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Journal of Autism and Developmental Disorders

Gepubliceerd in:

25-03-2019 | OriginalPaper

Academic Needs in Middle School: Perspectives of Parents and Youth with Autism

Auteurs: Leanne Tamm, Amie Duncan, Aaron Vaughn, Rhyanne McDade, Nicole Estell, Allison Birnschein, Lori Crosby

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2020

Abstract

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.

vorige artikel Parent Perspectives Towards Genetic and Epigenetic Testing for Autism Spectrum Disorder

volgende artikel Sensory Overresponsivity as a Predictor of Amplitude Discrimination Performance in Youth with ASD

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Titel: Academic Needs in Middle School: Perspectives of Parents and Youth with Autism
Auteurs: Leanne Tamm
Amie Duncan
Aaron Vaughn
Rhyanne McDade
Nicole Estell
Allison Birnschein
Lori Crosby
Publicatiedatum: 25-03-2019
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 9/2020
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-019-03995-1

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