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Students on the autism spectrum who complete a regular high school diploma are a growing population; little is known about how these students are currently supported. A large sample of special education administrators, special education and general education teachers, and related school personnel completed an online survey that documented levels and types of educational support provided to these students in one Northeast state. School personnel reported that they regularly provided services and supports to address these students' academic (organizational and study skills) and social skills. Few participants reported providing supports or services to address disability disclosure or advocacy, self-care, and mental health symptom management for this population. Special education teachers, general education teachers, and school counselors provided most supports and services. There is a need to evaluate and determine which services provide optimal preparation for academically capable students on the autism spectrum. [This article was published in "Journal of Special Education Leadership" (EJ1283155).]

Students on the autism spectrum who complete a regular high school diploma are a growing population; little is known about how these students are currently supported. A large sample of special education administrators, special education and general education teachers, and related school personnel completed an online survey that documented levels and types of educational support provided to these students in one Northeast state. School personnel reported that they regularly provided services and supports to address these students' academic (organizational and study skills) and social skills. Few participants reported providing supports or services to address disability disclosure or advocacy, self-care, and mental health symptom management for this population. Special education teachers, general education teachers, and school counselors provided most supports and services. Students on the autism spectrum who complete a regular high school diploma are a growing population; little is known about how these students are currently supported. A large sample of special education administrators, special education and general education teachers, and related school personnel completed an online survey that documented levels and types of educational support provided to these students in one Northeast state. School personnel reported that they regularly provided services and supports to address these students' academic (organizational and study skills) and social skills. Few participants reported providing supports or services to address disability disclosure or advocacy, self-care, and mental health symptom management for this population. Special education teachers, general education teachers, and school counselors provided most supports and services.

ObjectiveParticipation restriction, common among people with knee osteoarthritis (OA), may be influenced by affect. We examined the risk of incident participation restriction over 84 months conferred by positive and negative affect among people with knee OA.MethodsParticipants were from the Multicenter Osteoarthritis Study and had or were at high risk of knee OA. Participation restriction was measured using the Instrumental Role Limitation subscale of the Late-Life Disability Index, and affect was measured using the positive affect and depressed mood subscales of the Center for Epidemiologic Studies Depression Scale. Robust Poisson regression was used to calculate the risk of incident participation restriction over 84 months conferred by combinations of low and high positive and negative affect, adjusting for covariates.ResultsOf 1,810 baseline participants (mean age 62.1 years, 56% female), 470 (26%) had incident participation restriction over 84 months. Participants with low positive affect had 20% greater risk of incident participation restriction than those with high positive affect; participants with high negative affect had 50% greater risk of incident participation restriction compared to those with low negative affect. Participants with both low positive and high negative affect had 80% greater risk of incident participation restriction compared to other combinations of positive and negative affect.ConclusionLow positive and high negative affect, both alone and in combination, increase the risk of participation restriction among adults with knee OA. Efforts aimed at preventing participation restriction in this population should consider these mood states.

ObjectiveOlder adults with knee osteoarthritis (OA) who live in environments with mobility barriers may be at greater risk of developing participation restrictions, defined as difficulties in engagement in life situations. We investigated the risk of participation restriction over 5 years due to self-reported environmental features among older adults with knee OA.MethodsParticipants from the Multicenter Osteoarthritis (MOST) Study self-reported participation at baseline, 30 months, and 60 months using the instrumental role subscale of the Late Life Disability Index (LLDI). Data on self-reported environmental features were from the Home and Community Environment questionnaire administered in the MOST Knee Pain and Disability study, an ancillary study of MOST. The relative risks (RRs) of developing participation restriction at 60 months, indicated by an LLDI score