Implementation of a multi-family autism transition program in the high school setting

Autism ◽  
2022 ◽  
pp. 136236132110655
Author(s):  
Jocelyn Kuhn ◽  
Kate Szidon ◽  
Bonnie Kraemer ◽  
Jessica R Steinbrenner ◽  
Brianne Tomaszewski ◽  
...  
Keyword(s):  
High Schools ◽  
Transition To Adulthood ◽  
Family Involvement ◽  
Real World ◽  
Transition Planning ◽  
Autism Spectrum ◽  
Future Research ◽  
Public High Schools ◽  
Us States ◽  
Facilitators And Barriers

Transitioning Together is a multi-family intervention designed to support families of adolescents on the autism spectrum as they prepare for the transition to adulthood. Questions remain regarding its wide-scale adoption and implementation in real-world settings such as high schools. We examined student, teacher, and school-level facilitators and barriers to adopting and implementing Transitioning Together at 30 public high schools across three US states that were participating in the intervention arm of a larger randomized trial, which provided training and coaching for implementation of comprehensive evidence-based autism programming. Seventeen of the 30 schools adopted Transitioning Together. Community socioeconomic status and pre-existing quality of programming for family involvement and transition planning significantly predicted intervention adoption. Thirteen of the 17 schools that adopted Transitioning Together did so with a high level of fidelity (>90%). The areas of fidelity that schools struggled with most related to session structure, facilitating problem-solving and dialogue, and collecting feedback from families. Findings highlight struggles and successes with real-world adoption of the intervention in its current form. Future research is needed to further examine how to facilitate adoption across public high schools and/or other service systems, while maximizing effectiveness, as well as reach to historically underserved autism spectrum populations. Lay abstract Transitioning Together is an intervention that supports families of adolescents on the autism spectrum as they prepare for the transition to adulthood. While it has been delivered successfully and shown to result in positive outcomes for families in the university setting, questions remain about whether and how well it can be widely provided to families in real-world settings such as high schools. In this study, we analyzed predictors, facilitators, and barriers to providing Transitioning Together to families at 30 high schools across three US states, all of which received training from a team of researchers to deliver this intervention. Our findings highlight struggles and successes with real-world use of the intervention. Seventeen of the 30 schools were successful in providing Transitioning Together to families. Schools who had higher community socioeconomic status, higher quality family involvement, and higher quality transition planning programming before changing anything for this study were much more likely to provide this new intervention to families. Schools who used the intervention were mostly able to deliver it as designed and received positive feedback from families who participated. Common parts of the intervention that schools struggled with most included following the structure of the sessions, including group problem-solving and dialogue in the sessions, and collecting feedback from families. Future research is needed to learn how to make it even easier for public high schools and other service systems to provide this intervention to families, in a way that also maximizes its effectiveness and accessibility for historically underserved autism spectrum populations.

The Formation of Postsecondary Expectations Among Parents of Youth With Autism Spectrum Disorder

2019 ◽  
Vol 35 (2) ◽  
pp. 118-128 ◽  
Author(s):  
Anne V. Kirby ◽  
Nancy Bagatell ◽  
Grace T. Baranek
Keyword(s):  
Autism Spectrum Disorder ◽  
Transition To Adulthood ◽  
Autism Spectrum ◽  
Parent Expectations ◽  
Spectrum Disorder ◽  
Future Research ◽  
Structured Interviews ◽  
The Family ◽  
Postsecondary Expectations

Research suggests higher parent expectations can predict more independent outcomes of youth with autism spectrum disorder (ASD), yet little is known about how parents’ expectations are formed. To gain an understanding of their formation, we conducted semi-structured interviews with seven parents of adolescents with ASD. Three main types of influences on parent expectations were identified: factors related to the youth, to the parent, and to social and societal forces external to the family. Although not directly probed, all of the participants also discussed their approaches to planning for the future, suggesting a connection with their expectations. These findings contribute to a growing body of literature on the role of parent expectations during the transition to adulthood. Future research and clinical practice implications include designing interventions aimed at expanding parent expectations in addition to approaches directly preparing youth with ASD for adulthood as a means to improve outcomes.

scholarly journals Facilitators and Barriers to Inclusion of Students With Autism Spectrum Disorder: Parent, Teacher, and Principal Perspectives

2020 ◽  
pp. 1-17
Author(s):  
Jennifer Stephenson ◽  
Leah Browne ◽  
Mark Carter ◽  
Trevor Clark ◽  
Debra Costley ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
South Australia ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Primary School Children ◽  
Future Research ◽  
Teacher Interviews ◽  
Students With Autism ◽  
Facilitators And Barriers ◽  
Principal Interviews

Abstract The inclusion of students with autism spectrum disorder (ASD) is increasing, but there have been no longitudinal studies of included students in Australia. Interview data reported in this study concern primary school children with ASD enrolled in mainstream classes in South Australia and New South Wales, Australia. In order to examine perceived facilitators and barriers to inclusion, parents, teachers, and principals were asked to comment on the facilitators and barriers to inclusion relevant to each child. Data are reported about 60 students, comprising a total of 305 parent interviews, 208 teacher interviews, and 227 principal interviews collected at 6-monthly intervals over 3.5 years. The most commonly mentioned facilitator was teacher practices. The most commonly mentioned barrier was intrinsic student factors. Other factors not directly controllable by school staff, such as resource limitations, were also commonly identified by principals and teachers. Parents were more likely to mention school- or teacher-related barriers. Many of the current findings were consistent with previous studies but some differences were noted, including limited reporting of sensory issues and bullying as barriers. There was little change in the pattern of facilitators and barriers identified by respondents over time. A number of implications for practice and directions for future research are discussed.

scholarly journals Requirements for Robotic Interpretation of Social Signals “in the Wild”: Insights from Diagnostic Criteria of Autism Spectrum Disorder

Information ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 81 ◽  
Author(s):  
Madeleine E. Bartlett ◽  
Cristina Costescu ◽  
Paul Baxter ◽  
Serge Thill
Keyword(s):  
Autism Spectrum Disorder ◽  
Real World ◽  
Technological Progress ◽  
State Of The Art ◽  
Autism Spectrum ◽  
Social Robotics ◽  
Human Behaviour ◽  
Spectrum Disorder ◽  
Future Research ◽  
Technological Means

The last few decades have seen widespread advances in technological means to characterise observable aspects of human behaviour such as gaze or posture. Among others, these developments have also led to significant advances in social robotics. At the same time, however, social robots are still largely evaluated in idealised or laboratory conditions, and it remains unclear whether the technological progress is sufficient to let such robots move “into the wild”. In this paper, we characterise the problems that a social robot in the real world may face, and review the technological state of the art in terms of addressing these. We do this by considering what it would entail to automate the diagnosis of Autism Spectrum Disorder (ASD). Just as for social robotics, ASD diagnosis fundamentally requires the ability to characterise human behaviour from observable aspects. However, therapists provide clear criteria regarding what to look for. As such, ASD diagnosis is a situation that is both relevant to real-world social robotics and comes with clear metrics. Overall, we demonstrate that even with relatively clear therapist-provided criteria and current technological progress, the need to interpret covert behaviour cannot yet be fully addressed. Our discussions have clear implications for ASD diagnosis, but also for social robotics more generally. For ASD diagnosis, we provide a classification of criteria based on whether or not they depend on covert information and highlight present-day possibilities for supporting therapists in diagnosis through technological means. For social robotics, we highlight the fundamental role of covert behaviour, show that the current state-of-the-art is unable to characterise this, and emphasise that future research should tackle this explicitly in realistic settings.

scholarly journals Perceptions of effective implementation of applied behaviour analysis (ABA) in schools

2021 ◽  
Author(s):  
Heather Cowan
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Model ◽  
Future Research ◽  
Social Model Of Disability ◽  
Behaviour Analysis ◽  
Effective Implementation ◽  
Applied Behaviour Analysis ◽  
Facilitators And Barriers

Policy/Program Memorandum Number 140 outlines the requirements for Ontario school boards to incorporate principles of Applied Behaviour Analysis (ABA) into school programs for students with Autism Spectrum Disorder (ASD). With increasing numbers of children being diagnosed with ASD, it is important to assess the facilitators and barriers in implementing this policy, and work towards effective academic and social inclusion. Through individual interviews and follow-up questionnaires, four behaviour therapists provided their perceptions and experiences of ABA in the classroom. A thematic analysis yielded five main themes: reinforcement in the classroom, consistency, ABA and behaviours in the classroom, collaboration, and attributions. These themes are interpreted using a social model of disability and a children’s rights lens to answer the research question: what are the facilitators and barriers to the effective implementation of ABA in schools? Limitations, recommendations for future research, and practical recommendations are discussed. Key words: Applied behaviour analysis, PPM 140, autism spectrum disorder, inclusion, social model of disability

Research priorities of the autism community: A systematic review of key stakeholder perspectives

Autism ◽  
2020 ◽  
pp. 136236132096779
Author(s):  
Laura Roche ◽  
Dawn Adams ◽  
Megan Clark
Keyword(s):  
Systematic Review ◽  
Real World ◽  
Skill Training ◽  
Research Priorities ◽  
Autism Spectrum ◽  
Future Research ◽  
Daily Lives ◽  
Autism Research ◽  
Stakeholder Perspectives ◽  
Key Stakeholders

In recent years, a shift in focus has seen researchers seek to identify the priorities and preferences of key stakeholders to shape the direction of future research for those on the autism spectrum. The process of synthesising the views, knowledge and expertise of key stakeholders with either a lived or shared experience of autism is invaluable and can inform future research to ensure that it is meaningful and has the greatest impact. A number of studies have reported on the research priorities of groups within the autism community, but to date, these studies stand alone and priorities have not been considered collectively. This systematic review identified seven studies that reported on key stakeholders’ priorities for autism research. Studies were synthesised according to (a) the target participant group and method of recruitment, (b) the methodology used to elucidate the viewpoint of stakeholders, (c) the country of stakeholders and (d) commonly identified priorities. Common features across studies note the importance of prioritising initiatives that will result in real-world changes in the lives of the autism community and more research across the lifespan. There is an identified need for more diverse stakeholder voices to influence the identification of priorities for future research foci. Continued inclusion of the autistic and autism communities in priority-setting research is imperative for achieving significant outcomes in autism research and to progress the field in an effective and socio-ethical way. Lay abstract It has become very important in autism research to ask the autistic community about what kinds of research they think should be done in order to improve the lives of people with autism. Many studies have reported on research goals from people within the autism community, such as parents of people on the autism spectrum, and practitioners and clinicians who support people on the autism spectrum. So far, the research goals from all of these studies have not been considered together, which is important so that all autism research can be working towards the same goals. We reviewed seven studies that looked at the priorities for autism research from key people within the autism community. Each of the reviewed studies are described according to (a) the types of people involved in the study, (b) the way the research goals from each group of people were identified, (c) the country where they were from and (d) the most common research goals from across all of the studies. Within these seven studies, research that will lead to real-world changes in the daily lives of the autism community and a greater focus on skill training for people with autism across their lives were found to be very important. From this review, we found that it is also very important to include a range of different people from the autism community when deciding what autism research goals should be focused on so that future research can be more helpful for the autism community.

Imagination

2013 ◽  
pp. 790-831 ◽  
Author(s):  
Marjorie Taylor
Keyword(s):  
Real World ◽  
Pretend Play ◽  
Autism Spectrum ◽  
Time Travel ◽  
Mental Time Travel ◽  
Future Research ◽  
Social Understanding ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Social Imagination

Imagination refers to the capacity to mentally transcend time, place, and/or circumstance to think about what might have been, plan and anticipate the future, create fictional worlds, and consider remote and close alternatives to actual experiences. This multifaceted capacity emerges early in life and develops substantially during the preschool years. The first section of this chapter reviews the development of social imagination in pretend play, narrative, and mental time travel, suggesting that the simulation of imagined social scenarios involving self and/or others in all three domains contributes to the development of real-world social understanding. The final sections of the chapter discuss the relation between imagination and creativity, compare imagination in typically developing children and children on the autism spectrum, and suggest directions for future research.

scholarly journals Perceptions of effective implementation of applied behaviour analysis (ABA) in schools

2021 ◽  
Author(s):  
Heather Cowan
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Model ◽  
Future Research ◽  
Social Model Of Disability ◽  
Behaviour Analysis ◽  
Effective Implementation ◽  
Applied Behaviour Analysis ◽  
Facilitators And Barriers

Policy/Program Memorandum Number 140 outlines the requirements for Ontario school boards to incorporate principles of Applied Behaviour Analysis (ABA) into school programs for students with Autism Spectrum Disorder (ASD). With increasing numbers of children being diagnosed with ASD, it is important to assess the facilitators and barriers in implementing this policy, and work towards effective academic and social inclusion. Through individual interviews and follow-up questionnaires, four behaviour therapists provided their perceptions and experiences of ABA in the classroom. A thematic analysis yielded five main themes: reinforcement in the classroom, consistency, ABA and behaviours in the classroom, collaboration, and attributions. These themes are interpreted using a social model of disability and a children’s rights lens to answer the research question: what are the facilitators and barriers to the effective implementation of ABA in schools? Limitations, recommendations for future research, and practical recommendations are discussed. Key words: Applied behaviour analysis, PPM 140, autism spectrum disorder, inclusion, social model of disability

Alienation Syndrome among Male Adolescents in Prestige Catholic and Public High Schools

1970 ◽  
Vol 27 (2) ◽  
pp. 311-315
Author(s):  
Martin M. Propper ◽  
Virginia Klaune ◽  
John B. Murray
Keyword(s):  
High School ◽  
High Schools ◽  
Religious Affiliation ◽  
Future Research ◽  
Public High Schools ◽  
Public High School ◽  
Direct Test ◽  
Catholic High Schools ◽  
Male Adolescents ◽  
High School Males

Dimensions of Davids' alienation syndrome, egocentricity, distrust, pessimism, anxiety, and resentment, among Catholic patochial high school males (CHS; N = 40) were comparable to those reported for predominantly Jewish public high school males (PHS; N = 80). These dimensions were assessed by projective and direct techniques. CHS showed no significant differences from PHS on all 3 measures but significantly more variability on the direct test. These startling commonalities among adolescent populations differing in social class and religious affiliation present strong evidence that Catholic high schools are not immune to the winds of change sweeping our universities and public high schools. Future research should determine whether these dimensions of alienation represent a normative trend, a transitory phenomena or a deviant aspect of psychological development among modern adolescents.

The Influence of Background Auditory Noise on P50 and N100 Suppression Elicited by the Paired-Click Paradigm

2020 ◽  
Vol 34 (3) ◽  
pp. 171-178
Author(s):  
Samantha Major ◽  
Kimberly Carpenter ◽  
Logan Beyer ◽  
Hannah Kwak ◽  
Geraldine Dawson ◽  
...  
Keyword(s):  
Sensory Gating ◽  
Autism Spectrum ◽  
Inhibitory Response ◽  
Future Research ◽  
Typically Developing ◽  
Optimal Outcomes ◽  
Hyperactivity Disorder ◽  
Auditory Sensory Gating ◽  
Auditory Noise ◽  
P50 Suppression

Abstract. Auditory sensory gating is commonly assessed using the Paired-Click Paradigm (PCP), an electroencephalography (EEG) task in which two identical sounds are presented sequentially and the brain’s inhibitory response to the second sound is measured. Many clinical populations demonstrate reduced P50 and/or N100 suppression. Testing sensory gating in children may help to identify individuals at risk for neurodevelopmental disorders earlier, including autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD), which could lead to more optimal outcomes. Minimal research has been done with children because of the difficulty of performing lengthy EEG experiments with young children, requiring them to sit still for long periods of time. We designed a modified, potentially child-friendly version of the PCP and evaluated it in typically developing adults. The PCP was administered twice, once in a traditional silent room (silent movie condition) and once with an audible movie playing (audible movie condition) to minimize boredom and enhance behavioral compliance. We tested whether P50 and N100 suppression were influenced by the presence of the auditory background noise from the movie. N100 suppression was observed in both hemispheres in the silent movie condition and in the left hemisphere only during the audible movie condition, though suppression was attenuated in the audible movie condition. P50 suppression was not observed in either condition. N100 sensory gating was successfully elicited with an audible movie playing during the PCP, supporting the use of the modified task for future research in both children and adults.

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