Title:
INTRODUCTION TO THE SPECIAL ISSUE: ADOLESCENTS AND ADULTS ON THE AUTISM SPECTRUM
Authors:
Wilczynski, SM
Source:
*PSYCHOLOGY IN THE SCHOOLS*, 50 (9):863-865; SI NOV 2013
========================================================================
*Pages: 866-875 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000325633300002
*Order Full Text [ ]
Title:
SEXUALITY EDUCATION FOR ADOLESCENTS AND ADULTS WITH AUTISM SPECTRUM DISORDERS
Authors:
Tullis, CA; Zangrillo, AN
Source:
*PSYCHOLOGY IN THE SCHOOLS*, 50 (9):866-875; SI NOV 2013
Abstract:
As people with autism spectrum disorders (ASD) mature from adolescents
into adults, social deficits may become more pronounced and apparent in
new areas (e.g., social functioning and sexuality). Like neurotypicals,
sexuality may be directly related to quality of life for people with
ASD. Current practice for addressing sexuality in the ASD population
includes some curricula that may be beneficial for teaching skills
related to sexuality, but the scientific support for such curricula is
absent. Typically sexuality education is only implemented when a
behavior is demonstrated that is considered deviant or problematic.
Although reactive education may be a common practice, a strategy that
includes proactive sexuality education may be more beneficial for the
long-term quality of life for people with ASD. The current paper will
highlight some of the areas for further investigation and program
development for adolescents and adults with ASD. (C) 2013 Wiley
Periodicals, Inc.
========================================================================
*Pages: 876-887 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000325633300003
*Order Full Text [ ]
Title:
IMPROVING EMPLOYMENT OUTCOMES AMONG ADOLESCENTS AND ADULTS ON THE AUTISM SPECTRUM
Authors:
Wilczynski, SM; Trammell, B; Clarke, LS
Source:
*PSYCHOLOGY IN THE SCHOOLS*, 50 (9):876-887; SI NOV 2013
Abstract:
As the number of diagnosed cases of ASD increases, school professionals
must consider not only efficacious teaching approaches for improving
academic goals, but also what systems must be in place to address one of
the most important jobs of the school systems: preparing capable
citizens. For more than 160 years, schools have been tasked with
preparing good citizens who are capable of contributing to society
through work. Given the fact that schools have been required to provide
appropriate educational programming to students with disabilities for
decades and that this includes planning for the transition to adulthood,
the staggeringly poor employment outcomes of individuals on the autism
spectrum should be a cause for concern. The present article reviews the
significant problem of unemployment as well as employment supports for
individuals with ASD. These supports include both the natural supports
(scaffolding to enhance success in obtaining and maintaining employment)
as well as technological advances that may minimize ostracization in the
workplace. Lastly, recommendations for school psychologists who seek to
play a vital role in this critical area are offered. (C) 2013 Wiley
Periodicals, Inc.
========================================================================
*Pages: 888-898 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000325633300004
*Order Full Text [ ]
Title:
CONNECTING YOUTH AND YOUNG ADULTS WITH AUTISM SPECTRUM DISORDERS TO COMMUNITY LIFE
Authors:
Carter, EW; Harvey, MN; Taylor, JL; Gotham, K
Source:
*PSYCHOLOGY IN THE SCHOOLS*, 50 (9):888-898; SI NOV 2013
Abstract:
Equipping youth with autism spectrum disorders (ASD) to flourish during
and after high school is central to the purpose and practice of special
education. However, many students with ASD are leaving high school
without the preparation and connections needed to engage meaningfully in
their communities. This article reviews research-based approaches for
connecting adolescents with ASD to life beyond the classroom by
describing promising practices for fostering inclusion in postsecondary
education and community activities. Recognizing that relationships are
at the core of community life, emphasis is placed on fostering social
connections as an essential aspect of helping young people with ASD
thrive in these settings. We conclude with suggestions for school staff
to support the successful transitions of young people with ASD. (C) 2013
Wiley Periodicals, Inc.
========================================================================
*Pages: 899-909 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000325633300005
*Order Full Text [ ]
Title:
INCREASING SOCIALIZATION IN ADULTS WITH ASPERGER'S SYNDROME
Authors:
Koegel, LK; Ashbaugh, K; Koegel, RL; Detar, WJ; Regester, A
Source:
*PSYCHOLOGY IN THE SCHOOLS*, 50 (9):899-909; SI NOV 2013
Abstract:
Difficulties engaging in social activities are considered to be a core
symptom of individuals with autism spectrum disorder (ASD). Both the
literature and our clinical observations suggest that most individuals
with ASD have a desire to engage in social activities, but social skill
deficits make social interaction challenging, and in turn can lead to
feelings of loneliness and isolation. Currently there are few resources
to support adult students with ASD in forming friendships and
involvement in the college community. Using a multiple baseline design
over a 33-week period, this study evaluated the effectiveness of
structured social planning for college students with ASD. Intervention
included weekly sessions that included providing step-by-step social
planning related to their interests, and feedback regarding their
participation in social activities. In addition, training in specific
organizational skills was implemented, such as determining activities,
using a planner to ensure participation in the activities, inviting
peers to activities, arranging for transportation, and so on. Results
demonstrated that participants were not attending any social events
throughout the baseline period. Following intervention, all participants
increased the number of social events attended per week. Further,
quality of life and satisfaction questionnaires all reported a higher
satisfaction with their college experience and peer interactions
following intervention. Finally, improvements were seen in other
untargeted areas, including increases in non-structured social
interactions, improvements in grade point averages, and employment.
Results are discussed in regards to a creating a social support program
for college students with ASD. (C) 2013 Wiley Periodicals, Inc.
========================================================================
*Pages: 910-922 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000325633300006
*Order Full Text [ ]
Title:
FITTING THE HIGH ABILITY PROGRAM TO THE NEEDS OF INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS
Authors:
Rubenstein, LD; Pierson, EE; Wilczynski, SM; Connolly, SC
Source:
*PSYCHOLOGY IN THE SCHOOLS*, 50 (9):910-922; SI NOV 2013
Abstract:
As the number of individuals diagnosed with Autism Spectrum Disorders
grows, leaders are increasingly recognizing the limitations of the
existing literature base to serve unique subsets of students on the
spectrum. To date, there is a dearth of research regarding individuals
who are both diagnosed on the spectrum and identified as gifted or high
ability. This article provides a theoretical structure to guide
professionals working with this population, as well as recommendations
for further research. The High Ability/Autism puzzle includes three
interlocking pieces that must be connected. First, this population must
be appropriately defined, and then second, that definition must guide
how professionals identify members of this population. Third,
identification methods must inform the educational programming decisions
to best serve the High Ability/Autism population. The definition,
identification, and available programs must be interrelated to provide
appropriate support and guidance for this unique population. This
article will outline this process and make recommendations for both
practitioners and researchers committed to gifted individuals on the
spectrum. (C) 2013 Wiley Periodicals, Inc.
========================================================================
*Pages: 923-935 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000325633300007
*Order Full Text [ ]
Title:
COGNITIVE BEHAVIOR THERAPY IN THE TREATMENT OF ANXIETY FOR ADOLESCENTS AND ADULTS WITH AUTISM SPECTRUM DISORDERS
Authors:
Scattone, D; Mong, M
Source:
*PSYCHOLOGY IN THE SCHOOLS*, 50 (9):923-935; SI NOV 2013
Abstract:
Important areas of treatment for individuals with autism spectrum
disorders (ASD) have only begun to be explored empirically in the last
decade. Fortunately, there has been growing interest in identifying how
to best adapt treatments that have been demonstrated to be efficacious
with broader populations to individuals with ASD. This article provides
a review of the literature for cognitive behavior therapy (CBT) in the
treatment of anxiety and mood disorders with modifications for
adolescents and adults diagnosed with ASD. The majority of these studies
incorporated manualized procedures, structured sessions, visual aids,
use of worksheets, and an opportunity for social engagement, in addition
to regular practice and feedback within a supportive environment.
Treatment has been provided primarily in groups; however, researchers
are beginning to explore the advantages of individualized treatment.
Although only a handful of studies have been published on the use of CBT
with adolescents or adults with ASD, results are promising. School
psychologists will want to familiarize themselves with this literature
to best meet the needs of students in their care. Implications and
directions for future research are discussed. (C) 2013 Wiley
Periodicals, Inc.
========================================================================
*Pages: 936-946 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000325633300008
*Order Full Text [ ]
Title:
ASSESSMENT AND DIFFERENTIAL DIAGNOSIS OF COMORBID CONDITIONS IN ADOLESCENTS AND ADULTS WITH AUTISM SPECTRUM DISORDERS
Authors:
Trammell, B; Wilczynski, SM; Dale, B; Mcintosh, DE
Source:
*PSYCHOLOGY IN THE SCHOOLS*, 50 (9):936-946; SI NOV 2013
Abstract:
Successful treatment of individuals with autism spectrum disorders (ASD)
is entirely contingent on an accurate diagnosis. Although many resources
exist to help the clinician with differential diagnosis of children,
particularly in early childhood, the resources available for evaluating
adolescents and adults is far less prevalent. Clinicians often rely on
multiple forms of data from numerous sources to make accurate diagnoses,
which for adults is a complex process. Lack of availability of
instruments that have been normed with individuals with ASD creates
limitations for the clinician. In addition, gathering background
information from adolescents and adults on the spectrum can be
challenging for a number of reasons, including poor self-reporting and
poor memory for events from parents or caregivers. To further complicate
the matter, comorbid conditions become more and more common as the
individual with ASD goes through adolescence and adulthood. This article
aims to identify the challenges related to the evaluation of adolescents
and adults with ASD, noting particular attention to the differential
diagnosis of common comorbid conditions. Recommendations for how to
conduct a thorough psychological evaluation with an adolescent or adult
with an ASD are made. (C) 2013 Wiley Periodicals, Inc.
========================================================================
*Pages: 947-956 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000325633300009
*Order Full Text [ ]
Title:
CAPACITY BUILDING: EVIDENCE-BASED PRACTICE AND ADOLESCENTS ON THE AUTISM SPECTRUM
Authors:
Rue, HC; Knox, M
Source:
*PSYCHOLOGY IN THE SCHOOLS*, 50 (9):947-956; SI NOV 2013
Abstract:
Empirical research in the treatment of autism spectrum disorders (ASDs)
has resulted in the identification of numerous evidence-based
interventions (EBIs). Adolescents with an ASD are faced with unique
academic challenges, complex social environments, and physiological
changes. They often require interventions to aid in acclimating to their
evolving social environments and physical changes. One of the many
challenges for practitioners working with adolescents is turning
research findings into practice. We provide a framework to build
capacity within a middle or high-school setting to implement EBIs for
adolescent students with an ASD. Key elements of implementing EBIs in
the school setting include: developing a team of professionals dedicated
to achieving a system change, a systematic plan, monitoring progress,
and a plan for sustainability. Teacher training is an essential part of
implementing EBIs in an educational setting. Empirical evidence suggests
that teacher training consists of different strategies including in-vivo
training. Accessing resources outside of the school system, such as
professionals at universities and teaching hospitals, can aid in
training and other aspects of implementing EBIs in the classroom. (C)
2013 Wiley Periodicals, Inc.
========================================================================
*
--
*************************************************************
Kevin S. McGrew, PhD
Kevin S. McGrew, PhD
Educational Psychologist
Director, Institute for Applied Psychometrics (IAP)
Web: www.themindhub.com
Email: wj3chc@gmail.com
Purpose, Passion & Serendipity
**************************************************************
No comments:
Post a Comment