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

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 Auteurs : Amie DUNCAN, Auteur ; Sydney RISLEY, Auteur ; Angela COMBS, Auteur ; Heather M. LACEY, Auteur ; Elizabeth HAMIK, Auteur ; Chaya FERSHTMAN, Auteur ; Ellen E. KNEESKERN, Auteur ; Meera PATEL, Auteur ; Lori CROSBY, Auteur ; Anna M. HOOD, Auteur ; Allison K. ZOROMSKI, Auteur ; Leanne TAMM, Auteur Année de publication : 2023 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] / Amie DUNCAN, Auteur ; Sydney RISLEY, Auteur ; Angela COMBS, Auteur ; Heather M. LACEY, Auteur ; Elizabeth HAMIK, Auteur ; Chaya FERSHTMAN, Auteur ; Ellen E. KNEESKERN, Auteur ; Meera PATEL, Auteur ; Lori CROSBY, Auteur ; Anna M. HOOD, Auteur ; Allison K. ZOROMSKI, Auteur ; Leanne TAMM, Auteur . - 2023 . - 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

Why does children?s temperamental exuberance increase their vulnerability to externalizing symptoms? A process-oriented approach / Patrick T. DAVIES in Development and Psychopathology, 36-1 (February 2024)  

Public ISBD [article]  inDevelopment and Psychopathology > 36-1 (February 2024) . - p.429-442 Titre : Why does children?s temperamental exuberance increase their vulnerability to externalizing symptoms? A process-oriented approach Type de document : texte imprimé Auteurs : Patrick T. DAVIES, Auteur ; Vanessa T. CAO, Auteur ; Meera PATEL, Auteur ; Melissa L. STURGE-APPLE, Auteur Article en page(s) : p.429-442 Langues : Anglais (eng) Mots-clés : child externalizing symptoms  child responses to family stressors  exuberant temperament  family adversity  risk mechanisms Index. décimale : PER Périodiques Résumé : This study examined children s exposure to family adversity, hostile reactivity to parental conflict, and negative family representations as mediators of the prospective relation between their temperamental exuberance and externalizing symptoms. Participants included 243 preschool children (Mage = 4.60 years; 56% girls) and parents (48% Black; 16% Latinx) in a multi-method and multi-informant study with three annual measurement occasions. Structural equation model results specifically supported children s hostile reactivity to parental conflict and negative family representations as mediators. Exuberance predicted residualized increases in children s hostile reactivity and negative family representations over a 1-year period. In turn, children s hostile reactivity and negative family representations predicted their greater externalizing symptoms 1 year later after controlling for prior externalizing symptoms. Results are discussed in the context of their relation and refinement of temperamental models of developmental psychopathology. En ligne : https://dx.doi.org/10.1017/S0954579422001304 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 [article] Why does children?s temperamental exuberance increase their vulnerability to externalizing symptoms? A process-oriented approach [texte imprimé] / Patrick T. DAVIES, Auteur ; Vanessa T. CAO, Auteur ; Meera PATEL, Auteur ; Melissa L. STURGE-APPLE, Auteur . - p.429-442. Langues : Anglais (eng) in Development and Psychopathology > 36-1 (February 2024) . - p.429-442 Mots-clés : child externalizing symptoms  child responses to family stressors  exuberant temperament  family adversity  risk mechanisms Index. décimale : PER Périodiques Résumé : This study examined children s exposure to family adversity, hostile reactivity to parental conflict, and negative family representations as mediators of the prospective relation between their temperamental exuberance and externalizing symptoms. Participants included 243 preschool children (Mage = 4.60 years; 56% girls) and parents (48% Black; 16% Latinx) in a multi-method and multi-informant study with three annual measurement occasions. Structural equation model results specifically supported children s hostile reactivity to parental conflict and negative family representations as mediators. Exuberance predicted residualized increases in children s hostile reactivity and negative family representations over a 1-year period. In turn, children s hostile reactivity and negative family representations predicted their greater externalizing symptoms 1 year later after controlling for prior externalizing symptoms. Results are discussed in the context of their relation and refinement of temperamental models of developmental psychopathology. En ligne : https://dx.doi.org/10.1017/S0954579422001304 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523

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