Leanne Tamm, Sydney M Risley, Elizabeth Hamik, Angela Combs, Lauren B Jones, Jamie Patronick, Tat Shing Yeung, Allison K Zoromski, Amie Duncan
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...
2024: International Journal of Developmental Disabilities