Teaching Academic Success Skills to Middle School Students with Autism Spectrum Disorders (ASD) with Executive Functioning Deficits

向患有自闭症谱系障碍 (ASD) 和执行功能缺陷的中学生教授学业成功技能

• 批准号: 9385814
• 负责人: Amie Marie Duncan
• 金额: $ 19.88万
• 依托单位: CINCINNATI CHILDRENS HOSP MED CTR
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2019-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9385814
• 关键词: Academic skills; Achievement; Address; Area; Attention deficit hyperactivity disorder; Behavior; Behavioral; Buffers; Characteristics; Child; Clinical; Cues; Data; Diagnosis; Disease; Educational process of instructing; Environment; Event; Evidence based intervention; Executive Dysfunction; Feedback; Fostering; Gender; Goals; Health Professional; Impairment; Individual; Intervention; Lead; Learning; Link; Mathematics; Measurement; Mental Health; Methodology; Methods; Middle School Student; Modification; Monitor; Outcome; Parents; Patients; Performance; Population; Problem Solving; Process; Protocols documentation; Psyche structure; Reporting; Research Priority; Roter; Schools; Severities; Special Education; Structure; Students; Study Skills; Thinking; Time; Time Management; Training; Underachievement; United States National Institutes of Health; Visual Aid; Work; Writing; Youth; alternative treatment; autism spectrum disorder; base; cost; design; distraction; educational atmosphere; evidence base; executive function; expectation; experience; flexibility; grasp; improved; interest; iterative design; junior high school; learning strategy; life time cost; metacognition; multitask; novel; parental involvement; parental role; peer; productivity loss; psychosocial; reading comprehension; satisfaction; selective attention; skills; social; social communication; social skills; stem; success; teacher; therapy design

Project Summary/Abstract: Children with Autism Spectrum Disorders (ASD) present with numerous deficits in executive functioning (EF) including planning, flexibility, inhibition, shifting set, generativity, metacognition, action monitoring, time management, and generalizing information. Yet EFs are critical to successful academic performance. Children must be able to perform multistep sequences of events, demonstrate mental flexibility, reflect, reason, plan (e.g., complete different tasks for several subjects on time), be flexible in their thinking (e.g., select the most effective learning strategy), and monitor their performance (e.g., manage progress and check for mistakes) to succeed in the educational environment. There is a particular demand for these EF skills as children transition to the middle school environment which is associated with numerous challenges including increased expectations for achievement and behavior, copious homework assignments, increasing social complexity, increased demands on organization and planning/time management, learning that moves from rote tasks to abstract conceptual learning, etc. Not surprisingly, given their problems with EF and social competency, children with ASD evidence high levels of academic problems in middle school. In fact, during middle schools years, the academic performance of children with ASD is on average 5 years below their typical peers. Yet there are few EF interventions targeting academic skills for children with ASD and no evidence- based interventions for middle school youth with ASD. Using an iterative and collaborative design process, we intend to adapt intervention content developed for other populations with EF deficits (i.e., ADHD) for high functioning middle-school students (7th graders) diagnosed with ASD. Adapting these academic EF skills interventions for ASD is ideal because they are time-limited, amenable to group administration, and emphasize the crucial role of the parent who confronts the daily academic and behavioral struggles that often come with rearing a student with ASD. Further, it capitalizes on the shared characteristics (e.g., EF deficits) and common evidence-based interventions (e.g., behavioral principles) of the two disorders. By incorporating stakeholder feedback at every step of an iterative design process we will tailor the intervention to directly address the needs of the youth with ASD. We will examine the feasibility and acceptability of the resultant Teaching Academic Skills to Kids (TASK) intervention for parents and youth with ASD, and examine preliminary efficacy on EF, academic skills, and educational outcomes in an open trial. TASK has the potential to impact a large number of youths with ASD since approximately 50% of the population of individuals with ASD are considered “high functioning”, the majority of whom present with EF deficits as severe as their lower functioning counterparts. The lifetime cost for an individual with ASD is estimated to be $1.4 million per patient. Thus, NIH ASD research priorities include developing novel treatments delivered during pivotal transition times (e.g., middle-school) that improve school outcomes.

项目摘要/摘要：患有自闭症谱系障碍 (ASD) 的儿童存在许多缺陷 执行功能（EF），包括计划、灵活性、抑制、转移、生成、元认知、 然而，EF 对于成功的学业至关重要。 儿童必须能够执行多步骤的事件序列，表现出心理灵活性， 反思、推理、计划（例如，按时完成多个科目的不同任务）、思维灵活 （例如，选择最有效的学习策略），并监控他们的表现（例如，管理进度和 检查错误）以在教育环境中取得成功 对这些 EF 技能有特殊要求。 当孩子们过渡到中学环境时，会遇到许多挑战，包括 对成就和行为的期望增加、大量的家庭作业、社交活动的增加 复杂性、对组织和计划/时间管理的要求增加、从死记硬背转向学习 抽象概念学习等任务。考虑到他们在 EF 和社交方面的问题，这并不奇怪。 事实上，患有自闭症谱系障碍的儿童在中学期间存在严重的学业问题。 中学时期，自闭症谱系障碍儿童的学习成绩平均比正常水平低 5 年 然而，针对自闭症谱系障碍儿童的学术技能的EF干预措施很少，也没有证据表明： 我们采用迭代和协作设计流程，对患有自闭症谱系障碍的中学生进行基于干预的研究。 打算调整为其他 EF 缺陷人群（即 ADHD）开发的干预内容，以适应高 被诊断患有 ASD 的正常中学生（七年级学生）调整这些学术 EF 技能。 自闭症谱系障碍 (ASD) 干预措施是理想的，因为它们有时间限制，适合团体管理，并且强调 父母在日常学业和行为上的挣扎中扮演着至关重要的角色 此外，它利用了共同的特征（例如，EF 缺陷）和共同点。 通过纳入利益相关者，对这两种疾病采取基于证据的干预措施（例如行为原则）。 在迭代设计过程的每个步骤中提供反馈，我们将定制干预措施以直接满足需求 我们将研究由此产生的教学学术的可行性和可接受性。 对患有 ASD 的父母和青少年进行儿童技能 (TASK) 干预，并检查 EF 的初步效果， 开放试验中的学术技能和教育成果有可能影响大量的人。 患有 ASD 的青少年，因为大约 50% 的 ASD 患者被认为是“高 ”，其中大多数人的 EF 缺陷与功能较低的同事一样严重。 据 NIH ASD 研究估计，每名 ASD 患者的终生费用为 140 万美元。 优先事项包括开发在关键过渡时期（例如中学）提供的新疗法， 提高学校成绩。