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 et/ou numérique 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 et/ou numérique] / 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: 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 et/ou numérique 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 et/ou numérique] / 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

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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.569-579 Titre : Effect of Co-occurring Psychiatric Disorders on Treatment of Children with Autism Spectrum Disorder and Anxiety Type de document : Texte imprimé et/ou numérique Auteurs : Eric J. MOODY, Auteur ; Amy KEEFER, Auteur ; Sarah O'KELLEY, Auteur ; Amie DUNCAN, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Judy REAVEN, Auteur Article en page(s) : p.569-579 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Co-occurring psychiatric diagnoses are very common in individuals with ASD. Little is known about the effect that co-occurring psychiatric conditions may have on treatment response to CBT for children with ASD and anxiety. The present study examined the relationship between co-occurring psychiatric diagnoses and response to CBT for anxiety in ninety youth with ASD. Psychiatric complexity did not appear to differentially impact treatment response. A notable portion of youth with anxiety and externalizing disorders such as ADHD, no longer met criteria for those externalizing diagnoses following intervention. Results indicate that youth with ASD and anxiety present with complex psychiatric profiles and CBT for anxiety may positively affect co-occurring diagnoses. In addition, thorough and nuanced assessment of psychiatric symptoms in youth with ASD is needed to ensure the differentiation between diagnoses of anxiety and other co-occurring psychiatric symptoms. En ligne : https://doi.org/10.1007/s10803-020-04540-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495 [article] Effect of Co-occurring Psychiatric Disorders on Treatment of Children with Autism Spectrum Disorder and Anxiety [Texte imprimé et/ou numérique] / Eric J. MOODY, Auteur ; Amy KEEFER, Auteur ; Sarah O'KELLEY, Auteur ; Amie DUNCAN, Auteur ; Audrey BLAKELEY-SMITH, Auteur ; Judy REAVEN, Auteur . - p.569-579. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.569-579 Index. décimale : PER Périodiques Résumé : Co-occurring psychiatric diagnoses are very common in individuals with ASD. Little is known about the effect that co-occurring psychiatric conditions may have on treatment response to CBT for children with ASD and anxiety. The present study examined the relationship between co-occurring psychiatric diagnoses and response to CBT for anxiety in ninety youth with ASD. Psychiatric complexity did not appear to differentially impact treatment response. A notable portion of youth with anxiety and externalizing disorders such as ADHD, no longer met criteria for those externalizing diagnoses following intervention. Results indicate that youth with ASD and anxiety present with complex psychiatric profiles and CBT for anxiety may positively affect co-occurring diagnoses. In addition, thorough and nuanced assessment of psychiatric symptoms in youth with ASD is needed to ensure the differentiation between diagnoses of anxiety and other co-occurring psychiatric symptoms. En ligne : https://doi.org/10.1007/s10803-020-04540-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495

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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-11 (November 2016) . - p.3567-3569 Titre : Erratum to: Peer Victimization and Educational Outcomes in Mainstreamed Adolescents with Autism Spectrum Disorder (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : Ryan E. ADAMS, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Amie DUNCAN, Auteur ; Somer L. BISHOP, Auteur Article en page(s) : p.3567-3569 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-016-2931-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] Erratum to: Peer Victimization and Educational Outcomes in Mainstreamed Adolescents with Autism Spectrum Disorder (ASD) [Texte imprimé et/ou numérique] / Ryan E. ADAMS, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Amie DUNCAN, Auteur ; Somer L. BISHOP, Auteur . - p.3567-3569. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-11 (November 2016) . - p.3567-3569 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-016-2931-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

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

Public ISBD [article]  inAutism Research > 10-10 (October 2017) . - p.1687-1699 Titre : Evaluating the importance of social motor synchronization and motor skill for understanding autism Type de document : Texte imprimé et/ou numérique Auteurs : Paula FITZPATRICK, Auteur ; Veronica ROMERO, Auteur ; Joseph L. AMARAL, Auteur ; Amie DUNCAN, Auteur ; Holly D. BARNARD, Auteur ; Michael J. RICHARDSON, Auteur ; R.C. SCHMIDT, Auteur Article en page(s) : p.1687-1699 Langues : Anglais (eng) Mots-clés : autism  social synchronization  dynamics  social interaction  motor skill Index. décimale : PER Périodiques Résumé : Impairments in social interaction and communicating with others are core features of autism spectrum disorder (ASD), but the specific processes underlying such social competence impairments are not well understood. An important key for increasing our understanding of ASD-specific social deficits may lie with the social motor synchronization that takes place when we implicitly coordinate our bodies with others. Here, we tested whether dynamical measures of synchronization differentiate children with ASD from controls and further explored the relationships between synchronization ability and motor control problems. We found (a) that children with ASD exhibited different and less stable patterns of social synchronization ability than controls; (b) children with ASD performed motor movements that were slower and more variable in both spacing and timing; and (c) some social synchronization that involved motor timing was related to motor ability but less rhythmic synchronization was not. These findings raise the possibility that objective dynamical measures of synchronization ability and motor skill could provide new insights into understanding the social deficits in ASD that could ultimately aid clinical diagnosis and prognosis. Autism Res 2017, 10: 1687–1699. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1808 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=322 [article] Evaluating the importance of social motor synchronization and motor skill for understanding autism [Texte imprimé et/ou numérique] / Paula FITZPATRICK, Auteur ; Veronica ROMERO, Auteur ; Joseph L. AMARAL, Auteur ; Amie DUNCAN, Auteur ; Holly D. BARNARD, Auteur ; Michael J. RICHARDSON, Auteur ; R.C. SCHMIDT, Auteur . - p.1687-1699. Langues : Anglais (eng) in Autism Research > 10-10 (October 2017) . - p.1687-1699 Mots-clés : autism  social synchronization  dynamics  social interaction  motor skill Index. décimale : PER Périodiques Résumé : Impairments in social interaction and communicating with others are core features of autism spectrum disorder (ASD), but the specific processes underlying such social competence impairments are not well understood. An important key for increasing our understanding of ASD-specific social deficits may lie with the social motor synchronization that takes place when we implicitly coordinate our bodies with others. Here, we tested whether dynamical measures of synchronization differentiate children with ASD from controls and further explored the relationships between synchronization ability and motor control problems. We found (a) that children with ASD exhibited different and less stable patterns of social synchronization ability than controls; (b) children with ASD performed motor movements that were slower and more variable in both spacing and timing; and (c) some social synchronization that involved motor timing was related to motor ability but less rhythmic synchronization was not. These findings raise the possibility that objective dynamical measures of synchronization ability and motor skill could provide new insights into understanding the social deficits in ASD that could ultimately aid clinical diagnosis and prognosis. Autism Res 2017, 10: 1687–1699. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1808 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=322

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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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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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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Social Motor Synchronization: Insights for Understanding Social Behavior in Autism / Paula FITZPATRICK in Journal of Autism and Developmental Disorders, 47-7 (July 2017)  

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The autism symptom interview, school-age: A brief telephone interview to identify autism spectrum disorders in 5-to-12-year-old children / Somer L. BISHOP in Autism Research, 10-1 (January 2017)  

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