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in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR

Titre :

The Challenge of Entering Adulthood for Individuals with Autism Spectrum Disorder

Type de document :

texte imprimé

Auteurs :

Nicholas W. GELBAR, Auteur ; Daniel T. VOLK, Auteur

Année de publication :

2018

Importance :

p.3-29

Langues :

Anglais (eng)

Index. décimale :

AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques

Résumé :

There is a tremendous amount of variation (heterogeneity) in terms of both symptom presentation and functional ability in individuals with autism spectrum disorder (ASD). The challenges faced by adolescents and emerging adults with ASD can be better understood by considering the unique sociocultural changes that most individuals experience within these stages. In general, adolescents and young adults with ASD have poor social relationship, employment, post–secondary, and independent living outcomes. Additional research efforts, particularly large-scale studies, are needed to better understand the experiences and outcomes of adolescents and young adults with ASD.

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in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR

Titre :

Efficacious Treatments for Common Psychiatric Challenges in Adolescents with Autism Spectrum Disorder

Type de document :

texte imprimé

Auteurs :

Lisa A. NOWINSKI, Auteur ; Alyssa MILOT, Auteur ; Alanna GOLD, Auteur ; Christopher J. MCDOUGLE, Auteur

Année de publication :

2018

Importance :

p.30-66

Langues :

Anglais (eng)

Index. décimale :

AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques

Résumé :

The adolescent period presents a unique and challenging time for individuals with Autism Spectrum Disorder (ASD). Common psychiatric problems such as mood disorder, anxiety, ADHD, and disruptive behaviors commonly co-occur in adolescents with ASD. Other clinical considerations such as sleep difficulties, catatonia, sexuality and related behaviors, gender identity, and adaptive and vocational skill issues are also prominent in the adolescent period. Research suggests that there are effective drug and non-drug treatment options available for these commonly co-occurring psychiatric challenges. In this chapter, we describe the clinical presentation and both drug and non-drug treatment options for each condition, as well as review the other unique clinical considerations in the treatment of adolescents with ASD.

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in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR

Titre :

Anxiety in Adolescents and Adults with Autism Spectrum Disorder

Type de document :

texte imprimé

Auteurs :

Micah O. MAZUREK, Auteur

Année de publication :

2018

Importance :

p.91-116

Langues :

Anglais (eng)

Index. décimale :

AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques

Résumé :

Adolescents and adults with ASD are at high risk for clinically significant symptoms of anxiety. Accurate symptom identification and differential diagnosis can be challenging due to the similarity of presentation of many anxiety and ASD symptoms. Although there are no gold-standard tools for assessment of anxiety in individuals with ASD, clinicians are encouraged to use a comprehensive multi-informant, multi-modal assessment approach. Research supports the use of cognitive behavioral therapy (CBT) for treatment of anxiety in ASD, particularly in high-functioning adolescents. ASD-specific treatment modifications may be helpful for achieving optimal treatment response. There is limited available evidence regarding the effectiveness or potential adverse effects of pharmacological treatments for anxiety in this population. Future research is needed to understand the etiology and mechanisms of anxiety in individuals with ASD and to examine short- and long-term efficacy and effectiveness of a range of treatments.

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in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR

Titre :

Cognitive Behavioral Approaches for Treating Adolescents with Autism Spectrum Disorder

Type de document :

texte imprimé

Auteurs :

Caitlin M. CONNER, Auteur ; Lindsey DEVRIES, Auteur ; Judy REAVEN, Auteur

Année de publication :

2018

Importance :

p.117-148

Langues :

Anglais (eng)

Index. décimale :

AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques

Résumé :

Cognitive behavior therapies (CBT) are empirically supported interventions that have been used to successfully treat many forms of psychopathology among children, adolescents, and adults. Developed in the 1960s and 1970s, CBT is an evidence-based amalgamation of cognitive and behavioral therapy components that aim to address maladaptive thoughts, emotions, and behaviors to promote symptom reduction through a collaborative therapeutic relationship. CBT has also been adapted for individuals with Autism Spectrum Disorder (ASD); however, the primary focus of most treatment studies to date has focused on children with ASD and co-occurring anxiety. CBT programs for other psychiatric comorbid conditions in ASD are now emerging. Specific adaptations to traditional CBT, practical implications for clinicians, and suggestions for future directions for research will be highlighted.

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in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR

Titre :

Self-Determination and the Transition to Adulthood for Youth and Young Adults with an Autism Spectrum Disorder

Type de document :

texte imprimé

Auteurs :

Michael L. WEHMEYER, Auteur ; Karrie A. SHOGREN, Auteur

Année de publication :

2018

Importance :

p.151-170

Langues :

Anglais (eng)

Index. décimale :

AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques

Résumé :

More than two decades of research and evaluation have established promoting self-determination as an evidence-based practice leading to improved school and transition outcomes for youth and young adults with disabilities. This chapter examines self-determination as a critical component of successful transitions to adulthood for youth and young adults with autism spectrum disorder (ASD). In exploring these issues, the chapter addresses many topics, including the role of self-determination and student involvement in federal disability law and special education practices. It also discusses how self-determination is understood and conceptualized in psychology and special education and the research establishing the need for and efficacy of promoting self-determination as well as research documenting the impact of promoting self-determination on school and transition outcomes.

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in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR

Titre :

Executive Functions in Adolescents with Autism Spectrum Disorder

Type de document :

texte imprimé

Auteurs :

Yael G. DAI, Auteur ; Inge-Marie EIGSTI, Auteur

Année de publication :

2018

Importance :

p.67-90

Langues :

Anglais (eng)

Index. décimale :

AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques

Résumé :

This chapter reviews strengths and weaknesses in executive function (EF) domains, including inhibition, working memory, flexibility, fluency, and planning, in adolescents (age 13–19) with autism spectrum disorder (ASD). Given the dramatic developmental changes in the brain regions that support EF during the period of adolescence, it is critical to evaluate which EF abilities show a distinct profile during this period. As this chapter will demonstrate, youth with ASD show deficits across all domains of EF, particularly in complex tasks that include arbitrary instructions. We describe the fundamental measures for assessing skills in each domain and discuss limitations and future directions for research, as well as clinical implications of these findings for working with youth with ASD.

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in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR

Titre :

Supporting Strong Transitions for Adolescents with Autism Spectrum Disorder

Type de document :

texte imprimé

Auteurs :

Erik W. CARTER, Auteur

Année de publication :

2018

Importance :

p.171-195

Langues :

Anglais (eng)

Index. décimale :

AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques

Résumé :

A principle purpose of special education is to prepare students with disabilities to flourish in adulthood. The constellation of coursework, extracurricular activities, social events, and other school activities offered across the grade span is all aimed at equipping students with the skills, knowledge, experiences, and connections they need to attain their post-school goals. The poor outcomes being experienced by young adults with ASD are not intrinsic to the disorder. With appropriate transition planning and services, individuals with ASD can also expect to achieve these desired post-school outcomes. This chapter highlights the research concerning evidence-based secondary transition practices and how they can be applied when providing services to individuals with ASD.

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in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR

Titre :

Employment Training for Young Adults with Autism Spectrum Disorder

Type de document :

texte imprimé

Auteurs :

David W. TEST, Auteur ; Debra G. HOLZBERG, Auteur ; Kelly CLARK, Auteur ; Misty TERRELL, Auteur ; Dana E. RUSHER, Auteur

Année de publication :

2018

Importance :

p.196-222

Langues :

Anglais (eng)

Index. décimale :

AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques

Résumé :

Despite legislation to improve post-school outcomes for young adults with autism spectrum disorder, they experience poorer employment outcomes than their peers without disabilities. Data indicate persons with ASD experience lower employment rates, earn less money, work fewer hours, are less engaged in their communities, and live independently less frequently than their peers without disabilities. Furthermore, the earnings of individuals with ASD lag behind earnings of their peers both with and without disabilities. In order to help improve employment outcomes for youth with ASD, this chapter describes the characteristics contributing to employment of individuals with ASD, the factors influencing employment of individuals with ASD, and the research related to evidence-based practices for young adults with ASD.

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in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR

Titre :

Teaching Skills to Adolescents Using Applied Behavior Analysis

Type de document :

texte imprimé

Auteurs :

John D. MOLTENI, Auteur

Année de publication :

2018

Importance :

p.223-241

Langues :

Anglais (eng)

Index. décimale :

AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques

Résumé :

Applied behavior analysis is a systematic approach to teaching skills to adolescents with an autism spectrum disorder (ASD). Approaches to skill-building can be applied to teach academic, behavioral, adaptive living, and social skills. When teaching skills, consideration of the skills to be taught, the level at which that skill should be performed, and the value of that skill to the individual is necessary. Assessment requires identifying skills that are valued by the communities in which the individual participates and serve to increase independent functioning. Skill development programs require a generalization component to ensure that acquired skills are demonstrated across settings, people, and materials. Prompting can serve as an important means of supporting errorless learning. However, prompts must be faded quickly to prevent prompt-dependency. Fluency in skill development is a means of measuring automaticity in learned skills that support maintenance, generalization, and endurance of learned skills post-training.

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in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR

Titre :

Managing Challenging Behavior in Adolescents with Autism Spectrum Disorder

Type de document :

texte imprimé

Auteurs :

Maya MATHEIS, Auteur ; Jasper A. ESTABILLO, Auteur ; Johnny L. MATSON, Auteur

Année de publication :

2018

Importance :

p.242-271

Langues :

Anglais (eng)

Index. décimale :

AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques

Résumé :

The term “challenging behavior” describes a wide range of behaviors that may be harmful to an individual and that pose significant risks related to health, emotional distress, or exclusion from community settings. Challenging behaviors occur at high rates among individuals with autism spectrum disorder (ASD). Some forms of challenging behavior include: aggression, self-injurious behavior (SIB), stereotypical behavior, pica, and vomiting/rumination. Functional behavioral assessment (FBA) is the process of gathering and interpreting data related to the underlying function of a behavior. Interventions that target the function of a behavior are more effective and efficient. Behavioral treatment methods for challenging behavior are based on operant principles of reinforcement and punishment. Several common treatment methods are described. Suggestions for the assessment and treatment of challenging behaviors are outlined.

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in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR

Titre :

Supporting College Students with Autism Spectrum Disorder

Type de document :

texte imprimé

Auteurs :

Nicholas W. GELBAR, Auteur

Année de publication :

2018

Importance :

p.275-288

Langues :

Anglais (eng)

Index. décimale :

AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques

Résumé :

College represents an opportunity to move toward independence while also participating in a supportive learning environment. Young adults with ASD are attending college in increasing numbers, but the research concerning their experiences is mixed. Most individuals report academic success, which may be reflective of a sampling bias. However, many of these individuals still report difficulties with the social aspects of academics (i.e. group work). They also report difficulties following lectures, managing their time, and participating in the social aspects of college. Choosing a college is particularly important for this group, as colleges vary in the types of support offered to students with ASD.

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in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR

Titre :

Young Women on the Autism Spectrum

Type de document :

texte imprimé

Auteurs :

Meng-Chuan LAI, Auteur ; Stephanie H. AMEIS, Auteur ; Peter SZATMARI, Auteur

Année de publication :

2018

Importance :

p.289-319

Langues :

Anglais (eng)

Index. décimale :

AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques

Résumé :

Females on the autism spectrum often face unique challenges in social-communication areas, sensory environments, mental health, physical health, gender-related issues and identity development. Autism tends to be less-recognized in females than in males. Anecdotal reports suggest that they may show more social interests and motivation, heightened emotion contagion or affective empathy, increased imagination, more friendships but with different quality, greater camouflaging of social difficulties, and different kinds of narrow interests. The diagnostic processes are independent of sex or gender, but they need to be optimized by taking into account influences from sex and gender (including gendered sociocultural contexts). Optimized support for young women on the autism spectrum is best based on the understanding of their characteristics, targeting resilience and person–environment fit, and taking into account the influences of gendered sociocultural contexts; this often involves not only skill-building and graded exposure for the individual, but more importantly, adjustments to the social and physical environments.

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in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR

Titre :

Conclusion

Type de document :

texte imprimé

Auteurs :

Nicholas W. GELBAR, Auteur

Année de publication :

2018

Importance :

p.320-323

Langues :

Anglais (eng)

Index. décimale :

AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques

Résumé :

Adolescents and young adults with autism spectrum disorders face a multitude of challenges and are experiencing poor life outcomes. This book has summarized the research on practices designed to mitigate these challenges and to improve their life outcomes. There are two recurrent and interconnected themes that have been present throughout the book. The first is that there is immense heterogeneity across individuals with ASD. The second is that the tools for improving outcomes for this population exist, but they may not have been systematically researched with this population. Given the current outcomes for this population, continued research all areas is essential for discovering approaches that will improve the outcomes and quality of life for young adults with ASD. This chapter summarizes the book and provides suggestions for future research.

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