Poster Session
Issue Date: August 01, 2019
Published Online: November 15, 2019
Updated: November 26, 2019
Parent and Teacher Perspectives on the Role of Executive Functioning (EF) in School Success for Adolescents With Autism Spectrum Disorder (ASD)
Author Affiliations & Notes
  • Piller Child Developoment, Phoenix, AZ, USA
  • Northern Arizona University, Phoenix, AZ, USA
  • Northern Arizona University, Phoenix, AZ, USA
  • Northern Arizona University, Phoenix, AZ, USA
Article Information
Autism/Autism Spectrum Disorder / Pediatric Evaluation and Intervention / Prevention and Intervention
Poster Session   |   August 01, 2019
Parent and Teacher Perspectives on the Role of Executive Functioning (EF) in School Success for Adolescents With Autism Spectrum Disorder (ASD)
American Journal of Occupational Therapy, August 2019, Vol. 73, 7311515349. https://doi.org/10.5014/ajot.2019.73S1-PO5017
American Journal of Occupational Therapy, August 2019, Vol. 73, 7311515349. https://doi.org/10.5014/ajot.2019.73S1-PO5017
Abstract

Date Presented 04/05/19

The research presented is a survey of parents and teachers of adolescents with ASD as to their perceptions of the impact of executive functioning (EF) on participation and success in school-related activities. The results indicate several areas of EF that impact participation of students with ASD from both a parent and teacher perspective.

Primary Author and Speaker: Aimee Piller

Additional Authors and Speakers: Molly Hahn-Floyd, Cari Hobbs, Diane Ethington