Achieving Independence and Mastery in School: An Open Trial in the Outpatient Setting

Tamm, Leanne; Zoromski, Allison K.; Kneeskern, Ellen; Patel, Meera; Lacey, Heather M.; Vaughn, Aaron J.; Ciesielski, Heather A.; Weadick, Hannah K; Duncan, Amie

doi:10.1007/s10803-020-04652-8

Cited by 8 publications

(8 citation statements)

References 50 publications

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“…Moreover, some recent research also supports the feasibility of providing organizational skills training customized to autistic adolescents (e.g., greater use of visual supports, interactive activities, and directive teaching) (Kenworthy et al, 2014;Tamm et al, 2021). Taken together, this suggests that organizational skills training may also be beneficial for co-occurring autism and ADHD.…”

Section: Academic Interventionsmentioning

confidence: 78%

“…There is evidence that organizational skills training (e.g., time management, planning, and study skills), provided via individual clinic sessions, specialist after‐school programs, or school psychologists or counselors during the school day, can have positive effects on academic skills and grades for elementary‐, middle‐, and early high school‐age children diagnosed with ADHD (Abikoff et al, 2013 ; Evans et al, 2014 , 2018 ; Langberg et al, 2011 , 2012 ). Moreover, some recent research also supports the feasibility of providing organizational skills training customized to autistic adolescents (e.g., greater use of visual supports, interactive activities, and directive teaching) (Kenworthy et al, 2014 ; Tamm et al, 2021 ). Taken together, this suggests that organizational skills training may also be beneficial for co‐occurring autism and ADHD.…”

Section: Diagnostic Assessment and Interventionmentioning

confidence: 93%

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Diagnosis and treatment of children and adolescents with autism and ADHD

Hatch

Kadlaskar

Miller

2022

Psychology in the Schools

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Attention‐deficit/hyperactivity disorder (ADHD) and autism are neurodevelopmental disorders that emerge in childhood. There is increasing recognition that ADHD and autism frequently co‐occur. Yet, questions remain among clinicians regarding the best ways to evaluate and treat co‐occurring autism and ADHD. This review outlines issues relevant to providing evidence‐based practice to individuals and families who may be experiencing difficulties associated with co‐occurring autism and ADHD. After describing the complexities of the co‐occurrence of autism and ADHD, we present practical considerations for best practice assessment and treatment of co‐occurring autism and ADHD. Regarding assessment, this includes considerations for interviewing parents/caregivers and youth, using validated parent and teacher rating scales, conducting cognitive assessments, and conducting behavior observations. Regarding treatment, consideration is given to behavioral management, school‐based interventions, social skills development, and the use of medications. Throughout, we note the quality of evidence that supports a particular component of assessment or treatment, highlighting when evidence is most relevant to those with co‐occurring autism and ADHD across stages of development. In light of the current evidence for assessment and treatment of co‐occurring autism and ADHD, we conclude by outlining practical implications for clinical and educational practice.

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Section: Academic Interventionsmentioning

confidence: 78%

Section: Diagnostic Assessment and Interventionmentioning

confidence: 93%

Diagnosis and treatment of children and adolescents with autism and ADHD

Hatch

Kadlaskar

Miller

2022

Psychology in the Schools

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“…Demurie et al, 2011; Kuzmanovic et al, 2011). Beyond the empirical and theoretical implications, as verbal or nonverbal feedback often play roles in teaching programmes (Campbell et al, 2017; Joseph et al, 2005; see Reed, 2016, for a review), recent clinical interventions focusing on shifting for children with ASD may benefit from such information (Faja et al, 2022; Kenworthy et al, 2014; Tamm et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Clinically, problems with shifting are associated with core problems for those with ASD (Gonzalez et al, 2019; Reed et al, 2013; Yerys et al, 2009). There is now, at least, one effective cognitive behavioural intervention for shifting for school-aged children (Kenworthy et al, 2014), and several novel interventions (Faja et al, 2022; Tamm et al, 2021). Delivering effective feedback is a key part of these programmes for ASD (Campbell et al, 2017; Demurie et al, 2011; Joseph et al, 2005; see Reed, 2016, for a review), and improving its efficacy may enhance such teaching strategies for behavioural flexibility.…”

Section: Discussionmentioning

confidence: 99%

Individuals with autism spectrum disorder are differentially sensitive to interference from previous verbal feedback

Reed

2023

Autism

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This study examined whether set-shifting ability for children with autism spectrum disorder without intellectual disability would be affected differentially by verbal or nonverbal feedback as the outcome of previous research tentatively suggests that verbal feedback may lead to slower set-shifting. Overall, 56 children participated (42 male; 14 female); 28 with a diagnosis of autism spectrum disorder (24 male) and 28 (21 male) typically developing children matched on cognitive and verbal abilities. Each group was exposed to a set-shifting task using cards varying in three dimensions. One group of typically developing children, and one group of autism spectrum disorder children, received verbal feedback on their performance, and one group received nonverbal feedback. Children with autism spectrum disorder learned an initial categorisation rule as fast as matched typically developing children. There was little difference in the impact of the type of feedback on acquisition. However, on shifting the classification rule, children with autism spectrum disorder showed slower rates of learning the new rule, relative to matched controls, which was worse when verbal feedback was used compared to nonverbal feedback. This finding has implications for the interpretations of set-shifting performance and for classroom use of feedback strategies. Lay abstract Individuals with autism spectrum disorder can find behavioural flexibility challenging, often exhibited in terms of repetitive behaviours or restricted ranges of interests and activities. An inability to shift efficiently from one situation to another is connected with problems in daily life, and identifying factors associated with this ability may help develop teaching strategies to improve behavioural flexibility. Some existing findings imply shifting performance for individuals with autism spectrum disorder is better with nonverbal, compared to verbal, feedback – even for those with strong verbal abilities. Unfortunately, there are few behavioural examinations that further explore these findings, which is the aim of this study. In this study, 28 children with a diagnosis of autism spectrum disorder and 28 typically developing children matched on cognitive and verbal abilities learned to sort cards according to one out of a possible three dimensions (colour, shape and number), and then had to relearn the sorting rule. One group of typically developing children, and one group of autism spectrum disorder children, received verbal feedback on their performance, and one group received nonverbal feedback. Children with autism spectrum disorder learned an initial categorisation rule as fast as matched typically developing children, and there was little difference in the impact of the type of feedback on acquisition. However, on shifting the classification rule, children with autism spectrum disorder showed slower rates of learning the new rule, which was worse when verbal feedback was used compared to nonverbal feedback. This finding has implications for the interpretations of set-shifting performance and for classroom use of feedback strategies.

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“…For the past few years, our group has been developing EF interventions targeting organization, planning, study skills, and so on, for middle school youth with ASD without ID in the outpatient and school settings (Tamm et al, 2021). During the intervention development and refinement phases, focus groups with school personnel who work with students with ASD without ID in the general education classroom were conducted to enhance our understanding of their profile of EF deficits and related academic challenges and how school personnel address these deficits.…”

mentioning

confidence: 99%

School Challenges and Services Related to Executive Functioning for Fully Included Middle Schoolers With Autism

Duncan

Risley

Combs

et al. 2022

Focus Autism Other Dev Disabl

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The educational services available for fully included middle schoolers with autism spectrum disorder (ASD) in the general education setting are not well known. Even less is known about how the executive functioning (EF) deficits of such youth are addressed in the classroom. The current study sought to identify the challenges, including EF, that middle schoolers with ASD face and the services that they receive on their Individualized Education Program (IEP), and also explore specific strategies used to build EF skills at school. A convenience data sample was obtained from focus groups with educational personnel ( n = 15), and qualitative analyses of IEPs were conducted in middle schoolers with ASD with EF deficits ( n = 23). Results confirmed that social communication and EF challenges are common. Multiple services and accommodations were identified, although EF challenges were rarely targeted on IEPs. Factors that may facilitate the success of EF strategies in the classroom are discussed.

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Achieving Independence and Mastery in School: An Open Trial in the Outpatient Setting

Cited by 8 publications

References 50 publications

Diagnosis and treatment of children and adolescents with autism and ADHD

Diagnosis and treatment of children and adolescents with autism and ADHD

Individuals with autism spectrum disorder are differentially sensitive to interference from previous verbal feedback

School Challenges and Services Related to Executive Functioning for Fully Included Middle Schoolers With Autism

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