1 in 36 school-age children have autism. Autistic students are much more likely than non-autistic students to experience mental health challenges, including difficulty with emotion regulation, anxiety, and depression that may be exacerbated by experiences of bullying, victimization, and segregation within schools. There is an urgent need to support the mental and behavioral health of autistic students. In the past year, the SEMHTTC team has disseminated resources related to identifying and supporting mental health challenges in this population, including anxiety and, more recently, executive function. The purpose of this two-part series is to build on the didactic content covered in our earlier learning sessions on executive function [Part 1, Part 2] and provide more opportunity to cover a case example, engage in discussion, and have ample time for Q&A. In each session, we will provide a very brief overview of the prior content we covered (15 minutes), have an in-depth discussion of one case example (15 minutes), and ample time for questions and open conversation related to the mental health of autistic students (25 minutes).
The first learning session will be devoted to common executive functioning differences in autistic students.
- Define executive functioning and its importance for autistic youth.
- Know the executive functioning differences that are common in autistic youth
- Identify executive functioning differences among autistic youth within one case study.