Improving Academic Performance through a School-Based Intervention Targeting Academic Executive Functions -- A Pilot Study

Autor/inn/en	Tamm, Leanne; Risley, Sydney M.; Hamik, Elizabeth; Combs, Angela; Jones, Lauren B.; Patronick, Jamie; Yeung, Tat Shing; Zoromski, Allison K.; Duncan, Amie
Titel	Improving Academic Performance through a School-Based Intervention Targeting Academic Executive Functions -- A Pilot Study
Quelle	(2022), (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tamm, Leanne) ORCID (Risley, Sydney M.) ORCID (Hamik, Elizabeth) ORCID (Combs, Angela) ORCID (Jones, Lauren B.) ORCID (Patronick, Jamie) ORCID (Yeung, Tat Shing) ORCID (Zoromski, Allison K.) ORCID (Duncan, Amie) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Intervention; Executive Function; Autism; Pervasive Developmental Disorders; Middle School Students; Comparative Analysis; Teacher Attitudes; Study Habits; Parent Attitudes; Educational Environment; Mastery Learning; Barriers; Outcomes of Education; Student Attitudes; Student Improvement; Homework; Interpersonal Communication; Behavior Rating Scales; Intelligence Tests; Check Lists; Attendance; Behavior Problems; Program Effectiveness; Students with Disabilities; Ohio (Cincinnati); Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Schulleistung; Autismus; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehrerverhalten; Study behavior; Study behaviour; Studienverhalten; Elternverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernleistung; Schulerfolg; Schülerverhalten; Hausaufgabe; Interpersonale Kommunikation; Intelligence test; Intelligenztest; Checkliste; Anwesenheit; Disability; Disabilities; Studentin; Behinderung
Abstract	Background: 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. Aims: 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. Methods: 6 middle-schoolers with ASD without ID participated in AIMS. Parents and teachers rated academic EFs and functioning. Results: Results suggest high feasibility, youth satisfaction, and improved EF skills and academic behaviors by parent and teacher report. Conclusions: These promising results support further intervention development and suggest that academic EF skills are malleable in students with ASD. [This is the online version of an article published in "International Journal of Developmental Disabilities."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01