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

Autor/inn/en	Duncan, Amie; Risley, Sydney; Combs, Angela; Lacey, Heather M.; Hamik, Elizabeth; Fershtman, Chaya; Kneeskern, Ellen; Patel, Meera; Crosby, Lori; Hood, Anna M.; Zoromski, Allison K.; Tamm, Leanne
Titel	School Challenges and Services Related to Executive Functioning for Fully Included Middle Schoolers with Autism
Quelle	In: Focus on Autism and Other Developmental Disabilities, 38 (2023) 2, S.90-100 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duncan, Amie) ORCID (Hood, Anna M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/10883576221110167
Schlagwörter	Autism Spectrum Disorders; Executive Function; Individualized Education Programs; Middle School Students; Barriers; Special Education; School Personnel; Communication Problems; Interpersonal Competence; Classroom Techniques; Teacher Attitudes; Educational Strategies; Ohio (Cincinnati) + Suchen Sie Ihr Suchwort? Autism; Autismus; Individualized education program; Individualisierendes Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulpersonal; Kommunikationsbarriere; Interpersonale Kompetenz; Klassenführung; Lehrerverhalten; Lehrstrategie
Abstract	The educational services available for fully included middle schoolers with autism spectrum disorder (ASD) in the general education setting in the United States 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, determine 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. [For the corresponding grantee submission, see ED618973.] (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01