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

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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