Social, Emotional, and Behavioral Functioning for Transitional-Aged Youth with Autism

There is mounting evidence to suggest that higher numbers of individuals with Autism Spectrum Disorder (ASD) are being identified, including a wide range of severity and outcome (Eaves & Ho, 2008). As identification of ASD has improved, there is a larger proportion of identified young adults with ASD (YA-ASD) in the transition to adulthood (Centers for Disease Control and Prevention, 2010). Though exceptionally talented in many cases, a large proportion YA-ASD have difficulty establishing independence and navigating the complex social nuances of a workplace, many end up “homebound” with difficulty finding employment (Daley, Weisner, & Singhal, 2014; Shattuck, Wagner, Narendorf, Sterzing, & Hensley, 2011; Taylor & Seltzer, 2011). It is quite likely that remaining homebound has far-reaching effects on the development of self-efficacy and mood functioning. In response to this challenge parents, advocates, and individuals with ASD have developed a technology-training program to help teach skills that will allow individuals with ASD to be independent: increasing skills and kindling hope for the future. The current study sought to explore the impact of the training program components on anxiety, depression, and friendships, specific to YA-ASD in the transition to adulthood. YA-ASD (n = 23) from vocational training program were given Achenbach System of Empirically Based Assessment - Adult Self-Report (ASR) before and after an 8-week period in a vocational program. Group and individual difference were measured for significant change. Few group significance was observed across the scales of the ASR. Some individual significance was observed, however no patterns of individual significance was found

School and Work Experiences of Adults with ADHD: A Qualitative Case Study

This study focused on learning about the life experiences of individuals with attention deficit hyperactivity disorder (ADHD). ADHD has three major traits: hyperactivity, impulsivity, and inattention. This phenomenological study focused on adults ages 18 to 40. The questions posed were: (a) What barriers or successful strategies do individuals with ADHD encounter as they make their way through the educational system and into the workplace? (b) How do these individuals perceive their academic success or failure? (c) How is or was parental support a factor in their academic success or failure? (d) How is or was teacher support a factor in their academic success or failure? These questions were analyzed through the lens of three theoretical perspectives: the transformative framework, Bronfenbrenner’s theory of human development, and the disability theory. Purposive sampling was used. Five participants took part in the research. The researcher used a semi-structured interview tool for the one-on-one interviews. Four major themes and eleven subthemes were identified through coding. Findings indicate that individuals with ADHD may encounter many academic and social difficulties. Both parent and teacher supports are key factors in bringing about positive outcomes for students with ADHD. Comorbid conditions add to the complexity of ADHD. There is a genetic component associated with ADHD. With supports, many ADHD traits can be controlled

A Phenomenological Study Exploring the Factors That Contribute to Persistence in Online Doctoral Programs for Students With Learning Disabilities or ADHD

The purpose of this transcendental phenomenological study was to discover the factors that contributed to persistence in online doctoral programs for students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). The theory guiding this study was Tinto’s theory of student persistence, as it suggested the more students were academically and socially integrated into their institution, the more likely they were to persist in their studies. The Central research question of this study is, “What are the factors that contribute to persistence in online doctoral programs for students with LD and ADHD?” Participants in this study consisted of seven individuals with learning disabilities or ADHD who had completed all of their required coursework in their current online doctoral program and had started the dissertation phase of their program, and four who had graduated from their online doctoral programs within the last two years. Candidates were selected using purposive sampling. Perspectives of students with LD and ADHD as they related to their academic persistence were shared. The lived experiences of online doctoral students with LD and ADHD were studied using online discussion board prompts, individual interviews, and focus groups. The data were collected and analyzed using Moustakas’ transcendental phenomenology approach and generated six themes and commonalities among the participants in this study. The themes were Overcoming Challenges and Barriers, Adaptation and Coping Strategies, Motivation, Self-Efficacy, Support Systems, and Personal Determination and Perseverance. The data analysis revealed empirical, practical, and theoretical implications along with recommendations for future research

Realizing the Possibilities of Notetaking Software for Academic Support: An Intervention for Academic Coaches

College students with attention deficit hyperactivity disorder (ADHD) are a sizeable group whose qualitative experience with use of digital tools or assistive technology is not yet fully understood. This cohort of students may not know of the potential applicability of digital tool use to extend and enhance their learning. Part of why students with ADHD may not know about digital tools or assistive technology and its relevance for their learning may be due to that fact that many campus disability services programs position themselves primarily toward compliance with applicable laws. Campus disability services programs can benefit from moving beyond both a “rehabilitative” conception of disability and limited consideration of commonplace assistive technologies. Conceptualizing “disability” through a lens of bodily lived experience coupled with a recognition for how digital tools can benefit college students with ADHD as extensions and enhancements to learning is warranted. This critical action research proposal calls for an intervention for academic coaches with the aim of realizing the possibilities of notetaking software as an academic support for college students with ADHD. To reach this end, collaborations among campus disability services programs, offices of information technology, faculty and student affairs practitioners will be necessary so college students with ADHD can gain awareness and exposure to the use of digital tools and assistive technology

Case Study: Teacher Perception of a Web-Based Professional Development Training on Research-Based Instructional Strategies and Behavioral Interventions for Teaching ADHD Students

Classroom teachers face challenges in the classroom when meeting the learning and behavioral needs of students diagnosed with Attention-Deficit/ Hyperactivity Disorder (ADHD). To help teachers work through these challenges, a web-based professional development training was implemented at a K-5 elementary school on research-based instructional interventions and behavioral strategies for teaching students with ADHD. The purpose of the study was to: (1) examine teacher perception of the learning from the professional development training on ADHD, (2) identify how teachers used the research-based strategies learned in instruction, and (3) identify trends in teacher knowledge of ADHD after the professional development. Six teachers participated in the web-based professional development. After the training, teachers implemented research-based academic interventions and behavioral strategies with students in their classes diagnosed with ADHD. Findings revealed that after participating in the web-based professional development on ADHD, teacher participants overall knowledge of ADHD increased slightly as measured by the pre- and post-KADDS survey. Teacher participants also indicated that for some of their students with ADHD, the implementation of the research-based strategies resulted in a higher occurrence of on-task behaviors, along with increased attention and motivation. Plus, there was a decrease in disruptive behaviors with some of their students with ADHD. Additionally, teacher participants perceived the web-based professional development was interactive, purposeful, and applicable to their needs in making instructional decisions when teaching students with ADHD

Postsecondary Education for International Undergradute Students with Learning Disabilities in the United States

The aim of this study was to examine the experiences of international undergraduate students who are identified with learning disabilities and enrolled in universities in the United States. There is a dearth of studies investigating the unique needs and challenges of this population. This is the first study to explore the phenomenon of international undergraduate students with learning disabilities that identified the challenges related to supporting their unique needs. This study was conducted through the use of qualitative data collection and analysis methods that included in-depth interviews and review of documents. Study participants consisted of five professionals working in the disability support office, three advisors at the international education office, a psychologist, and three international undergraduate students with learning disabilities and/or attention deficit hyperactivity disorder. Nine main themes emerged including English proficiency, social challenges, factors impacting academic success, knowledge of available supports, providing accommodations and supports, disclosure, identification of learning disabilities, disability awareness, and self-advocacy. Findings suggested that international undergraduate students with learning disabilities face external and internal challenges to accessing supports and accommodations. External factors are related to institutional practices and regulations that govern how students receive supports. These factors are associated with issue pertaining to the professionals’ challenge of distinguishing between language differences and learning disabilities as well as the eligibility determination process of learning disabilities. Internal factors are those related to the students’ experience, knowledge and culture. These factors impact the students’ decisions to disclose their disabilities and to self-advocate. It was found that English proficiency significantly impacts the academic success, disability identification, and types of accommodations offered by the disability support service offices Similarly, the cultural background of students has a significant impact on students’ knowledge of available supports, challenges related to self-identification, and self-advocacy skills

Mindfulness in Learning

Abstract This paper focuses on the concepts of mindfulness and how it can be applied to early education to reduce stress, encourage positive behavior, and help students be more empathetic successful productive human beings. The mindful based curriculum includes mindful movement, mindful eating, mindful breathing, mindful rest, self-regulation skills, empathy, and compassion building skills. Teaching these skills to youths has proven effective in increasing self-esteem, lowering stress levels, reducing bullying and increasing compassion. Children that are taught in an environment that promotes mindfulness are more likely to succeed according to research. With an introduction to the history of mindfulness and the mindfulness movement in Western culture, this paper gives a full and comprehensive understanding of not only why mindfulness is a valuable tool but also demonstrates how studies reflect positive results which encourage further research and application

The Needs and Experiences of Adolescents With ADHD Related to a Digital Intervention: A Qualiative Exploratory Study

Formål: Det foreligger et behov for å utvikle skalerbare og tilgjengelige intervensjoner for ungdommer med ADHD. Digitale intervensjoner kan være et lovende format for å øke tilgangen til evidentbasert psykologisk behandling for denne gruppen. Implementeringen av en digital intervensjon krever innspill fra målgruppen. Få studier har imidlertid tatt brukerbehovene i betraktning. Denne studien har som formål å utforske behovene og erfaringene til ungdommer med ADHD relatert til en digital intervensjon for denne målgruppen. Funnene vil bidra til utviklingen av en brukersentrert digital psykisk helse-intervensjon ledet av et større forskningsprosjekt ved Haukeland Universitetssykehus. Metode: Kvalitative intervjuer ble gjennomført med åtte ungdommer med ADHD. Refleksiv tematisk analyse ble brukt for å identifisere, tolke og rapportere mønstre fra de kvalitative intervjuene. Resultater: Fem hovedtemaer ble generert: et økt behov for innsikt og aksept, en balanse mellom å motta hjelp og være selvstendig, håndtere energitopper og -daler, potensielle barrierer for behandling og forestilling av en ideell app. Konklusjon: Studien understreker betydningen av å gi informasjon, fasilitere for interaksjon, fremme autonomi, ta i bruk fysisk aktivitet, samt tilrettelegge for etterlevelse i intervensjonen. Funnene diskuteres i lys av selvbestemmelsesteorien, Eriksons psykososiale teori og retningslinjer for behandling av ADHD. Implikasjoner av funnene blir fremhevet.Hovedoppgave psykologprogrammetPROPSY317PRPSY

Time, Schedules, and the College Student with ADHD

Attention Deficit Hyperactivity Disorder (ADHD) is a complex, heterogeneous condition associated with organizational and time management challenges that can impact academic performance. Using information gathered through texts and 28 semi structured, in-depth interviews, I explored the everyday lived experiences of college students diagnosed with ADHD as they worked to adhere to the schedule and time expectations of their college coursework. I also the explored institutional policies and processes of the community college they attended to determine if, and how, these impacted the work of adherence. Using institutional ethnography and Liza McCoy’s three-way alignment model as frameworks, this qualitative, ethnographic study examined the responses and data from 14 community college students diagnosed with ADHD and two staff members in the Office of Disability Services. Student participants were enrolled in college credit courses and had registered for accommodations with the Office of Disability Services. The findings suggest that adhering to the expectations of college course work involved a three-way alignment between the schedule, the student’s inner experience of time, and clock time. Every student experienced some degree of disconnect between their inner experience of time and awareness of clock time, causing them distress and leading to problems adhering to the schedule. The components of the three-way alignment interacted with and influenced the executive functions of attention, focus, and memory in complex ways. The work of maintaining the alignment was unrelenting, and the students were not always successful. They had to perform additional work above and beyond that expected of their coursework just to maintain the alignment and adhere to the schedule. The students used various accommodations, strategies, and tools to maintain the alignment. None proved consistently useful over time and all added another layer of burdensome work. Only half the students used accommodations provided through the Office of Disability Services. For those who used them, the accommodations were not always helpful. Time management and organizational strategies designed to decrease effort and increase productivity often caused more work for the students and were rarely effective. Deadlines, stress, procrastination, volition, and resistance influenced adherence to the schedule. Some behaviors commonly associated with non-adherence were instead purposeful self-protective strategies the students enlisted when forced to call up abilities they did not have or could not consistently sustain. Some students developed their own organizational strategies. Traditionally, professional “experts” have driven the historic and contemporary narratives of people with ADHD. I contend that, as researchers, we have not often consulted the real experts who live these experiences every day. I offer that a true interdisciplinary effort must include people with ADHD in order to develop strategies better suited to their needs

Barriers To Identifying Learning Disabilities: A Qualitative Study Of Clinicians And Educators

The estimated prevalence of learning disabilities (LDs) is nearly 8% of all children. Yet fewer than 5% of all children are diagnosed in public schools — jeopardizing remediation. The specific aims of this study were as follows: 1) To perform a qualitative study involving individual interviews with front-line child-facing professionals to identify barriers to detecting school-aged children with LDs and 2) To utilize results to suggest improvements to pediatric clinical care, as pediatricians are often initial responders for families when children experience academic difficulties. We conducted a qualitative study with individual interviews of 40 professionals from different areas of the United States identified through theoretical sampling (20 educators, 10 pediatricians, and 10 child mental health clinicians). Clinicians represented academic and community settings, and educators represented public, private, and charter schools. Twenty had expertise in assessing LDs; 20 were generalists without specific training. We also endeavored to maximize representation across age, gender, race/ethnicity, and location. We analyzed transcripts utilizing grounded theory and identified themes reflecting barriers to detection. Themes (and sub-themes) included: 1) areas requiring improved professional education (misconceptions that may hinder detection, confounding factors that may mask LDs, and need for increasing engagement of parents or guardians in identifying LDs) and 2) systemic barriers (time constraints that limited professionals’ ability to advocate for children and to delve into their emotional experiences, inconsistent guidelines across institutions and inconsistent perceptions of professional responsibility for detection, and confusion surrounding screening tools and lack of screening by some professionals in the absence of overt problems). Clinicians and other child-facing professionals may benefit from augmented training in screening and identification and enhanced evidence-based and institutional guidance. Future quantitative research could investigate whether these efforts could increase efficiency and perceived responsibility for recognition and improve earlier detection