An Employment and Post-Secondary Education Intervention Investigating Executive Function Treatment Outcomes for Adolescents with High Functioning Autism Public Deposited

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  • March 21, 2019
  • Dudley, Katerina
    • Affiliation: College of Arts and Sciences, Department of Psychology and Neuroscience
  • Research has shown that those with high functioning ASD are demonstrating poor employment and post-secondary education outcomes. One domain that may be of critical importance to these outcomes is executive function (EF). Although EF has proved to be a malleable intervention target related to a variety of other areas of functioning, EF interventions have yet to be tested in the transition to adulthood age group for those with ASD. The current pilot study addressed this gap in the research by testing a high school-based, employment and post-secondary intervention targeting EF through a waitlist control design. Results indicated that adolescents who received the intervention improved in their EF skills, especially in regards to metacognitive processes. Additionally, initial evidence suggested EF moderates the changes seen in employment skills. This pilot study emphasizes the importance of examining EF in intervention studies and has implications for the transition to adulthood ASD field of research.
Date of publication
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Rights statement
  • In Copyright
  • Klinger, Laura
  • Baucom, Donald
  • Jones, Deborah
  • Klinger, Mark
  • Master of Arts
Degree granting institution
  • University of North Carolina at Chapel Hill
Graduation year
  • 2017

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