دورية أكاديمية
Achieving Independence and Mastery in School: An Open Trial in the Outpatient Setting
| العنوان: | Achieving Independence and Mastery in School: An Open Trial in the Outpatient Setting |
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| اللغة: | English |
| المؤلفون: | Tamm, Leanne (ORCID |
| المصدر: | Journal of Autism and Developmental Disorders. May 2021 51(5):1705-1718. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2021 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) |
| Contract Number: | R21HD09033401A1 K23HD09485502 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Middle School Students, Autism, Pervasive Developmental Disorders, Executive Function, Intervention, Patients, Outcomes of Treatment, Academic Ability, Skill Development |
| DOI: | 10.1007/s10803-020-04652-8 |
| تدمد: | 0162-3257 |
| مستخلص: | 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, Achieving Independence and Mastery in School (AIMS), was recently developed. This paper reports on an open trial of the AIMS--Outpatient intervention with 21 middle schoolers with ASD. Results suggest high feasibility/satisfaction, and improved EF, particularly in the domains 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الأكسشن: | EJ1294324 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 0162-3257 |
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| DOI: | 10.1007/s10803-020-04652-8 |