Understanding the Needs of Autistic Post-Secondary Students

Autistic students are a growing subgroup within post-secondary schooling; however, little is known about barriers to their success in that context. Research suggests autistic students face more challenges to completing post-secondary education than neurotypical students, but findings often rely on expert opinion and fail to incorporate first-hand perspectives. To address this gap, a qualitative inquiry into barriers to success for autistic post-secondary students was conducted. Thematic Analysis yielded 10 themes in three categories, while two separate cross-cutting themes emerged; themes interact with one another, intensifying concerns of autistic students. Findings can support post-secondary institutions to reflect on the extent to which these barriers are present for their autistic students and modify support services accordingly.

Variables Associated With Successful Treatment Outcomes of Autistic Youth Enrolled in PEERS

This study sought to examine how certain variables of autistic youth who completed a formal social intervention program (PEERS) predicted social skill improvement post intervention. Specifically, this research aimed to determine if age, gender, emotional intelligence, intellectual ability, and/or autism symptomatology predicted social skill outcomes. Using extant data from parent and self-report batteries, change scores and multiple regressions were employed to examine which variables accounted for social skill improvement. Only intellectual ability (FSIQ), specifically perceptual reasoning, significantly predicted social skill outcomes based upon teen self-report, suggesting that autistic youth with specific cognitive profiles may be benefit more from PEERS. This research also exemplifies the heterogeneous nature of autism symptomology and the continued need for research examining social skill interventions. Limitations and future directions are discussed.

The relation between emotional intelligence and resilience in at-risk populations

PURPOSE

Resilience factors and their relation to emotional intelligence (EI) as a potential strength for children with attention-deficit/hyperactivity disorder (ADHD) or high-functioning autism spectrum disorder (HFASD) were investigated. Children with either ADHD or HFASD were hypothesized to demonstrate reduced EI and differential relations between EI and resilience as compared to typically developing (TD) children.

METHODS

Fifty-four children aged 8-12 years (18 with ADHD, 18 with HFASD, and 18 TD controls) completed the Resilience Scales for Children and Adolescents and BarOn Emotional Quotient Inventory. Differences between groups (analysis of variance) and unique relations among the variables (correlation) for each group were examined.

RESULTS

No group differences; however, unique relations between the variables were found within each sample.

CONCLUSIONS

EI may be a unique area of interest for clinical populations and an important consideration in the development and implementation of interventions to capitalize upon inherent strengths. Implications of these results for intervention are discussed.

When Push Comes to Shove: How Are Students With Autism Spectrum Disorder Coping With Bullying?

Students with autism spectrum disorder (ASD) are frequent targets of peer victimization (i.e., bullying). Although the frequency and potential impact of such experiences on students with ASD has been examined, the potential coping strategies implemented by such students are relatively unexplored. This qualitative study examined coping strategies for peer victimization as suggested by 38 students with ASD who do not have cognitive impairment. Participants viewed cartoons depicting characters that experienced various forms of bullying at school and responded to open-ended questions to explore their suggested coping strategies. Thematic analysis yielded three themes: approach coping, avoidance coping, and complexities of bullying. This study provides insight into the coping strategies implemented by students with ASD and possible avenues for school-based intervention.

Clinical Reasoning in the Assessment and Planning for Intervention for Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder whose incidence is rising. School-based professionals are in an ideal position to provide the much-needed assessment and intervention supports for students with ASD, as the professionals’ placement within a formal system affords the opportunity to observe and support children in a structured environment. This article will provide school-based psychologists with current information on the clinical features of ASD, best practice assessment and diagnostic approaches for the disorder, and information pertaining to intervention via the use of a clinical case study to inform readers about the clinical reasoning that ensues throughout the process of assessment to intervention.

Resilience and emotional intelligence in children with high-functioning autism spectrum disorder

PURPOSE

This article presents the results of an investigation of resilience factors and their relation to emotional intelligence (EI) as an area of potential strength for children with high-functioning autism spectrum disorder (HFASD). Based upon previous research with young adults, it was hypothesized that children with HFASD would demonstrate reduced EI and differential relations between EI and resilience as compared to typically developing (TD) children.

METHODS

Forty children aged 8-12 years (20 with HFASD and 20 TD control children) completed measures of resilience and EI.

RESULTS

Children with HFASD did not significantly differ from TD children on either measure. However, several significant correlations between resilience and EI were found in the HFASD sample.

CONCLUSIONS

The findings suggest that EI may be a unique area of interest for this population, particularly for interventions that propose to capitalize upon potentially inherent strengths. Implications of these results for intervention are discussed.

Pivotal response treatment for children with autism spectrum disorder: a systematic review of research quality

OBJECTIVE

Research has indicated support for pivotal response treatment (PRT) as an effective, efficacious and naturalistic intervention for communication and social functioning of children with autism spectrum disorder (ASD). Previously not undertaken, this article describes a systematic evaluation of the adherence of PRT research studies to standards of ASD research quality.

METHOD

A systematic search was conducted on two databases. Seventeen PRT studies were evaluated on their use of seven specified research standards.

RESULTS

Strong adherence to research quality standards was demonstrated in the use of standardized protocols, systematic application of intervention procedures, inter-rater reliability and objective evaluators. Variation was found in adherence to treatment fidelity standards and in the use of longitudinal designs. Only two studies implemented comparison designs.

CONCLUSION

It is recommended that researchers compare interventions, use longitudinal designs, better describe their methodology and implement greater adherence to treatment fidelity to enhance research quality and strengthen conclusions.

School-Based Practices for Asperger Syndrome

Educators face increasing demands to provide quality education in their classrooms, particularly to students with exceptional needs. Students with Asperger syndrome (AS) represent a population experiencing significant nonacademic barriers to learning (e.g., social, emotional, and behavioural needs). However, educational policies that identify and recognize the needs of these students vary among Canadian provinces, resulting in discrepancies in service provision. Moreover, anticipated revisions to the diagnostic criteria have increased awareness of the need for improved support for students with AS within the classroom environment. This article outlines the current provincial education policies regarding support for students with AS, including identification and service delivery, and concludes with suggestions for improvement.

A C.L.E.A.R. Approach to Report Writing: A Framework for Improving the Efficacy of Psychoeducational Reports

Psychoeducational reports are the primary means for a school psychologist to communicate the results of an assessment. Although reports should be written in the most efficient and reader-friendly manner, this is not always the case. Additionally, problems in report writing have remained relatively consistent for several decades, despite recommendations on how reports should be improved. The focus of the current article is to provide an integrated and easily implemented framework for improving psychoeducational reports based on the evidence and broad recommendations currently available in the literature. Specifically, the C.L.E.A.R. Approach to report writing for practitioners is presented, with practical strategies and examples provided to illustrate the use of the model in a school-based setting.

Emotional Intelligence and Resiliency in Young Adults With Asperger's Disorder

Asperger's disorder (AD) is characterized by sustained and pervasive difficulties with imaginative, social, and communication skills and the presence of repetitive interests and behaviours. A number of models have been proposed to help explain the AD phenotype; however, these theories have not fully accounted for the social difficulties present in individuals with AD. The concept of emotional intelligence (EI) may offer insight into the social and emotional behaviours exhibited by young adults with AD. In addition, the concept of resilience, or the capacity for individuals to cope despite risk, may further explain why some individuals with AD experience more successful outcomes than others. This study explores EI and resilience in 20 males diagnosed with AD with average to above-average cognitive abilities. Various aspects of social functioning, EI, and resilience were assessed. Results indicate that males with AD displayed intact ability EI; however, they did not display typically developed trait EI. Furthermore, trait EI was associated with important resilient and adaptive outcomes, and these findings provide opportunities for intervention. It is important that through the identification of factors that compose resilient outcomes, this research represents the first step in identifying interventions designed to strengthen protective factors within young adults diagnosed with AD.

Hot dogs and zavy cats: preschoolers' and adults' expectations about familiar and novel adjectives

In recent years, a growing body of research has begun to examine the processes that underlie young children's acquisition of adjectival meanings. In the present studies, we examined whether preschoolers' willingness to extend adjectives was influenced by the type of property labeled by familiar adjectives (Experiment 1) and by semantic information conveyed in the sentence used to introduce novel adjectives (Experiment 2). In Experiment 1, we examined preschoolers' and adults' expectations about the generalizability of familiar adjectives of three different types: emotional state terms, physiological state terms, and stable trait terms. On each trial, we labeled a target animal with one of the three different types of adjectives and asked whether these terms could apply to a subordinate-level match, a basic-level match, a superordinate-level match, or an inanimate object. Results indicated that 4-year-olds and adults extended the trait terms, but not the emotional or physiological terms, to members of the same basic-level category. In Experiment 2, we presented 4-year-olds and adults with novel adjectives in one of two verb frames: stable ("This X is very daxy") or transient ("This X feels very daxy"). Participants were more likely to extend the novel adjective to subordinate matches if they were in the Stable frame group than if they were in the Transient frame group. These findings are discussed in terms of implications for young children's expectations about familiar and novel adjectives.