在学校实现独立与掌握:基于学校的自闭症中学生执行功能团体干预。

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Leanne Tamm, Elizabeth Hamik, Tat Shing Yeung, Allison K Zoromski, Constance A Mara, Amie Duncan
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引用次数: 0

摘要

执行功能(EF)缺陷,如计划、组织和材料管理方面的挑战,会对学习成绩产生负面影响,特别是对患有自闭症谱系障碍(ASD)而没有智力障碍(ID)的中学生。目的是在一项试点随机临床试验中评估以学校为基础的在学校实现独立和精通(AIMS)干预的初步效果。47名来自9所不同学校的无ID自闭症中学生被随机分为两组,一组参加AIMS,另一组等待下一学期接受AIMS (waitlist control = WLC)。青少年、照顾者和教师对学术EF和学术功能进行评分,青少年完成了客观的EF测量,包括基线和结果(后)。在每组中比较基线和后测量值计算效应量。与WLC相比,随机分配到AIMS的个体在学术EF结果测量方面从基线到后期都有改善,效果大小为小到中等,WLC有一些改善,但效果大小一般较小。对学术功能测量的分析显示了类似的结果模式。这些有希望的结果表明,由校本人员在学校向一小群没有ID的ASD学生提供AIMS可以提高学术EF技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Achieving Independence and Mastery in School: A School-Based Executive Function Group Intervention for Autistic Middle Schoolers.

Executive functioning (EF) deficits, such as challenges with planning, organization, and materials management, negatively impact academic performance, particularly for middle-school students with autism spectrum disorder (ASD) without intellectual disability (ID). The aim was to assess the initial efficacy of the school-based version of the Achieving Independence and Mastery in School (AIMS) intervention in a pilot randomized clinical trial. 47 autistic middle-schoolers without ID attending nine different schools were randomized to participate in AIMS or to wait to receive AIMS the following semester (waitlist control = WLC). Youth, caregivers, and teachers rated academic EFs and academic functioning, and youth completed an objective EF measure, at baseline and outcome (post). Effect sizes were computed comparing baseline and post measures within each group. Individuals randomized to AIMS improved from baseline to post on academic EF outcome measures with small to moderate effect sizes, compared to WLC, who made some improvements but with generally smaller effect sizes. Analyses with academic functioning measures showed a similar pattern of results. These promising results suggest that AIMS delivered in the school by school-based personnel to small groups of students with ASD without ID can improve academic EF skills.

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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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