Focus on Autism and Other Developmental Disabilities

This study investigated the relationship between level of depressive symptoms and social attributions in 33 adolescents with Asperger syndrome. Results revealed a significant positive relationship between depressive symptoms and ability attributions for social failure, suggesting that interventions may need to focus on teaching these individuals to attribute social failure to causes other than ability. In addition, it was found that the more intelligent the individual, the less he or she attributed social success to chance and task difficulty factors, and vice versa. It is hypothesized that more intelligent participants might have developed increased cognitive awareness that more complex or multiple factors are involved in social success, rather than simply luck or chance. Findings are discussed relative to implications for practitioners.

Efforts to evaluate inclusion have frequently focused on the efficacy of inclusive education as a service delivery model. Although this information has greatly enhanced the field's understanding of inclusion, a need exists for a comprehensive process to assist schools that embrace inclusion to evaluate their programs. This article reviews the literature on inclusive school program evaluations and proposes a model for evaluating inclusive schools. Key elements of the model are that it (1) includes stakeholders in the evaluation process through a participatory action research approach, (2) analyzes both program processes and outcomes, (3) uses multiple methods and measures, and (4) obtains perceptions from diverse stakeholder groups. Results from piloting the model are shared along with implications for the future role of program evaluation.