SPAN-ASD: Pilot implementation to promote functional goals of autistic adolescents and young adults.

Purpose: This concurrent embedded-design study evaluated the initial efficacy of the Social Participation and Navigation (SPAN-ASD) remote intervention for autistic adolescents and young adults (AYA) in achieving personal goals and enhancing self-efficacy. The study also explored participants' experiences through follow-up interviews.

Methods: Twelve autistic AYA (9 male; 12-20 years, M = 16.

SPAN Website for Remote Intervention with Autistic Adolescents and Young Adults: Feasibility and Usability.

Adolescents and young adults (AYA) with autism spectrum disorders (ASD) report less functional independence and social participation than their neurotypical peers. Remotely delivered interventions may allow autistic AYA to promote their independence, social participation, and wellbeing as they transition to adulthood. Social Participation and Navigation (SPAN) is a technology-based remotely delivered intervention initially developed for AYA with acquired brain injuries.

Adolescents' social interaction skills on social media versus in person and the correlations to well-being.

Introduction: High-quality social interactions with peers could protect adolescents' mental health, resilience, and well-being. Assessing their social interaction skills (SIS) is essential to enhancing them. However, few instruments provide information about SIS in in-person and social media environments.

Mind Sports: Exploring Motivation and Use of Cognitive Strategies in Bridge.

The game of Bridge is one of the world's most widely played mind-sport games. A growing number of people consider it a meaningful leisure activity and are motivated to play. The aim of this study was to describe a sample of Bridge players in Israel in terms of demographics, player records, motivations, and cognitive strategies used to play Bridge and examine the associations between these variables.

Social Participation and Navigation: Formative Evaluation of a Remote Intervention for Autistic Adolescents and Young Adults.

Remote interventions can uniquely benefit and significantly increase the motivation/engagement of autistic adolescents and young adults (AYA) in intervention processes. The evidence-based, technology-based Social Participation and Navigation (SPAN), originally a remote intervention for AYA with traumatic brain injuries, shows great promise for autistic AYA. This formative evaluation aimed to inform SPAN adaptations for autistic AYA.

Work-Related Self-Efficacy and Illness Identity in Adults with Autism.

Finding and retaining employment significantly challenges individuals with autism spectrum disorder (ASD). The employment rates of individuals with ASD are described as extremely low, barred by various environmental, occupational, and personal factors. Illness identity is how a person's health condition integrates with their identity and daily life and relates to self-esteem, employment, and quality of life.

EASI Praxis Tests: Age Trends and Internal Consistency.

Importance: Ayres Sensory Integration® is an evidence-based practice that requires a comprehensive assessment before intervention. The Evaluation in Ayres Sensory Integration (EASI) is intended for this purpose, and psychometric data are needed to determine its validity and reliability.

Objective: To evaluate the internal consistency of four EASI Praxis tests and their validity as developmental measures.

Telehealth Interventions to Promote Health and Behavior-Related Outcomes in Adolescents with Autism Spectrum Disorder.

This systematic review examined the effectiveness in a hybrid telehealth model for adolescents with autism spectrum disorder (ASD), exploring the evidence base, methodology, and outcomes of health and behavior-related interventions for adolescents with ASD. The 11 included studies (a) were quantitative, (b) evaluated interventions delivered through a hybrid telehealth model (i.e.

Role Perception of Occupational Therapists in Education Systems: Self-Efficacy and Employability Skills.

Although the main framework for occupational therapy includes delivery of services in educational institutions with students with disabilities, little is known about how the occupational therapists perceive their role in this specific system. This research examines an integrated conceptual model wherein self-efficacy explains the occupational therapists' role perception with employability skills as a mediator. Participants, 147 occupational therapists working in educational systems, completed an online demographic questionnaire, the Perception Questionnaire for Occupational Therapists in the Education System, General Self-Efficacy Questionnaire, and Employability Key Questionnaire.

Time Organization Patterns of Adolescents: Agreement between Self- Report and Parent Report.

Aims: Occupational therapy services include measurement and promotion of time organization as important for adolescents' daily life management and well-being into adulthood. This study examined the internal consistency reliability of the Time Organization and Participation Scale (TOPS) among adolescents and their parents, associations between time organization and age, gender differences in time organization, and agreement levels between adolescents' and parents' perceptions of time-organization abilities.

Methods: Seventy-five adolescents with typical development and their parents completed the TOPS self-report and parent versions.

Role Perception and Professional Identity of Occupational Therapists Working in Education Systems: Perception du rôle et identité professionnelle des ergothérapeutes qui travaillent dans les systèmes scolaires.

Background.: Occupational therapists, especially those in education systems, are challenged to define their professional roles and identities.

Purpose.

Illness Identity in Adolescents With Celiac Disease.

Objectives: The aim was to examine the reliability and validity of the Illness Identity Questionnaire (IIQ) among adolescents with celiac disease (CD), to describe their illness identity characteristics, and to examine relationships between illness identity and self-reported participation in food-related activities and quality of life.

Methods: Adolescents with CD (n = 91) were recruited for this cross-sectional study via social media interest groups. Participants completed online questionnaires: the IIQ, the CD Children's Activities Chart (CD-Chart), and the Pediatric Quality of Life Inventory (PedsQL).

Full-information factor analysis of the Daily Routine and Autonomy (DRA) questionnaire among adolescents with autism spectrum disorder.

Introduction: Adolescents with autism spectrum disorder (ASD) show poor independence in daily activities. Unlike existing instruments, the innovative self-report Daily Routine and Autonomy questionnaire (DRA) addresses their level of and desire for independence in activities throughout a full daily routine. This study describes the DRA development, explores its psychometric properties and internal consistency reliability using full-information factor analysis (FIFA), and identifies levels of and desire for independence among adolescents with ASD.

A metacognitive intervention model to promote independence among individuals with autism spectrum disorder: Implementation on a shopping task in the community.

Adolescents with autism spectrum disorder show low independence levels and difficulty performing complex daily activities. The many intervention approaches for these individuals include deconstructing complex activities into basic components, processing and practicing tasks, and developing compensation strategies. The aim of this study was to examine the effectiveness of a short-term metacognitive intervention combined with virtual supermarket practice to improve the independent implementation of a shopping task among adolescents with autism spectrum disorder.

Using Multitouch Collaboration Technology to Enhance Social Interaction of Children with High-Functioning Autism.

Aims: Children with high-functioning Autism Spectrum Disorder (HFASD) have major difficulties in social communication skills, which may impact their performance and participation in everyday life. The goal of this study was to examine whether the StoryTable, an intervention paradigm based on a collaborative narrative, multitouch tabletop interface, enhanced social interaction for children with HFASD, and to determine whether the acquired abilities were transferred to behaviors during other tasks.

Methods: Fourteen boys with HFASD, aged 7-12 years, participated in a 3-week, 11-session intervention.

To enforce or not to enforce? The use of collaborative interfaces to promote social skills in children with high functioning autism spectrum disorder.

The goal of this stud was to examine whether a technological touch activated Collaborative Puzzle Game (CPG) increased positive social behaviors in children with high functioning autism spectrum disorder (HFASD). The CPG involved construction of a virtual puzzle by selecting and dragging pieces into the solution area on a touch screen table. The target picture was presented on the top of the screen.