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

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)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.90-100 Titre : School Challenges and Services Related to Executive Functioning for Fully Included Middle Schoolers With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Amie DUNCAN, Auteur ; Sydney RISLEY, Auteur ; Angela COMBS, Auteur ; Heather M. LACEY, Auteur ; Elizabeth HAMIK, Auteur ; Chaya FERSHTMAN, Auteur ; Ellen KNEESKERN, Auteur ; Meera PATEL, Auteur ; Lori CROSBY, Auteur ; Anna M. HOOD, Auteur ; ET AL., Auteur Article en page(s) : p.90-100 Langues : Anglais (eng) Mots-clés : IEP;special education;autism spectrum disorder;middle school Index. décimale : PER Périodiques Résumé : The educational services available for fully included middle schoolers with autism spectrum disorder (ASD) in the general education setting in the United States are not well known. Even less is known about how the executive functioning (EF) deficits of such youth are addressed in the classroom. The current study sought to identify the challenges, including EF, that middle schoolers with ASD face, determine the services that they receive on their Individualized Education Program (IEP), and also explore specific strategies used to build EF skills at school. A convenience data sample was obtained from focus groups with educational personnel (n = 15), and qualitative analyses of IEPs were conducted in middle schoolers with ASD with EF deficits (n = 23). Results confirmed that social communication and EF challenges are common. Multiple services and accommodations were identified, although EF challenges were rarely targeted on IEPs. Factors that may facilitate the success of EF strategies in the classroom are discussed. En ligne : http://dx.doi.org/10.1177/10883576221110167 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 [article] School Challenges and Services Related to Executive Functioning for Fully Included Middle Schoolers With Autism [Texte imprimé et/ou numérique] / Amie DUNCAN, Auteur ; Sydney RISLEY, Auteur ; Angela COMBS, Auteur ; Heather M. LACEY, Auteur ; Elizabeth HAMIK, Auteur ; Chaya FERSHTMAN, Auteur ; Ellen KNEESKERN, Auteur ; Meera PATEL, Auteur ; Lori CROSBY, Auteur ; Anna M. HOOD, Auteur ; ET AL., Auteur . - p.90-100. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.90-100 Mots-clés : IEP;special education;autism spectrum disorder;middle school Index. décimale : PER Périodiques Résumé : The educational services available for fully included middle schoolers with autism spectrum disorder (ASD) in the general education setting in the United States are not well known. Even less is known about how the executive functioning (EF) deficits of such youth are addressed in the classroom. The current study sought to identify the challenges, including EF, that middle schoolers with ASD face, determine the services that they receive on their Individualized Education Program (IEP), and also explore specific strategies used to build EF skills at school. A convenience data sample was obtained from focus groups with educational personnel (n = 15), and qualitative analyses of IEPs were conducted in middle schoolers with ASD with EF deficits (n = 23). Results confirmed that social communication and EF challenges are common. Multiple services and accommodations were identified, although EF challenges were rarely targeted on IEPs. Factors that may facilitate the success of EF strategies in the classroom are discussed. En ligne : http://dx.doi.org/10.1177/10883576221110167 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504

---

1 (1 - 2 / 2)