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Tamm L, Hamik E, Yeung TS, Zoromski AK, Mara CA, Duncan A. Achieving Independence and Mastery in School: A School-Based Executive Function Group Intervention for Autistic Middle Schoolers. J Autism Dev Disord 2023:10.1007/s10803-023-06164-7. [PMID: 37991661 DOI: 10.1007/s10803-023-06164-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/18/2023] [Indexed: 11/23/2023]
Abstract
Executive functioning (EF) deficits, such as challenges with planning, organization, and materials management, negatively impact academic performance, particularly for middle-school students with autism spectrum disorder (ASD) without intellectual disability (ID). The aim was to assess the initial efficacy of the school-based version of the Achieving Independence and Mastery in School (AIMS) intervention in a pilot randomized clinical trial. 47 autistic middle-schoolers without ID attending nine different schools were randomized to participate in AIMS or to wait to receive AIMS the following semester (waitlist control = WLC). Youth, caregivers, and teachers rated academic EFs and academic functioning, and youth completed an objective EF measure, at baseline and outcome (post). Effect sizes were computed comparing baseline and post measures within each group. Individuals randomized to AIMS improved from baseline to post on academic EF outcome measures with small to moderate effect sizes, compared to WLC, who made some improvements but with generally smaller effect sizes. Analyses with academic functioning measures showed a similar pattern of results. These promising results suggest that AIMS delivered in the school by school-based personnel to small groups of students with ASD without ID can improve academic EF skills.
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Affiliation(s)
- Leanne Tamm
- Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA.
- Department of Pediatrics, Center for ADHD, Cincinnati Children's Hospital Medical Center, 3333 Burnet Ave, MLC 10006, Cincinnati, OH, 45229-3039, USA.
| | - Elizabeth Hamik
- Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
- Eastern Michigan University, Ypsilanti, MI, USA
| | - Tat Shing Yeung
- Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
- Oregon Health & Science University, Portland, OR, USA
| | - Allison K Zoromski
- Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - Constance A Mara
- Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - Amie Duncan
- Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA
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Pinsonneault M, Parent S, Castellanos-Ryan N, Zelazo PD, Séguin JR, Tremblay RE. Transactional associations between vocabulary and disruptive behaviors during the transition to formal schooling. Dev Psychopathol 2023; 35:1529-1539. [PMID: 35796242 DOI: 10.1017/s0954579422000268] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
This study investigated the transactional relations between vocabulary and disruptive behaviors (DB; physical aggression and opposition/rule breaking/theft and vandalism), during the transition to formal schooling, using a community sample of 572 children. Cross-lagged panel model analyses were used to examine bidirectional relationships, comparing physical aggression to non-aggressive DB. Transactional associations between vocabulary and DB were observed, coinciding with school entry. Lower vocabulary in preschool (60mo.) was predictive of higher physical aggression scores in kindergarten. In turn, higher physical aggression in kindergarten was predictive of lower vocabulary in 1st grade. For non-aggressive DB, recurrent associations were found. Lower verbal skills in preschool (42mo.) and kindergarten predicted higher non-aggressive DB scores later in preschool and in 1st grade respectively. In turn, higher non-aggressive DB in kindergarten predicted lower vocabulary scores in 1st grade. In contrast to transactional paths from vocabulary to DB, transactional paths from DB to vocabulary observed after the transition to elementary school remained significant after controlling for comorbid hyperactivity, impulsivity and inattention behaviors, suggesting these links were specific to aggressive and non-aggressive DB. Practical implications for prevention are discussed.
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Affiliation(s)
- Michelle Pinsonneault
- CHU Ste-Justine Research Center, Montréal, QC, Canada
- School of Psychoeducation, Université de Montréal, Montréal, QC, Canada
| | - Sophie Parent
- CHU Ste-Justine Research Center, Montréal, QC, Canada
- School of Psychoeducation, Université de Montréal, Montréal, QC, Canada
| | - Natalie Castellanos-Ryan
- CHU Ste-Justine Research Center, Montréal, QC, Canada
- School of Psychoeducation, Université de Montréal, Montréal, QC, Canada
| | - Philip David Zelazo
- Department of Psychology and Institute of Child Development, University of Minnesota, Minneapolis, MN, USA
| | - Jean R Séguin
- CHU Ste-Justine Research Center, Montréal, QC, Canada
- Department of Psychiatry and Addictology, Université de Montréal, Montréal, QC, Canada
| | - Richard E Tremblay
- CHU Ste-Justine Research Center, Montréal, QC, Canada
- Departments of Psychology and Pediatrics, Université de Montréal, Montréal, QC, Canada
- School of Public Health, Physiotherapy & Population Science, University College Dublin, Dublin, Ireland
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Tamm L, Risley SM, Hamik E, Combs A, Jones LB, Patronick J, Yeung TS, Zoromski AK, Duncan A. Improving academic performance through a school-based intervention targeting academic executive functions - a pilot study. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2022; 70:549-557. [PMID: 38699503 PMCID: PMC11062275 DOI: 10.1080/20473869.2022.2095690] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Accepted: 06/22/2022] [Indexed: 05/05/2024]
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. Objectives 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. Conclusion These promising results support further intervention development and suggest that academic EF skills are malleable in students with ASD.
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Affiliation(s)
- Leanne Tamm
- 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
| | | | - Elizabeth Hamik
- Department of Pediatrics, Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA
| | - Angela Combs
- College of Arts and Sciences, University of Cincinnati, Cincinnati, OH, USA
| | | | - Jamie Patronick
- College of Arts and Sciences, University of Cincinnati, Cincinnati, OH, USA
| | - Tat Shing Yeung
- Department of Pediatrics, Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA
| | - Allison K. Zoromski
- 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
| | - Amie Duncan
- 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
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McClain MB, Callan GL, Harris B, Floyd RG, Haverkamp CR, Golson ME, Longhurst DN, Benallie KJ. Methods for addressing publication bias in school psychology journals: A descriptive review of meta-analyses from 1980 to 2019. J Sch Psychol 2021; 84:74-94. [DOI: 10.1016/j.jsp.2020.11.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Revised: 08/20/2020] [Accepted: 11/17/2020] [Indexed: 11/24/2022]
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