Pub Date : 2022-02-04DOI: 10.1177/10883576211073685
Veronica P. Fleury, Talya Kemper
The quantity and quality of research focused on autism spectrum disorder (ASD) have grown over the past several decades. Ensuring that research findings are accessible and understood by education professionals is essential for improving outcomes for individuals with ASD. In this study, we evaluated education professionals’ knowledge about ASD, specifically (a) beliefs about causes of ASD, (b) their familiarity with evidence-based practices (EBPs) and non-EBPs, (c) the likelihood of using or recommending EBPs compared with non-EBPs, and (d) the extent to which source credibility influenced the likelihood of using or recommending different types of practices. Education professionals (N = 62) completed a paper survey. Responses on a modified version of the Illness Perception Questionnaire–Revised (Moss-Morris et al., 2002) were used to evaluate participants’ beliefs regarding causal attributes of ASD. Educators were also asked to read texts describing four EBPs and four non-EBPs. The text presentation was based on a 2 × 2 within-subjects factorial design with practice status (EBP or non-EBP) and source credibility (credible or not credible) as the independent variables. After reading each text, participants reported on whether they were (a) familiar with the practice and (b) the extent to which they would use or recommend the practice. Results indicate that school personnel were highly confident that neurobiological factors were a causal attribute of ASD. In addition, respondents were more familiar with, and more likely to recommend or use, EBPs as compared with non-EBPs. Source credibility did not significantly affect participants’ likelihood of using or recommending practices.
在过去的几十年里，专注于自闭症谱系障碍（ASD）的研究数量和质量都在增长。确保教育专业人员能够获得和理解研究结果，对于改善ASD患者的结果至关重要。在这项研究中，我们评估了教育专业人员对ASD的了解，特别是（a）对ASD病因的信念，（b）他们对循证实践（EBP）和非EBP的熟悉程度，（c）与非EBP相比使用或推荐EBP的可能性，以及（d）来源可信度在多大程度上影响使用或推荐不同类型实践的可能性。教育专业人员（N=62）完成了一项论文调查。对修订版疾病感知问卷（Moss-Morris et al.，2002）的回答用于评估参与者对ASD因果属性的信念。教育工作者还被要求阅读描述四个EBP和四个非EBP的文本。文本呈现基于2×2的受试者内部析因设计，以实践状态（EBP或非EBP）和来源可信度（可信或不可信）为自变量。在阅读每一篇文章后，参与者报告他们是否（a）熟悉这种做法，以及（b）他们将在多大程度上使用或推荐这种做法。结果表明，学校工作人员高度相信神经生物学因素是ASD的一个原因。此外，与非EBP相比，受访者更熟悉EBP，也更有可能推荐或使用EBP。来源可信度并没有显著影响参与者使用或推荐实践的可能性。
{"title":"An Examination of Education Professionals’ Beliefs About Causes of Autism and Their Perceptions of Practices","authors":"Veronica P. Fleury, Talya Kemper","doi":"10.1177/10883576211073685","DOIUrl":"https://doi.org/10.1177/10883576211073685","url":null,"abstract":"The quantity and quality of research focused on autism spectrum disorder (ASD) have grown over the past several decades. Ensuring that research findings are accessible and understood by education professionals is essential for improving outcomes for individuals with ASD. In this study, we evaluated education professionals’ knowledge about ASD, specifically (a) beliefs about causes of ASD, (b) their familiarity with evidence-based practices (EBPs) and non-EBPs, (c) the likelihood of using or recommending EBPs compared with non-EBPs, and (d) the extent to which source credibility influenced the likelihood of using or recommending different types of practices. Education professionals (N = 62) completed a paper survey. Responses on a modified version of the Illness Perception Questionnaire–Revised (Moss-Morris et al., 2002) were used to evaluate participants’ beliefs regarding causal attributes of ASD. Educators were also asked to read texts describing four EBPs and four non-EBPs. The text presentation was based on a 2 × 2 within-subjects factorial design with practice status (EBP or non-EBP) and source credibility (credible or not credible) as the independent variables. After reading each text, participants reported on whether they were (a) familiar with the practice and (b) the extent to which they would use or recommend the practice. Results indicate that school personnel were highly confident that neurobiological factors were a causal attribute of ASD. In addition, respondents were more familiar with, and more likely to recommend or use, EBPs as compared with non-EBPs. Source credibility did not significantly affect participants’ likelihood of using or recommending practices.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"189 - 198"},"PeriodicalIF":2.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49192725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-28DOI: 10.1177/10883576211073692
Cecilia Latorre-Cosculluela, Marta Liesa-Orús, P. Rivera‐Torres
One of the factors linked to the successful inclusion of children with autism spectrum disorder (ASD) is the idea that the attitudes of teaching professionals are related to the perceived efficacy of educational practices. The aim of this study was to explore the relationships between the perceived efficacy of a set of practices specifically aimed at children with ASD and the perceived drivers and attitudes toward their full inclusion. We estimated a structural equation model that included socioprofessional variables of the 454 teachers taking part in the study. The results show that greater efficacy of the practices implemented with children with ASD results in more positive attitudes toward the education of these children in inclusive settings. Similarly, drivers of inclusion also improve teachers’ attitudes toward these children. The findings suggest the need to improve teacher training and provide teachers with the resources necessary to adapt their practices to all children.
{"title":"Opportunities to Learn for Children With Autism Spectrum Disorders: Effects of the Perceived Efficacy of Teacher Practices and Drivers of Inclusion","authors":"Cecilia Latorre-Cosculluela, Marta Liesa-Orús, P. Rivera‐Torres","doi":"10.1177/10883576211073692","DOIUrl":"https://doi.org/10.1177/10883576211073692","url":null,"abstract":"One of the factors linked to the successful inclusion of children with autism spectrum disorder (ASD) is the idea that the attitudes of teaching professionals are related to the perceived efficacy of educational practices. The aim of this study was to explore the relationships between the perceived efficacy of a set of practices specifically aimed at children with ASD and the perceived drivers and attitudes toward their full inclusion. We estimated a structural equation model that included socioprofessional variables of the 454 teachers taking part in the study. The results show that greater efficacy of the practices implemented with children with ASD results in more positive attitudes toward the education of these children in inclusive settings. Similarly, drivers of inclusion also improve teachers’ attitudes toward these children. The findings suggest the need to improve teacher training and provide teachers with the resources necessary to adapt their practices to all children.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"108 - 119"},"PeriodicalIF":2.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47680419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-25DOI: 10.1177/10883576211073700
Melissa N. Savage, Brianne T. Tomaszewski, K. Hume
Adults with autism spectrum disorder and intellectual disability often do not engage in healthy levels of physical activity despite its many benefits. We conducted a randomized control trial to evaluate the effectiveness and feasibility of the Step It Up program, which used supported self-management strategies, on daily step counts, health measures, and perceived quality of life for adults with autism spectrum disorder and intellectual disability. Forty participants, ages 18 to 57, were randomly assigned to a control or intervention group. Males accounted for 70.6% of participant gender. Both groups received Fitbits and Fitbit training, and they participated in pre- and post-assessments. The intervention group participated in the Step It Up program. Participants in the intervention group had significantly higher step counts and lost more weight. Feasibility and acceptability were also high. This study provides valuable data on using a supported self-managed exercise program as well as insight into its feasibility in home settings.
患有自闭症谱系障碍和智力残疾的成年人通常不从事健康水平的体育活动，尽管它有很多好处。我们进行了一项随机对照试验，以评估Step It Up计划的有效性和可行性，该计划使用支持的自我管理策略，对患有自闭症谱系障碍和智力残疾的成年人进行每日步数，健康措施和感知生活质量。40名年龄在18岁到57岁之间的参与者被随机分配到对照组和干预组。男性占参与者性别的70.6%。两组都接受了Fitbit和Fitbit培训，并参加了前后评估。干预组参加了Step It Up项目。干预组的参与者步数明显增加，体重减轻更多。可行性和可接受性也很高。本研究提供了有价值的数据，用于支持自我管理的锻炼计划，以及洞察其在家庭环境中的可行性。
{"title":"Step It Up: Increasing Physical Activity for Adults With Autism Spectrum Disorder and Intellectual Disability Using Supported Self-Management and Fitbit Technology","authors":"Melissa N. Savage, Brianne T. Tomaszewski, K. Hume","doi":"10.1177/10883576211073700","DOIUrl":"https://doi.org/10.1177/10883576211073700","url":null,"abstract":"Adults with autism spectrum disorder and intellectual disability often do not engage in healthy levels of physical activity despite its many benefits. We conducted a randomized control trial to evaluate the effectiveness and feasibility of the Step It Up program, which used supported self-management strategies, on daily step counts, health measures, and perceived quality of life for adults with autism spectrum disorder and intellectual disability. Forty participants, ages 18 to 57, were randomly assigned to a control or intervention group. Males accounted for 70.6% of participant gender. Both groups received Fitbits and Fitbit training, and they participated in pre- and post-assessments. The intervention group participated in the Step It Up program. Participants in the intervention group had significantly higher step counts and lost more weight. Feasibility and acceptability were also high. This study provides valuable data on using a supported self-managed exercise program as well as insight into its feasibility in home settings.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"146 - 157"},"PeriodicalIF":2.0,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48390891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-21DOI: 10.1177/10883576211073698
Hilary E. Travers, E. Carter
Although the impact of peer-mediated interventions on students with intellectual and developmental disabilities (IDD) has been studied extensively, little attention has focused on the peers without disabilities who are so central to these interventions. We reviewed 98 studies to examine the portrait of more than 3,000 peers without disabilities who have participated in peer-mediated interventions involving middle and high school students with IDD. Peer and student demographics were very diverse, as were the methods for peer recruitment and selection, the interventions they delivered, the settings in which they spent time with students with IDD, and the ways in which they were prepared for these roles. However, reporting in these areas was limited across studies. We offer recommendations for strengthening research and practice focused on the contributions of peers within these evidence-based interventions.
{"title":"A Portrait of Peers Within Peer-Mediated Interventions: A Literature Review","authors":"Hilary E. Travers, E. Carter","doi":"10.1177/10883576211073698","DOIUrl":"https://doi.org/10.1177/10883576211073698","url":null,"abstract":"Although the impact of peer-mediated interventions on students with intellectual and developmental disabilities (IDD) has been studied extensively, little attention has focused on the peers without disabilities who are so central to these interventions. We reviewed 98 studies to examine the portrait of more than 3,000 peers without disabilities who have participated in peer-mediated interventions involving middle and high school students with IDD. Peer and student demographics were very diverse, as were the methods for peer recruitment and selection, the interventions they delivered, the settings in which they spent time with students with IDD, and the ways in which they were prepared for these roles. However, reporting in these areas was limited across studies. We offer recommendations for strengthening research and practice focused on the contributions of peers within these evidence-based interventions.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"71 - 82"},"PeriodicalIF":2.0,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42215996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-21DOI: 10.1177/10883576211073691
K. Bauer, Kristi L. Morin, Theodore E. Renz, Sinenhlanhla Zungu
The research on autism spectrum disorder (ASD) disproportionately originates from high-income countries, indicating a disparity of research in low- and middle-income countries (LMIC). One possible reason for this disparity is a lack of culturally appropriate screening and diagnostic tools for use in LMIC. Although a number of tools are commonly used in the United States, it is likely that using these tools in contexts in which they were not intended may be problematic. As such, this study examined factors that may inhibit the feasibility and usability of common ASD assessment tools in LMIC. Assessments were analyzed for readability, initial and continued cost, training required, restrictions on purchasing, materials required, and presence of items assessing expressive and receptive language. Results of the study indicated that the majority of validated ASD assessment tools present a multitude of barriers for use in LMIC. Implications for research and practice are discussed.
{"title":"Autism Assessment in Low- and Middle-Income Countries: Feasibility and Usability of Western Tools","authors":"K. Bauer, Kristi L. Morin, Theodore E. Renz, Sinenhlanhla Zungu","doi":"10.1177/10883576211073691","DOIUrl":"https://doi.org/10.1177/10883576211073691","url":null,"abstract":"The research on autism spectrum disorder (ASD) disproportionately originates from high-income countries, indicating a disparity of research in low- and middle-income countries (LMIC). One possible reason for this disparity is a lack of culturally appropriate screening and diagnostic tools for use in LMIC. Although a number of tools are commonly used in the United States, it is likely that using these tools in contexts in which they were not intended may be problematic. As such, this study examined factors that may inhibit the feasibility and usability of common ASD assessment tools in LMIC. Assessments were analyzed for readability, initial and continued cost, training required, restrictions on purchasing, materials required, and presence of items assessing expressive and receptive language. Results of the study indicated that the majority of validated ASD assessment tools present a multitude of barriers for use in LMIC. Implications for research and practice are discussed.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"179 - 188"},"PeriodicalIF":2.0,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44978520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-21DOI: 10.1177/10883576211073687
Lindsey M. Weiler, Annie K. Goerdt, Kalli B. Kremer, Emily Goldberg, R. Hudock
Adolescents with autism spectrum disorder (ASD) are vulnerable to declines in social connections and an increase in depression, anxiety, and other co-occurring conditions. This study introduces a novel intervention that matches adolescents and adults with ASD in one-to-one mentoring relationships in an afterschool setting and examines its social validity. In this single-group, mixed-method pilot study, participants were seven adolescent mentees (14–18 years old; 100% male), seven adult mentors (19–33 years old; 71% male), and eight parents of mentees. A combination of project-specific and standardized assessments was used to describe the participants’ perceptions of the program and to assess well-being, self-concept, and social-emotional and behavioral outcomes. Results showed high uptake, program satisfaction, positive ratings of mentoring relationship quality, and desirable pre- to post-test change on several targeted outcomes. This study provides preliminary evidence to support the applicability and utility of a mentoring program for adolescents with ASD by adults with ASD.
{"title":"Social Validity and Preliminary Outcomes of a Mentoring Intervention for Adolescents and Adults With Autism","authors":"Lindsey M. Weiler, Annie K. Goerdt, Kalli B. Kremer, Emily Goldberg, R. Hudock","doi":"10.1177/10883576211073687","DOIUrl":"https://doi.org/10.1177/10883576211073687","url":null,"abstract":"Adolescents with autism spectrum disorder (ASD) are vulnerable to declines in social connections and an increase in depression, anxiety, and other co-occurring conditions. This study introduces a novel intervention that matches adolescents and adults with ASD in one-to-one mentoring relationships in an afterschool setting and examines its social validity. In this single-group, mixed-method pilot study, participants were seven adolescent mentees (14–18 years old; 100% male), seven adult mentors (19–33 years old; 71% male), and eight parents of mentees. A combination of project-specific and standardized assessments was used to describe the participants’ perceptions of the program and to assess well-being, self-concept, and social-emotional and behavioral outcomes. Results showed high uptake, program satisfaction, positive ratings of mentoring relationship quality, and desirable pre- to post-test change on several targeted outcomes. This study provides preliminary evidence to support the applicability and utility of a mentoring program for adolescents with ASD by adults with ASD.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"215 - 226"},"PeriodicalIF":2.0,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46176202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-21DOI: 10.1177/10883576211073686
Wissam Mounzer, Donald M. Stenhoff
In this study, we evaluated the effect of the Future Center Early Intensive Behavioral Intervention program on children’s skills longitudinally by sex, age, and diagnoses as dependent variables. Sixty-seven children ages 1–6 years and diagnosed with autism spectrum disorder were followed up for 2 years in Syria. They were assessed twice across the 2-year program: at their first visit and at the end of the program. Assessments included the Autism Behavior Checklist, Childhood Autism Rating Scale, and Adaptive Behavioral Scale–Arabic version. Results showed that the changes in participants’ scores from pre- to post-test were statistically significant, and the treatment group showed significantly larger gains on all scales. No significant differences were found by sex and age between the pre- and post-test on all scales, while there were significant differences regarding diagnoses. The limitations of this study and suggestions for future research are described.
{"title":"Early Intensive Behavioral Intervention Program for Children With Autism in Syria","authors":"Wissam Mounzer, Donald M. Stenhoff","doi":"10.1177/10883576211073686","DOIUrl":"https://doi.org/10.1177/10883576211073686","url":null,"abstract":"<p>In this study, we evaluated the effect of the Future Center Early Intensive Behavioral Intervention program on children’s skills longitudinally by sex, age, and diagnoses as dependent variables. Sixty-seven children ages 1–6 years and diagnosed with autism spectrum disorder were followed up for 2 years in Syria. They were assessed twice across the 2-year program: at their first visit and at the end of the program. Assessments included the Autism Behavior Checklist, Childhood Autism Rating Scale, and Adaptive Behavioral Scale–Arabic version. Results showed that the changes in participants’ scores from pre- to post-test were statistically significant, and the treatment group showed significantly larger gains on all scales. No significant differences were found by sex and age between the pre- and post-test on all scales, while there were significant differences regarding diagnoses. The limitations of this study and suggestions for future research are described.</p>","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"25 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138520937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-04DOI: 10.1177/10883576211066897
Kristi L. Morin, Sallie W. Nowell, Jessica R Steinbrenner, Ann M. Sam, V. Waters, S. Odom
Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals’ (a) roles and responsibilities, (b) applied knowledge from different types of professional development, (c) perceived barriers to professional development, and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism.
{"title":"A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism","authors":"Kristi L. Morin, Sallie W. Nowell, Jessica R Steinbrenner, Ann M. Sam, V. Waters, S. Odom","doi":"10.1177/10883576211066897","DOIUrl":"https://doi.org/10.1177/10883576211066897","url":null,"abstract":"Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals’ (a) roles and responsibilities, (b) applied knowledge from different types of professional development, (c) perceived barriers to professional development, and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"96 - 107"},"PeriodicalIF":2.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47488824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-31DOI: 10.1177/10883576211056291
Kathleen D. Viezel, B. Freer, C. Morgan
As an increasing number of individuals with autism spectrum disorder (ASD) matriculate on college campuses, all stakeholders should be prepared to meet their needs. Despite a body of literature describing adaptive behavior deficits of individuals with ASD, there is a paucity of research examining these skills among those who are college-ready. The present study investigated the adaptive behavior of a diverse group (N = 27) of incoming college students with ASD and examined to what extent these skills could predict initial academic success. Despite average intelligence and good academic indicators, deficits in communication, socialization, and daily living skills were found. No models, even those that included intelligence quotient (IQ) and SAT scores, were predictive of first-semester or first-year grade point average (GPA). Importantly, freshman-to-sophomore retention appeared higher than the university average. Findings suggest that practitioners and families should consider adaptive behavior in addition to intellectual and academic capabilities when considering postsecondary opportunities and available supports.
{"title":"Adaptive Behavior of College Students With Autism","authors":"Kathleen D. Viezel, B. Freer, C. Morgan","doi":"10.1177/10883576211056291","DOIUrl":"https://doi.org/10.1177/10883576211056291","url":null,"abstract":"As an increasing number of individuals with autism spectrum disorder (ASD) matriculate on college campuses, all stakeholders should be prepared to meet their needs. Despite a body of literature describing adaptive behavior deficits of individuals with ASD, there is a paucity of research examining these skills among those who are college-ready. The present study investigated the adaptive behavior of a diverse group (N = 27) of incoming college students with ASD and examined to what extent these skills could predict initial academic success. Despite average intelligence and good academic indicators, deficits in communication, socialization, and daily living skills were found. No models, even those that included intelligence quotient (IQ) and SAT scores, were predictive of first-semester or first-year grade point average (GPA). Importantly, freshman-to-sophomore retention appeared higher than the university average. Findings suggest that practitioners and families should consider adaptive behavior in addition to intellectual and academic capabilities when considering postsecondary opportunities and available supports.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"56 - 65"},"PeriodicalIF":2.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42489818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.1177/10883576211023349
Jennifer R. Ledford, Joseph M. Lambert, E. Barton, K. Ayres
Identifying potentially effective practices for improving outcomes for individuals with autism spectrum disorder (ASD) is a complex process. In this article, we respond to recent reviews of evidence-based practices for individuals with ASD. We identify possible problems and make suggestions in relation to identifying well-specified practices, inclusion of gray literature, and considering use of studies with noneffects in systematic reviews.
{"title":"The Evidence Base for Interventions for Individuals With ASD: A Call to Improve Practice Conceptualization and Synthesis","authors":"Jennifer R. Ledford, Joseph M. Lambert, E. Barton, K. Ayres","doi":"10.1177/10883576211023349","DOIUrl":"https://doi.org/10.1177/10883576211023349","url":null,"abstract":"Identifying potentially effective practices for improving outcomes for individuals with autism spectrum disorder (ASD) is a complex process. In this article, we respond to recent reviews of evidence-based practices for individuals with ASD. We identify possible problems and make suggestions in relation to identifying well-specified practices, inclusion of gray literature, and considering use of studies with noneffects in systematic reviews.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"135 - 147"},"PeriodicalIF":2.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10883576211023349","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43686473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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