Teaching Academic Success Skills to Middle School Students with Autism Spectrum Disorders (ASD) with Executive Functioning Deficits

向患有自闭症谱系障碍 (ASD) 和执行功能缺陷的中学生教授学业成功技能

• 批准号: 9385814
• 负责人: Amie Marie Duncan
• 金额: $ 19.88万
• 依托单位: CINCINNATI CHILDRENS HOSP MED CTR
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2019-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9385814
• 关键词: Academic skills; Achievement; Address; Area; Attention deficit hyperactivity disorder; Behavior; Behavioral; Buffers; Characteristics; Child; Clinical; Cues; Data; Diagnosis; Disease; Educational process of instructing; Environment; Event; Evidence based intervention; Executive Dysfunction; Feedback; Fostering; Gender; Goals; Health Professional; Impairment; Individual; Intervention; Lead; Learning; Link; Mathematics; Measurement; Mental Health; Methodology; Methods; Middle School Student; Modification; Monitor; Outcome; Parents; Patients; Performance; Population; Problem Solving; Process; Protocols documentation; Psyche structure; Reporting; Research Priority; Roter; Schools; Severities; Special Education; Structure; Students; Study Skills; Thinking; Time; Time Management; Training; Underachievement; United States National Institutes of Health; Visual Aid; Work; Writing; Youth; alternative treatment; autism spectrum disorder; base; cost; design; distraction; educational atmosphere; evidence base; executive function; expectation; experience; flexibility; grasp; improved; interest; iterative design; junior high school; learning strategy; life time cost; metacognition; multitask; novel; parental involvement; parental role; peer; productivity loss; psychosocial; reading comprehension; satisfaction; selective attention; skills; social; social communication; social skills; stem; success; teacher; therapy design

Project Summary/Abstract: Children with Autism Spectrum Disorders (ASD) present with numerous deficits in executive functioning (EF) including planning, flexibility, inhibition, shifting set, generativity, metacognition, action monitoring, time management, and generalizing information. Yet EFs are critical to successful academic performance. Children must be able to perform multistep sequences of events, demonstrate mental flexibility, reflect, reason, plan (e.g., complete different tasks for several subjects on time), be flexible in their thinking (e.g., select the most effective learning strategy), and monitor their performance (e.g., manage progress and check for mistakes) to succeed in the educational environment. There is a particular demand for these EF skills as children transition to the middle school environment which is associated with numerous challenges including increased expectations for achievement and behavior, copious homework assignments, increasing social complexity, increased demands on organization and planning/time management, learning that moves from rote tasks to abstract conceptual learning, etc. Not surprisingly, given their problems with EF and social competency, children with ASD evidence high levels of academic problems in middle school. In fact, during middle schools years, the academic performance of children with ASD is on average 5 years below their typical peers. Yet there are few EF interventions targeting academic skills for children with ASD and no evidence- based interventions for middle school youth with ASD. Using an iterative and collaborative design process, we intend to adapt intervention content developed for other populations with EF deficits (i.e., ADHD) for high functioning middle-school students (7th graders) diagnosed with ASD. Adapting these academic EF skills interventions for ASD is ideal because they are time-limited, amenable to group administration, and emphasize the crucial role of the parent who confronts the daily academic and behavioral struggles that often come with rearing a student with ASD. Further, it capitalizes on the shared characteristics (e.g., EF deficits) and common evidence-based interventions (e.g., behavioral principles) of the two disorders. By incorporating stakeholder feedback at every step of an iterative design process we will tailor the intervention to directly address the needs of the youth with ASD. We will examine the feasibility and acceptability of the resultant Teaching Academic Skills to Kids (TASK) intervention for parents and youth with ASD, and examine preliminary efficacy on EF, academic skills, and educational outcomes in an open trial. TASK has the potential to impact a large number of youths with ASD since approximately 50% of the population of individuals with ASD are considered “high functioning”, the majority of whom present with EF deficits as severe as their lower functioning counterparts. The lifetime cost for an individual with ASD is estimated to be $1.4 million per patient. Thus, NIH ASD research priorities include developing novel treatments delivered during pivotal transition times (e.g., middle-school) that improve school outcomes.

项目摘要/摘要：自闭症谱系障碍（ASD）儿童存在许多缺陷 在执行功能（EF），包括计划，灵活性，抑制，转移集，生成性，元认知， 行动监控、时间管理和概括信息。然而，EF对成功的学术研究至关重要。 性能孩子们必须能够完成多步序列的事件，表现出心理灵活性， 反映，原因，计划（例如，按时完成几个科目的不同任务），思维灵活 (e.g.,选择最有效的学习策略），并监控他们的表现（例如，管理进度， 检查错误）在教育环境中取得成功。对这些EF技能的需求特别大 随着孩子们过渡到中学环境，这与许多挑战有关， 对成就和行为的期望增加，大量的家庭作业，增加社会 复杂性，对组织和规划/时间管理的要求增加，从死记硬背转向学习 抽象概念学习的任务，等等。这并不奇怪，考虑到他们在EF和社会方面的问题， 能力，ASD儿童在中学的学业问题水平很高。其实在 在中学阶段，ASD儿童的学习成绩平均比他们的典型水平低5年。 同龄人然而，很少有针对ASD儿童学术技能的EF干预措施，也没有证据表明- 对患有ASD的中学生进行干预。使用迭代和协作设计过程，我们 旨在调整为其他EF缺陷人群开发的干预内容（即，ADHD）高 被诊断为ASD的正常中学生（7年级）。适应这些学术EF技能 ASD的干预是理想的，因为它们是有时间限制的，适合于群体管理， 父母的关键作用，他们面临着日常的学术和行为斗争，这些斗争往往伴随着 抚养一个自闭症学生此外，它利用了共享的特性（例如，EF赤字）和常见 基于证据的干预措施（例如，行为原则）的两种障碍。通过纳入利益相关者 在迭代设计过程的每一步反馈中，我们将调整干预措施，以直接满足需求 自闭症的年轻人。我们会研究所制订的教学大纲的可行性和可接受性， 儿童技能（ASK）干预的父母和青少年与ASD，并检查初步疗效EF， 学术技能和教育成果在一个开放的试验。任务有可能影响大量的 患有ASD的年轻人，因为大约50%的患有ASD的个体被认为是“高”的 他们中的大多数人的EF缺陷与功能较低的同行一样严重。 ASD患者的终身成本估计为每位患者140万美元。因此，NIH ASD研究 优先事项包括开发在关键过渡时期（例如，中学）， 改善学校成果。