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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 0000-0001-8449-6602), Monica A. Werner, Katie C. Alexander, Lynn Cannon, John F. Strang, Reid Caplan, Laura Klinger, David Mandell, Mary Dieckhaus, Rebecca Handsman, Lauren Kenworthy, Laura G. Anthony
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
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  Data: Development of a High School-Based Executive Function Intervention for Transition-Age Autistic Youth: Leveraging Multi-Level Community Partnerships
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  Data: <searchLink fieldCode="AR" term="%22Cara+E%2E+Pugliese%22">Cara E. Pugliese</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8449-6602">0000-0001-8449-6602</externalLink>)<br /><searchLink fieldCode="AR" term="%22Monica+A%2E+Werner%22">Monica A. Werner</searchLink><br /><searchLink fieldCode="AR" term="%22Katie+C%2E+Alexander%22">Katie C. Alexander</searchLink><br /><searchLink fieldCode="AR" term="%22Lynn+Cannon%22">Lynn Cannon</searchLink><br /><searchLink fieldCode="AR" term="%22John+F%2E+Strang%22">John F. Strang</searchLink><br /><searchLink fieldCode="AR" term="%22Reid+Caplan%22">Reid Caplan</searchLink><br /><searchLink fieldCode="AR" term="%22Laura+Klinger%22">Laura Klinger</searchLink><br /><searchLink fieldCode="AR" term="%22David+Mandell%22">David Mandell</searchLink><br /><searchLink fieldCode="AR" term="%22Mary+Dieckhaus%22">Mary Dieckhaus</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+Handsman%22">Rebecca Handsman</searchLink><br /><searchLink fieldCode="AR" term="%22Lauren+Kenworthy%22">Lauren Kenworthy</searchLink><br /><searchLink fieldCode="AR" term="%22Laura+G%2E+Anthony%22">Laura G. Anthony</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Mental+Health%22"><i>School Mental Health</i></searchLink>. 2024 16(3):862-878.
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  Data: 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/
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  Data: 2024
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  Data: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)<br />National Institute of Mental Health (NIMH) (DHHS/NIH)
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  Data: 10.1007/s12310-024-09661-x
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  Data: 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
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