Development of a High School-Based Executive Function Intervention for Transition-Age Autistic Youth: Leveraging Multi-Level Community Partnerships
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| Title: | Development of a High School-Based Executive Function Intervention for Transition-Age Autistic Youth: Leveraging Multi-Level Community Partnerships |
|---|---|
| Language: | English |
| Authors: | Cara E. Pugliese (ORCID |
| Source: | School Mental Health. 2024 16(3):862-878. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) National Institute of Mental Health (NIMH) (DHHS/NIH) |
| Contract Number: | T32HD04638801A2 K23MH110612 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Students, Executive Function, Intervention, Autism Spectrum Disorders, Problem Solving, Evidence Based Practice, Self Advocacy, Curriculum Development, Outcomes of Treatment, Lesson Plans, Capacity Building |
| DOI: | 10.1007/s12310-024-09661-x |
| ISSN: | 1866-2625 1866-2633 |
| Abstract: | Every year, an increasing number of autistic youth enter a complex and underfunded adult service system after graduating from high school. Executive function (EF) challenges commonly co-occur with autism, especially related to flexible problem-solving and planning, and are linked to poor outcomes in post-secondary education and employment. The educational system is the primary service access point for autistic youth; however, evidence-based practices are rarely used to support them, and none exist to support pivotal EF skills in transition-age autistic youth. To meet this need, we developed "Unstuck & On Target: Ages 14-22," a school-based curriculum designed to increase independent, flexible problem-solving, planning, and self-advocacy skills in transition-age youth. We describe the iterative development of the "Unstuck: 14-22" curriculum and present implementation outcomes from a school-based trial. Ten schools, from which we enrolled 55 autistic 9th-12th graders with IQ [greater than or equal to] 80 were randomized to treatment as usual (TAU) or "Unstuck: 14-22" delivered by school staff. Teachers taught 25 lessons over a school year and provided implementation-related feedback on each lesson, which we used to revise curriculum content and materials. All "Unstuck: 14-22" schools taught the curriculum in its entirety, and teachers delivered it with high fidelity. Feasibility, acceptability, and satisfaction were similarly high. Findings indicate that "Unstuck: 14-22" could help build educators' capacity to provide targeted treatment to autistic youth in schools, which could be more widely accessed than clinic-based care. Trial registration NCT03199937, https://clinicaltrials.gov |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1442343 |
| Database: | ERIC |
| Abstract: | Every year, an increasing number of autistic youth enter a complex and underfunded adult service system after graduating from high school. Executive function (EF) challenges commonly co-occur with autism, especially related to flexible problem-solving and planning, and are linked to poor outcomes in post-secondary education and employment. The educational system is the primary service access point for autistic youth; however, evidence-based practices are rarely used to support them, and none exist to support pivotal EF skills in transition-age autistic youth. To meet this need, we developed "Unstuck & On Target: Ages 14-22," a school-based curriculum designed to increase independent, flexible problem-solving, planning, and self-advocacy skills in transition-age youth. We describe the iterative development of the "Unstuck: 14-22" curriculum and present implementation outcomes from a school-based trial. Ten schools, from which we enrolled 55 autistic 9th-12th graders with IQ [greater than or equal to] 80 were randomized to treatment as usual (TAU) or "Unstuck: 14-22" delivered by school staff. Teachers taught 25 lessons over a school year and provided implementation-related feedback on each lesson, which we used to revise curriculum content and materials. All "Unstuck: 14-22" schools taught the curriculum in its entirety, and teachers delivered it with high fidelity. Feasibility, acceptability, and satisfaction were similarly high. Findings indicate that "Unstuck: 14-22" could help build educators' capacity to provide targeted treatment to autistic youth in schools, which could be more widely accessed than clinic-based care. Trial registration NCT03199937, https://clinicaltrials.gov |
|---|---|
| ISSN: | 1866-2625 1866-2633 |
| DOI: | 10.1007/s12310-024-09661-x |
