Academic Needs in Middle School: Perspectives of Parents and Youth with Autism.
Academic Needs in Middle School: Perspectives of Parents and Youth with Autism.
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中学的学术需求：自闭症家长和青少年的观点。
DOI：
10.1007/s10803-019-03995-1
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发表时间：
2020
影响因子：
3.9
通讯作者：
Crosby,Lori
中科院分区：
文献类型：
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作者：
Tamm,Leanne;Duncan,Amie;Vaughn,Aaron;McDade,Rhyanne;Estell,Nicole;Birnschein,Allison;Crosby,Lori
无智力障碍的自闭症谱系障碍 (ASD) 青少年经常会遇到学业问题，部分原因是执行功能 (EF) 缺陷。目前还没有针对患有 ASD 的中学生的学术 EF 技能的循证干预措施。目前正在制定一项干预措施。本文报告了干预措施的“概念验证”非对照试验，以及与父母和青少年进行的焦点小组，以告知干预措施的调整和调整。试验结果表明具有很高的可行性/满意度，但需要进一步调整以促进自闭症谱系障碍青少年的接受。焦点小组的结果证实，需要针对学术 EF 技能、成功使用的策略进行干预，以及促进青年独立性的提高。
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.