Academic Needs in Middle School: Perspectives of Parents and Youth with Autism / Leanne TAMM in Journal of Autism and Developmental Disorders, 50-9 (September 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3126-3139 Titre : Academic Needs in Middle School: Perspectives of Parents and Youth with Autism Type de document : texte imprimé Auteurs : Leanne TAMM, Auteur ; Amie DUNCAN, Auteur ; Aaron VAUGHN, Auteur ; Rhyanne MCDADE, Auteur ; Nicole ESTELL, Auteur ; Allison M. BIRNSCHEIN, Auteur ; Lori CROSBY, Auteur Article en page(s) : p.3126-3139 Langues : Anglais (eng) Mots-clés : Academic performance  Executive function training  Homework  Study skills Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorders (ASD) without intellectual disability frequently experience academic problems, in part due to executive functioning (EF) deficits. There are currently no evidence-based interventions targeting academic EF skills for middle school youth with ASD. An intervention is currently in development. This paper reports on a "proof of concept" uncontrolled trial of the intervention, and focus groups with parents and youth to inform tailoring and adaptation of the intervention. Results of the trial suggest high feasibility/satisfaction, but a need for further adaptation to promote uptake by youth with ASD. Results from the focus groups confirmed the need for an intervention targeting academic EF skills, successful strategies in use, and the need to promote increased youth independence. En ligne : http://dx.doi.org/10.1007/s10803-019-03995-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] Academic Needs in Middle School: Perspectives of Parents and Youth with Autism [texte imprimé] / Leanne TAMM, Auteur ; Amie DUNCAN, Auteur ; Aaron VAUGHN, Auteur ; Rhyanne MCDADE, Auteur ; Nicole ESTELL, Auteur ; Allison M. BIRNSCHEIN, Auteur ; Lori CROSBY, Auteur . - p.3126-3139. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3126-3139 Mots-clés : Academic performance  Executive function training  Homework  Study skills Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorders (ASD) without intellectual disability frequently experience academic problems, in part due to executive functioning (EF) deficits. There are currently no evidence-based interventions targeting academic EF skills for middle school youth with ASD. An intervention is currently in development. This paper reports on a "proof of concept" uncontrolled trial of the intervention, and focus groups with parents and youth to inform tailoring and adaptation of the intervention. Results of the trial suggest high feasibility/satisfaction, but a need for further adaptation to promote uptake by youth with ASD. Results from the focus groups confirmed the need for an intervention targeting academic EF skills, successful strategies in use, and the need to promote increased youth independence. En ligne : http://dx.doi.org/10.1007/s10803-019-03995-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

Achieving Independence and Mastery in School: An Open Trial in the Outpatient Setting / Leanne TAMM in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1705-1718 Titre : Achieving Independence and Mastery in School: An Open Trial in the Outpatient Setting Type de document : texte imprimé Auteurs : Leanne TAMM, Auteur ; Allison K. ZOROMSKI, Auteur ; Ellen E. KNEESKERN, Auteur ; Meera PATEL, Auteur ; Heather M. LACEY, Auteur ; Aaron J. VAUGHN, Auteur ; Heather A. CIESIELSKI, Auteur ; Hannah K. WEADICK, Auteur ; Amie DUNCAN, Auteur Article en page(s) : p.1705-1718 Langues : Anglais (eng) Mots-clés : Academic performance  Executive function training  Homework  Study skills Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorders (ASD) without intellectual disability frequently experience academic problems, in part due to executive functioning (EF) deficits. There are currently no evidence-based interventions targeting academic EF skills (e.g., organization, prioritization, etc.) for middle school youth with ASD. The need is critical given increasing demands on these skills during the transition from elementary to middle school. An intervention targeting academic EF skills, Achieving Independence and Mastery in School (AIMS), was recently developed. This paper reports on an open trial of the AIMS-Outpatient intervention with 21 middle schoolers with ASD. Results suggest high feasibility/satisfaction, and improved EF, particularly in the domains of organization and materials management. These promising results support further intervention development work and suggest that academic EF skills are malleable in youth with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04652-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Achieving Independence and Mastery in School: An Open Trial in the Outpatient Setting [texte imprimé] / Leanne TAMM, Auteur ; Allison K. ZOROMSKI, Auteur ; Ellen E. KNEESKERN, Auteur ; Meera PATEL, Auteur ; Heather M. LACEY, Auteur ; Aaron J. VAUGHN, Auteur ; Heather A. CIESIELSKI, Auteur ; Hannah K. WEADICK, Auteur ; Amie DUNCAN, Auteur . - p.1705-1718. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1705-1718 Mots-clés : Academic performance  Executive function training  Homework  Study skills Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorders (ASD) without intellectual disability frequently experience academic problems, in part due to executive functioning (EF) deficits. There are currently no evidence-based interventions targeting academic EF skills (e.g., organization, prioritization, etc.) for middle school youth with ASD. The need is critical given increasing demands on these skills during the transition from elementary to middle school. An intervention targeting academic EF skills, Achieving Independence and Mastery in School (AIMS), was recently developed. This paper reports on an open trial of the AIMS-Outpatient intervention with 21 middle schoolers with ASD. Results suggest high feasibility/satisfaction, and improved EF, particularly in the domains of organization and materials management. These promising results support further intervention development work and suggest that academic EF skills are malleable in youth with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04652-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Achieving Independence and Mastery in School: A School-Based Executive Function Group Intervention for Autistic Middle Schoolers / Leanne TAMM in Journal of Autism and Developmental Disorders, 54-12 (December 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4357-4368 Titre : Achieving Independence and Mastery in School: A School-Based Executive Function Group Intervention for Autistic Middle Schoolers Type de document : texte imprimé Auteurs : Leanne TAMM, Auteur ; Elizabeth HAMIK, Auteur ; Tat Shing YEUNG, Auteur ; Allison K. ZOROMSKI, Auteur ; Constance A. MARA, Auteur ; Amie DUNCAN, Auteur Article en page(s) : p.4357-4368 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Executive functioning (EF) deficits, such as challenges with planning, organization, and materials management, negatively impact academic performance, particularly for middle-school students with autism spectrum disorder (ASD) without intellectual disability (ID). The aim was to assess the initial efficacy of the school-based version of the Achieving Independence and Mastery in School (AIMS) intervention in a pilot randomized clinical trial. 47 autistic middle-schoolers without ID attending nine different schools were randomized to participate in AIMS or to wait to receive AIMS the following semester (waitlist control = WLC). Youth, caregivers, and teachers rated academic EFs and academic functioning, and youth completed an objective EF measure, at baseline and outcome (post). Effect sizes were computed comparing baseline and post measures within each group. Individuals randomized to AIMS improved from baseline to post on academic EF outcome measures with small to moderate effect sizes, compared to WLC, who made some improvements but with generally smaller effect sizes. Analyses with academic functioning measures showed a similar pattern of results. These promising results suggest that AIMS delivered in the school by school-based personnel to small groups of students with ASD without ID can improve academic EF skills. En ligne : https://doi.org/10.1007/s10803-023-06164-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Achieving Independence and Mastery in School: A School-Based Executive Function Group Intervention for Autistic Middle Schoolers [texte imprimé] / Leanne TAMM, Auteur ; Elizabeth HAMIK, Auteur ; Tat Shing YEUNG, Auteur ; Allison K. ZOROMSKI, Auteur ; Constance A. MARA, Auteur ; Amie DUNCAN, Auteur . - p.4357-4368. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4357-4368 Index. décimale : PER Périodiques Résumé : Executive functioning (EF) deficits, such as challenges with planning, organization, and materials management, negatively impact academic performance, particularly for middle-school students with autism spectrum disorder (ASD) without intellectual disability (ID). The aim was to assess the initial efficacy of the school-based version of the Achieving Independence and Mastery in School (AIMS) intervention in a pilot randomized clinical trial. 47 autistic middle-schoolers without ID attending nine different schools were randomized to participate in AIMS or to wait to receive AIMS the following semester (waitlist control = WLC). Youth, caregivers, and teachers rated academic EFs and academic functioning, and youth completed an objective EF measure, at baseline and outcome (post). Effect sizes were computed comparing baseline and post measures within each group. Individuals randomized to AIMS improved from baseline to post on academic EF outcome measures with small to moderate effect sizes, compared to WLC, who made some improvements but with generally smaller effect sizes. Analyses with academic functioning measures showed a similar pattern of results. These promising results suggest that AIMS delivered in the school by school-based personnel to small groups of students with ASD without ID can improve academic EF skills. En ligne : https://doi.org/10.1007/s10803-023-06164-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

Clinical correlates of sluggish cognitive tempo in adolescents with autism spectrum disorder / Amie DUNCAN in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1354-1362 Titre : Clinical correlates of sluggish cognitive tempo in adolescents with autism spectrum disorder Type de document : texte imprimé Auteurs : Amie DUNCAN, Auteur ; L. TAMM, Auteur ; Allison M. BIRNSCHEIN, Auteur ; Stephen P. BECKER, Auteur Article en page(s) : p.1354-1362 Langues : Anglais (eng) Mots-clés : adolescence  attention-deficit/hyperactivity disorder  autism spectrum disorder  comorbidity  executive functions  high-functioning  sluggish cognitive tempo Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder frequently experience social communication difficulties, executive functioning deficits, and anxiety and depressive symptoms, which are similar to the symptoms and correlates of sluggish cognitive tempo. Although sluggish cognitive tempo is related to, but distinct from, the inattentive and hyperactive-impulsive symptoms of attention-deficit/hyperactivity disorder that commonly co-occur with autism spectrum disorder, few studies have examined sluggish cognitive tempo in autism spectrum disorder. We examined whether sluggish cognitive tempo and attention-deficit/hyperactivity disorder were differentially associated with autism symptomatology, daily life executive functioning, and internalizing and externalizing symptoms in 51 adolescents (ages 13-18 years) with autism spectrum disorder without intellectual disability. Regression analyses controlling for age and IQ showed that sluggish cognitive tempo symptoms, but not attention-deficit/hyperactivity disorder symptoms, were associated with increased autism symptomatology and internalizing symptoms. Attention-deficit/hyperactivity disorder symptoms, but not sluggish cognitive tempo symptoms, were associated with increased externalizing behaviors and behavior regulation deficits. Both sluggish cognitive tempo and attention-deficit/hyperactivity disorder were independently associated with increased metacognitive deficits. This study provides preliminary evidence that sluggish cognitive tempo symptoms are elevated in autism spectrum disorder and associated with key clinical correlates, with implications for the assessment and treatment in adolescents with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318811329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Clinical correlates of sluggish cognitive tempo in adolescents with autism spectrum disorder [texte imprimé] / Amie DUNCAN, Auteur ; L. TAMM, Auteur ; Allison M. BIRNSCHEIN, Auteur ; Stephen P. BECKER, Auteur . - p.1354-1362. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1354-1362 Mots-clés : adolescence  attention-deficit/hyperactivity disorder  autism spectrum disorder  comorbidity  executive functions  high-functioning  sluggish cognitive tempo Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder frequently experience social communication difficulties, executive functioning deficits, and anxiety and depressive symptoms, which are similar to the symptoms and correlates of sluggish cognitive tempo. Although sluggish cognitive tempo is related to, but distinct from, the inattentive and hyperactive-impulsive symptoms of attention-deficit/hyperactivity disorder that commonly co-occur with autism spectrum disorder, few studies have examined sluggish cognitive tempo in autism spectrum disorder. We examined whether sluggish cognitive tempo and attention-deficit/hyperactivity disorder were differentially associated with autism symptomatology, daily life executive functioning, and internalizing and externalizing symptoms in 51 adolescents (ages 13-18 years) with autism spectrum disorder without intellectual disability. Regression analyses controlling for age and IQ showed that sluggish cognitive tempo symptoms, but not attention-deficit/hyperactivity disorder symptoms, were associated with increased autism symptomatology and internalizing symptoms. Attention-deficit/hyperactivity disorder symptoms, but not sluggish cognitive tempo symptoms, were associated with increased externalizing behaviors and behavior regulation deficits. Both sluggish cognitive tempo and attention-deficit/hyperactivity disorder were independently associated with increased metacognitive deficits. This study provides preliminary evidence that sluggish cognitive tempo symptoms are elevated in autism spectrum disorder and associated with key clinical correlates, with implications for the assessment and treatment in adolescents with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318811329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Comparison of Adaptive Functioning Measures in Adolescents with Autism Spectrum Disorder Without Intellectual Disability / L. TAMM in Journal of Autism and Developmental Disorders, 52-3 (March 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1247-1256 Titre : Comparison of Adaptive Functioning Measures in Adolescents with Autism Spectrum Disorder Without Intellectual Disability Type de document : texte imprimé Auteurs : L. TAMM, Auteur ; H. A. DAY, Auteur ; Amie DUNCAN, Auteur Article en page(s) : p.1247-1256 Langues : Anglais (eng) Mots-clés : Activities of Daily Living  Adaptation, Psychological  Adolescent  Autism Spectrum Disorder/diagnosis  Behavior Rating Scale  Humans  Intellectual Disability/diagnosis/epidemiology  Adaptive function  Daily living skills  High functioning Index. décimale : PER Périodiques Résumé : There is limited literature examining the adaptive functioning of adolescents with autism spectrum disorder (ASD). This study aimed to (a) document Vineland Adaptive Behavior Scales (VABS-3) and Adaptive Behavior Assessment System (ABAS-3) adaptive behavior profiles of adolescents with ASD; (b) examine the comparability of the two measures; and (c) assess potential discrepancies between IQ and adaptive behaviors. Participants included 14- to 18-year-olds with ASD without intellectual disability. Significant adaptive skills deficits were observed with most scores at least one standard deviation below the mean. Relative weaknesses were observed for social and daily living skills. The absolute magnitude of VABS-3 and ABAS-3 scores differed. There were significant discrepancies between IQ and adaptive functioning. These findings have implications for clinicians and researchers. En ligne : http://dx.doi.org/10.1007/s10803-021-05013-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Comparison of Adaptive Functioning Measures in Adolescents with Autism Spectrum Disorder Without Intellectual Disability [texte imprimé] / L. TAMM, Auteur ; H. A. DAY, Auteur ; Amie DUNCAN, Auteur . - p.1247-1256. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1247-1256 Mots-clés : Activities of Daily Living  Adaptation, Psychological  Adolescent  Autism Spectrum Disorder/diagnosis  Behavior Rating Scale  Humans  Intellectual Disability/diagnosis/epidemiology  Adaptive function  Daily living skills  High functioning Index. décimale : PER Périodiques Résumé : There is limited literature examining the adaptive functioning of adolescents with autism spectrum disorder (ASD). This study aimed to (a) document Vineland Adaptive Behavior Scales (VABS-3) and Adaptive Behavior Assessment System (ABAS-3) adaptive behavior profiles of adolescents with ASD; (b) examine the comparability of the two measures; and (c) assess potential discrepancies between IQ and adaptive behaviors. Participants included 14- to 18-year-olds with ASD without intellectual disability. Significant adaptive skills deficits were observed with most scores at least one standard deviation below the mean. Relative weaknesses were observed for social and daily living skills. The absolute magnitude of VABS-3 and ABAS-3 scores differed. There were significant discrepancies between IQ and adaptive functioning. These findings have implications for clinicians and researchers. En ligne : http://dx.doi.org/10.1007/s10803-021-05013-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

Effect of Co-occurring Psychiatric Disorders on Treatment of Children with Autism Spectrum Disorder and Anxiety / Eric J. MOODY ; Amy KEEFER ; Sarah O'KELLEY ; Amie DUNCAN ; Audrey BLAKELEY-SMITH ; Judy REAVEN in Journal of Autism and Developmental Disorders, 53-2 (February 2023)  

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Erratum to: Peer Victimization and Educational Outcomes in Mainstreamed Adolescents with Autism Spectrum Disorder (ASD) / Ryan E. ADAMS in Journal of Autism and Developmental Disorders, 46-11 (November 2016)  

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Evaluating the importance of social motor synchronization and motor skill for understanding autism / Paula FITZPATRICK in Autism Research, 10-10 (October 2017)  

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Examining the sustained use of a cognitive behavioral therapy program for youth with autism spectrum disorder and co-occurring anxiety / Katherine PICKARD in Research in Autism Spectrum Disorders, 73 (May 2019)  

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Intolerance of Uncertainty Predicts Anxiety Outcomes Following CBT in Youth with ASD / A. KEEFER in Journal of Autism and Developmental Disorders, 47-12 (December 2017)  

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Microanalysis of Daily Living Skills in adolescents with Autism Spectrum Disorder without an intellectual disability / Meredith GLOVER in Journal of Autism and Developmental Disorders, 53-7 (July 2023)  

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Peer Victimization and Educational Outcomes in Mainstreamed Adolescents with Autism Spectrum Disorder (ASD) / Ryan E. ADAMS in Journal of Autism and Developmental Disorders, 46-11 (November 2016)  

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A Pilot Randomized Controlled Trial of a Daily Living Skills Intervention for Adolescents with Autism / Amie DUNCAN in Journal of Autism and Developmental Disorders, 52-2 (February 2022)  

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Preliminary efficacy of a daily living skills intervention for adolescents with high-functioning autism spectrum disorder / Amie DUNCAN in Autism, 22-8 (November 2018)  

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School Challenges and Services Related to Executive Functioning for Fully Included Middle Schoolers With Autism / Amie DUNCAN in Focus on Autism and Other Developmental Disabilities, 38-2 (June 2023)  

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