Improving academic performance through a school-based intervention targeting academic executive functions - a pilot...

Area of Science:

• Neurodevelopmental Disorders
• Educational Psychology
• Behavioral Interventions

Background:

• Students with autism spectrum disorder (ASD) without intellectual disability often face academic challenges.
• These difficulties stem from deficits in executive functioning (EF), including organization, planning, and study skills.
• Inefficient studying, lost assignments, and misplaced materials are common issues for this population.

Purpose of the Study:

• To evaluate the feasibility and satisfaction of a school-based intervention called Achieving Independence and Mastery in School (AIMS).
• To assess the initial efficacy of the AIMS intervention in a proof-of-concept trial.
• To determine if the AIMS intervention can improve academic executive functioning in students with ASD.

Main Methods:

• A proof-of-concept trial involving 6 middle-school students with ASD without intellectual disability.
• The Achieving Independence and Mastery in School (AIMS) intervention was implemented in a school setting.
• Parents and teachers rated students' academic executive functioning and overall functioning before and after the intervention.

Main Results:

• The AIMS intervention demonstrated high feasibility and satisfaction among participating students.
• Parent and teacher reports indicated improvements in academic executive functioning skills.
• Observed improvements were also noted in students' academic behaviors.

Conclusions:

• The school-based AIMS intervention shows promise for improving academic executive functioning in students with ASD.
• Results suggest that academic EF skills are malleable and can be enhanced through targeted interventions.
• Further research and intervention development are warranted based on these positive findings.