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 et/ou numérique 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 W. 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 et/ou numérique] / 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 W. 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 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

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