)
Journal Article
Carter, M., Stephenson, J., Clark, T., Costley, D., Martin, J., Williams, K., …Bruck, S. (2014). Perspectives on regular and support class placement and factors that contribute to success of inclusion for children with ASD. Journal of International Special Needs Education, 17(2), https://doi.org/10.9782/2159-4341-17.2.60

For young children with autism spectrum disorder (ASD) in regular schools, ASD specific service delivery options include regular class placement with itinerant consultative support and support class placement. This study provided an examination of le... Read More about Perspectives on regular and support class placement and factors that contribute to success of inclusion for children with ASD.

The Autism Spectrum Disorder Evaluative Education Model: a school-based method of assessing and selecting interventions for classroom use (2014)
Journal Article
Costley, D., Clark, T., & Bruck, S. (2014). The Autism Spectrum Disorder Evaluative Education Model: a school-based method of assessing and selecting interventions for classroom use. SAGE Open, 4(4), https://doi.org/10.1177/2158244014556640

Evaluating educational programs and interventions is generally considered a normal part of curriculum development and improvement, and published findings are readily accessible through peer-reviewed journals. Recently, however, researchers and practi... Read More about The Autism Spectrum Disorder Evaluative Education Model: a school-based method of assessing and selecting interventions for classroom use.