Kimberly Tomeny and Drs. Robin Mcwilliam and ted tomeny publish article on caregiver-implemented interventions for young children with asd
Caregiver-implemented intervention is a common approach to supporting very young children with or at risk for ASD and their families, and it is often facilitated via coaching. This systematic review examines four coaching components across the literature on caregiver-implemented intervention with infants and toddlers with or at risk for ASD. Results indicated that most of the 26 reviewed studies highlighted components such as building on caregivers’ competence and guided practice, yet many failed to address collaborative coaching components (e.g., planning, reflection, and decision making), which are important aspects of supporting caregivers. Gaps in the literature on caregiver-implemented intervention remain, as few of the reviewed studies described the use of all four coaching components.
Dr. white and colleagues publish findings of a program to improvE the transition to adulthood for students with ASD
Emerging adulthood is a period of heightened risk for young people with autism spectrum disorder (ASD). Due in part to a lack of evidence-based services and supports during the transition to adulthood, many emerging adults fail to matriculate into postsecondary education or thrive in productive employment. The Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address the psychosocial, transition-related needs of emerging adults with ASD. 59 adolescents and emerging adults with ASD were randomly assigned to either STEPS or transition as usual (TAU). Results indicate that STEPS is acceptable to young people with ASD and their parents and that it can be implemented with high fidelity. Among secondary school students, those who completed STEPS exhibited significantly greater gains in transition readiness from high school, and these gains were largely sustained after program completion. Among students enrolled in postsecondary education, STEPS resulted in increased levels of student adaptation to college relative to those in TAU. Programming to address ASD-related challenges can promote successful educational transitions.