Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-03-2014 | Brief Report

Brief Report: Problem Solving Therapy in College Students with Autism Spectrum Disorders: Feasibility and Preliminary Efficacy

Auteurs: Cara E. Pugliese, Susan W. White

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 3/2014

Abstract

Students with autism spectrum disorder (ASD), though academically capable, can have difficulty succeeding in college. Evidence-based intervention to promote effective problem solving may improve quality of life, as well as success and satisfaction in college. This study adapted and piloted a group-based cognitive-behavioral intervention program, Problem Solving Skills: 101 (PSS: 101), to teach effective problem solving ability in college students with ASD. Therapists met all treatment integrity objectives across sessions, four of the five participants completed at least eight of the nine sessions, and between-session assignments were generally completed (83 % completion rate), indicating a high level of treatment adherence. Two participants demonstrated reliable improvement post-intervention in problem solving ability and subjective distress. Further evaluation to assess efficacy of the intervention is warranted.

vorige artikel Brief Report: Diminishing Geographic Variability in Autism Spectrum Disorders Over Time?

volgende artikel Brief Report: Social Skills, Internalizing and Externalizing Symptoms, and Respiratory Sinus Arrhythmia in Autism

Adreon, D., & Durocher, J. S. (2007). Evaluating the college transition needs of individuals with high-functioning autism spectrum disorders. Intervention in School and Clinic, 42, 271–279. doi:10.1177/10534512070420050201.CrossRef

Association on Higher Education and Disability. (2008). ADA recommendations act of 2008. Policy implications for accommodating students with disabilities. Retrieved from http://ahead.org/resources/government/relations.

Bannan, N. (2010). Group-based problem-solving therapy in self-poisoning females: A pilot study. Counselling and Psychotherapy Research, 10, 201–213. doi:10.1080/14733140903337292.CrossRef

Bauminger, N. (2002). The facilitation of social-emotional understanding and social interaction in high functioning children with autism: Intervention outcomes. Journal of Autism and Developmental Disorders, 32, 283–298. doi:10.1023/A:1016378718278.CrossRefPubMed

Bloom, M., Fischer, J., & Orne, J. G. (2006). Evaluating practice: Guidelines for the accountable professional (5th ed.). Boston: Pearson.

D’Zurilla, T. J., & Nezu, A. M. (2007). Problem-solving therapy: A positive approach to clinical intervention (3rd ed.). New York: Springer.

D’Zurilla, T. J., Nezu, A. M., & Maydeu-Olivares, A. (2002). Manual for the social problem-solving inventory-revised. North Tonawanda, NY: Multi-Health Systems.

Dunlop, A., Knott, F., & MacKay, T. (2008). Developing social interaction and understanding high-functioning individuals with autism spectrum disorder. In E. McGregor, M. Nunez, K. Cebula, & J. C. Gomez (Eds.), Autism: An integrated view from neurocognitive, clinical, and intervention research. Oxford: Blackwell.

Farrell, E. (2004). Asperger confounds colleges. Chronicle of Higher Education, 51(7), A35–A36.

Gaus, V. L. (2011). Adult asperger syndrome and the utility of cognitive-behavioral therapy. Journal of Contemporary Psychotherapy, 41, 47–56. doi:10.1007/s10879-010-9159-8.CrossRef

Glennon, T. J. (2001). The stress of the university experience for students with asperger syndrome. Work: A Journal of Prevention, Assessment and Rehabilitation, 17(3), 183–190.

Graetz, J. E., & Spampinato, K. (2008). Asperger’s syndrome and the voyage through high school: Not the final frontier. Journal of College Admission, 198, 19–24.

Harpur, J., Lawlor, M., & Fitzgerald, M. (2004). Succeeding in college with asperger syndrome. London: Jessica Kingsley Publishers.

Helbig, S., & Fehm, L. (2004). Problems with homework in CBT: Rare exception or rather frequent? Behavioural and Cognitive Psychotherapy, 32, 291–301. doi:10.1017/S1352465804001365.CrossRef

Hill, E. L. (2008). Executive functioning in autism spectrum disorder. In E. McGregor, M. Nunez, K. Cebula, & J. C. Gomez (Eds.), Autism: An integrated view from neurocognitive, clinical, and intervention research (pp. 145–165). Oxford: Blackwell.

Hughes, J. L. (2009). Higher education and asperger’s syndrome. Chronicle of Higher Education, 55(40), 21.

Jacobson, N. S., & Truax, P. (1991). Clinical significance: A statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting and Clinical Psychology, 59, 12–19. doi:10.1037/0022-006X.59.1.12.CrossRefPubMed

Johnson, S. A., Filliter, J. H., & Murphy, R. R. (2009). Discrepancies between self- and parent- perceptions of autistic traits and empathy in high functioning children and adolescents on the autism spectrum. Journal of Autism and Developmental Disorders, 39, 1706–1714. doi:10.1007/s10803-009-0809-1.CrossRefPubMed

Kazantzis, N., Deane, F. P., & Ronan, K. R. (2000). Homework assignments in cognitive and behavioral therapy: A meta-analysis. Clinical Psychology: Science and Practice, 7, 189–202. doi:10.1093/clipsy.7.2.189.

Klin, A., Jones, W., Schultz, R. T., & Volkmar, F. R. (2003). The enactive mind-from actions to cognition: Lessons from autism. Philosophical Transactions of the Royal Society, Biological Sciences, 358, 345–360. doi:10.1098/rstb.2002.1202.CrossRef

Lambert, M. J., Hansen, N. B., & Finch, A. E. (2001). Patient-focused research: Using patient outcome data to enhance treatment effects. Journal of Consulting and Clinical Psychology, 69, 159–172. doi:10.1037/0022-006X.69.2.159.CrossRefPubMed

Lambert, M. J., Hansen, N. B., Umphress, V., Lunnen, K., Okiishi, J., Burlingame, G. M., et al. (1996). Administration and scoring manual for the OQ-45. Stevenson, MD: Professional Credentialing Services.

Leon, A. C., Davis, L. L., & Kraemer, H. C. (2011). The role and interpretation of pilot studies in clinical research. Journal of Psychiatric Research, 45, 626–629. doi:10.1016/j.jpsychires.2010.10.008.CrossRefPubMedCentralPubMed

Lerner, M. D., Calhoun, C. D., Mikami, A. Y., & De Los Reyes, A. (2012). Understanding parent–child social informant discrepancy in youth with high functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 2680–2692. doi:10.1007/s10803-012-1525-9.CrossRefPubMed

Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Leventhal, B. L., & Rutter, M. (2000). The autism diagnostic observation schedule–generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30, 205–223. doi:10.1023/A:1005592401947.CrossRefPubMed

Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (1999). Autism diagnostic observation schedule-WPS (ADOS-WPS). Los Angeles, CA: Western Psychological Services.

Lord, C., Wagner, A., Rogers, S., Szatmari, P., Aman, M., Charman, T., et al. (2005). Challenges in evaluating psychosocial interventions for autistic spectrum disorders. Journal of Autism and Developmental Disorders, 35, 695–708. doi:10.1007/s10803-005-0017-6.

Mazefsky, C. A., Kao, J., & Oswald, D. P. (2011). Preliminary evidence suggesting caution in the use of psychiatric self-report measures with adolescents with high-functioning autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 164–174. doi:10.1016/j.rasd.2010.03.006.CrossRefPubMedCentralPubMed

Moree, B. N., & Davis, T. E. (2010). Cognitive-behavioral therapy for anxiety in children diagnosed with autism spectrum disorders: Modification trends. Research in Autism Spectrum Disorders, 4(3), 346–354.CrossRef

O’Hearn, K., Asato, M., Ordaz, S., & Luna, B. (2008). Neurodevelopment and executive function in autism. Development and Psychopathology, 20, 1103–1132. doi:10.1017/S0954579408000527.CrossRefPubMed

Ozonoff, S. (1997). Causal mechanisms of autism: Unifying perspectives from an information-processing framework. In D. J. Cohen & F. R. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (2nd ed., pp. 868–879). New York: Wiley.

Ozonoff, S., Coon, H., Dawson, G., Joseph, R., Klin, A., & McMahon, W. M. (2004). Performance on CANTAB subtests sensitive to frontal lobe function in people with autistic disorder: Evidence from the CPEA network. Journal of Autism and Developmental Disorders, 34, 139–150. doi:10.1023/B:JADD.0000022605.81989.cc.CrossRefPubMed

Ozonoff, S., South, M., & Provencal, S. (2005). Executive functions. In F. R. Volkmar, A. Klin, R. Paul, & D. Cohen (Eds.), Handbook of autism and developmental disorders (3rd ed., pp. 606–627). New York: Wiley.

Pavuluri, M. N., Graczyk, P. A., Henry, D. B., Carbray, J. A., Heidenreich, J., & Miklowitz, D. J. (2004). Child- and family-focused cognitive-behavioral therapy for pediatric bipolar disorder: Development and preliminary results. Journal of American Academy of Child and Adolescent Psychiatry, 43, 528–537. doi:10.1097/01.chi.0000116743.71662.f8.CrossRef

Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with asperger’s syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38, 353–361. doi:10.1007/s10803-007-0402-4.CrossRefPubMed

Reaven, J., Blakeley-Smith, A., Nichols, S., Dasari, M., Flanigan, E., & Hepburn, S. (2009). Cognitive-behavioral group treatment for anxiety symptoms in children with high-functioning autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24, 27–37. doi:10.1177/1088357608327666.CrossRef

Rinehart, N. J., Bradshaw, J. L., Moss, S. A., Brereton, A. V., & Tonge, B. J. (2001). A deficit in shifting attention present in high-functioning autism but not asperger’s disorder. Journal of Research and Practice, 5, 67–80. doi:10.1177/1362361301005001007.CrossRef

Smith, C. P. (2007). Support services for students with asperger’s syndrome in higher education. College Student Journal, 41(3), 515–531.

Sofronoff, K., Attwood, T., Hinton, S., & Levin, I. (2007). A randomized controlled trial of cognitive behavioural intervention for anger management in children diagnosed with asperger syndrome. Journal of Autism and Developmental Disorders, 46, 1152–1160. doi:10.1007/s10803-006-0262-3.

Solomon, M., Goodlin-Jones, B. L., & Anders, T. F. (2004). A social adjustment enhancement intervention for high functioning autism, asperger’s syndrome, and pervasive developmental disorder NOS. Journal of Autism and Developmental Disorders, 34, 649–668. doi:10.1007/s10803-004-5286-y.CrossRefPubMed

Stichter, J. P., Herzog, M. J., Visovsky, K., Schmidt, C., Randolph, J., Schultz, T., et al. (2010). Social competence intervention for youth with asperger syndrome and high-functioning autism: An initial investigation. Journal of Autism and Developmental Disorders, 40, 1067–1079. doi:10.1007/s10803-010-0959-1.CrossRefPubMed

Stodden, R. A. (2003, September 15). People with disabilities and postsecondary education: Position paper. Retrieved February 28, 2011 from www.ncd.gov.

United States Centers for Disease Control and Prevention. (2012). Prevalence of autism spectrum disorders-autism and developmental disabilities monitoring network, 14 sites, United States, 2008. Surveillance Summaries, MMWR 2012; 61 (No. SS-3).

United States Government Accountability Office. (2009). Higher education and disability: Education needs a coordinated approach to improve its assistance to schools in supporting students. Washington, DC: United States Government Accountability Office.

White, S. W. (2011). Practitioner’s guide to social skills training in children with asperger’s syndrome and high functioning autism. New York: Guilford Publications.

White, S. W., Albano, A. M., Johnson, C. R., Kasari, C., Ollendick, T., Klin, A., et al. (2010). Development of a cognitive-behavioral intervention program to treat anxiety and social deficits in teens with high functioning autism. Clinical Child and Family Psychological Review, 13, 77–90. doi:10.1007/s10567-009-0062-3.CrossRef

White, S. W., Ollendick, T. H., & Bray, B. C. (2011). College students on the autism spectrum. Autism, 15, 683–701. doi:10.1177/1362361310393363.CrossRefPubMed

Wood, J. J., Drahota, A., Sze, K., Har, K., Chiu, A., & Langer, D. A. (2009). Cognitive behavioral therapy for anxiety in children with autism spectrum disorders: A randomized, controlled trial. Journal of Child Psychology and Psychiatry, 50, 224–234. doi:10.1111/j.1469-7610.2008.01948.x.CrossRefPubMed

Titel: Brief Report: Problem Solving Therapy in College Students with Autism Spectrum Disorders: Feasibility and Preliminary Efficacy
Auteurs: Cara E. Pugliese
Susan W. White
Publicatiedatum: 01-03-2014
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 3/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-013-1914-8

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 3/2014

Adolescents with Autism Spectrum Disorder Show a Circumspect Reasoning Bias Rather than ‘Jumping-to-Conclusions’

Brief Report: Broad Autism Phenotype in Adults is Associated with Performance on an Eye-Tracking Measure of Joint Attention

Competitive Employment for Youth with Autism Spectrum Disorders: Early Results from a Randomized Clinical Trial

Coping, Daily Hassles and Behavior and Emotional Problems in Adolescents with High-Functioning Autism/Asperger’s Disorder

Bottom-Up Attention Orienting in Young Children with Autism

Language and Verbal Memory in Individuals with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes