Tamm Leanne, Risley Sydney M, Hamik Elizabeth, Combs Angela, Jones Lauren B, Patronick Jamie, Yeung Tat Shing, Zoromski Allison K, Duncan Amie
Department of Pediatrics, Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
University of Cincinnati College of Medicine, Cincinnati, OH, USA.
Int J Dev Disabil. 2022 Jul 11;70(3):549-557. doi: 10.1080/20473869.2022.2095690. eCollection 2024.
Academic challenges such as losing/not turning in assignments, misplacing materials, and inefficient studying are common in middle-school students with autism spectrum disorder (ASD) without intellectual disability. Deficits in organization, planning, prioritizing, memory/materials management, and studying skills [i.e. academic executive functioning (EF) deficits] contribute to these challenges.
To assess the feasibility, satisfaction, and initial efficacy of the school-based version of the Achieving Independence and Mastery in School (AIMS) intervention in a proof-of-concept trial with 6 students with ASD.
6 middle-schoolers with ASD without ID participated in AIMS. Parents and teachers rated academic EFs and functioning.
Results suggest high feasibility, youth satisfaction, and improved EF skills and academic behaviors by parent and teacher report.
These promising results support further intervention development and suggest that academic EF skills are malleable in students with ASD.
在无智力障碍的自闭症谱系障碍（ASD）中学生中，诸如作业丢失/未交、材料乱放以及学习效率低下等学业挑战很常见。组织、计划、优先级排序、记忆/材料管理和学习技能方面的缺陷（即学业执行功能（EF）缺陷）导致了这些挑战。
在一项针对6名ASD学生的概念验证试验中，评估基于学校的“在学校实现独立与掌握”（AIMS）干预措施的可行性、满意度和初步疗效。
6名无ID的ASD中学生参加了AIMS。家长和教师对学业EF和功能进行了评分。
结果表明该干预措施具有很高的可行性、青少年满意度，并且根据家长和教师的报告，EF技能和学业行为有所改善。
这些有前景的结果支持进一步开展干预措施，并表明学业EF技能在ASD学生中具有可塑性。
