Achieving Independence and Mastery in School: An Open Trial in the Outpatient Setting.
Achieving Independence and Mastery in School: An Open Trial in the Outpatient Setting.
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DOI：
10.1007/s10803-020-04652-8
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发表时间：
2021-05
影响因子：
3.9
通讯作者：
Duncan AW
中科院分区：
文献类型：
--
作者：
Tamm L;Zoromski AK;Kneeskern EE;Patel M;Lacey HM;Vaughn AJ;Ciesielski HA;Weadick HK;Duncan AW
患有自闭症谱系障碍(ASD)但没有智力残疾的青少年经常遇到学习问题，部分原因是执行功能(EF)缺陷。目前还没有针对学术EF技能的循证干预(例如，组织、优先顺序等)为患有自闭症的中学生准备的。鉴于从小学到中学的过渡过程中对这些技能的需求不断增加，这种需求是至关重要的。最近开发了一种针对学术EF技能的干预措施。本文报道了对21名自闭症中学生进行干预的公开试验。结果表明，可行性/满意度很高，EF技能也有所提高，特别是在组织和材料管理领域。这些有希望的结果支持了进一步的干预开发工作，并表明学术EF技能在患有ASD的年轻人中是可塑性的。
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 was recently developed. This paper reports on an open trial of the intervention with 21 middle-schoolers with ASD. Results suggest high feasibility/satisfaction, and improved EF skills, particularly in the domain 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.
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