Yasamin Bolourian

University of California, Riverside | UCR · Graduate School of Education

Neurodivergent students, including autistic students, often benefit from faculty support to navigate college challenges. To better equip faculty in their interactions with neurodivergent students and enhance their understanding, NeuroPREP, a faculty training program was developed. Comprising four 20‐min modules, NeuroPREP addresses key topics inclu...

Introduction During the early beginnings of COVID-19, service providers were forced to close their doors and move their services online, causing significant disruptions for many families and communities, such as those with intellectual and developmental disabilities (IDD). In this study, we examined the extent to which COVID-19 disrupted services f...

To identify target areas for professional development, this mixed-methods study examined general education teachers’ perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers ( N = 18) identified terms they associated with autism and strategies they used for inclusion and relation...

Differential Diagnosis of Autism Spectrum Disorder describes clinical considerations and best practices related to diagnosing children with autism spectrum disorder (ASD) versus commonly co-occurring conditions. Each chapter focuses on the similarities and differences between ASD and a second diagnosis. For example, one chapter outlines clinical co...

Early elementary students on the autism spectrum are at risk for poor quality student-teacher relationships (STRs), a key contributor to student outcomes. However, these students' own appraisals of their STRs are nearly absent from the literature. This study examined children's perspectives of STRs and agreement with teacher-reported STRs for a sam...

Background Considering the COVID-19 pandemic, understanding the reliability, validity, social validity, and feasibility of using telehealth to diagnose ASD is a critical public health issue. This paper examines evidence supporting the use of telehealth methods to diagnose ASD and outlines the necessary modifications and adaptations to support teleh...

Emotional and behavioral problems (EBPs), such as anxiety, overactivity, and aggression, can influence the diagnosis of autism spectrum disorder (ASD). The gold standard diagnostic tool for ASD, the Autism Diagnostic Observation Schedule—Second Edition, includes three items (“E-codes”) for EBPs that are frequently associated with ASD. Few empirical...

Objective: Transition from school to early adulthood incurs many changes and may be associated with deterioration in general health in youth with autism. We aimed to investigate this. Method: The National Longitudinal Transitions Study-2 is a USA nationally representative sample of youth receiving special education services, aged 13–17 at wave 1, f...

Background There has been little prior investigation of the general health of young people with intellectual disabilities across transition, nor separately for youth with intellectual disabilities with or without Down syndrome, despite general health being a strong predictor of subsequent health service use, hospital admissions and mortality in th...

The transition to school can be difficult for any child, but children with autism spectrum disorder (ASD) encounter additional problems and obstacles during this time. ASD is a lifelong disorder. Yet, the earlier a child with ASD receives intervention, the more promising the long-term outcomes. One way for children to be identified with ASD before...

This chapter reviews educational strategies and legal policies impacting effective schooling for children, youth, and young adults. Emphasis is on the classroom manifestation of autism spectrum disorder (ASD), and how general education teachers can effectively facilitate learning. Within early school years, the importance of positive student-teache...

In an evaluation of Anglo and Latina mothers and their children at risk of autism, this study compared mother-reported child behavioral concerns to staff-observed symptoms of autism. Within Latina mothers, the impact of primary language (English/Spanish), mothers’ education, and child age on ratings of developmental concerns was examined. Participa...

The least restrictive environment (LRE) is the legal right for students with disabilities to be included and educated with their non-disabled peers. However, at a fundamental level, LRE can be misinterpreted and measured inconsistently, creating a contentious environment for some schools and families of students with special needs. In the current s...

Relatively limited research has been devoted to understanding the postsecondary experience from the students’ perspectives. In the current study, individual interviews were conducted with university students with autism spectrum disorder (n = 13) and students with Attention Deficit/Hyperactivity Disorder (n = 18) to investigate likely factors imped...

Increasingly, young adults with autism spectrum disorder are attending 4-year universities. The transition to adulthood can be challenging for these students, and university life poses its own set of demands. The present article takes a mixed-methods approach by including two studies utilizing complementary methodologies. Through in-depth interview...

Autism spectrum disorder (ASD) is estimated to affect one in 68 children. Given the increase in both prevalence and awareness of ASD, it is critical to provide accurate and timely diagnosis. However, ASD often co-occurs with other disorders, making diagnosis difficult. The objective of the current case study was to provide two examples of different...

It has been well documented that individuals with autism spectrum disorder or intellectual disabilities demonstrate comorbid behavior problems, or behaviors that are not specified by the criteria for the diagnosis. Co-occurring behavior problems can substantially interfere with the child's educational and social functioning, lead to poor long-term...

Though ethnic and racial disparities have been reported in both diagnosis and treatment of mental health disorders, few studies have explored potential differences in how parents of varying cultural backgrounds perceive symptoms of autism spectrum disorder (ASD). Most have relied on hypotheses of socioeconomic and access barriers to explain finding...

The study of the impact of children or youth with intellectual and developmental disabilities on their families has grown increasingly complex. This is due, in part, to the multiple perspectives represented in research (e.g., mothers, fathers, siblings) and to the myriad of outcomes examined (e.g., negative vs. positive impact on families). Basic t...

Youth with autism spectrum disorder (ASD) present with an array of deficits in social interactions, as well as with manifestations of problem behaviors. Despite the significant challenges that these diagnostic features can create for an individual’s personal and academic development, many youth with high-functioning ASD are testing their independen...

Self-and professor-perspectives of college experiences among university students with ASD/ADHD

Previous research of parents and children with ASD found that with greater severity of child behavior problems, parents are more likely to experience greater psychological distress and to develop mental health issues, such as anxiety and depression (Hastings & Brown, 2002; Hodapp et al., 1997). In fact, mothers of children with ASD are more likely...

Although young adults with Autism Spectrum Disorder (ASD) are increasingly attending college, many fall short of graduating (Shattuck et al., 2012). The purpose of this study is to investigate the factors impeding graduation, a metric for academic success, in youth with ASD. Ten undergraduate/graduate students were interviewed about their experienc...

Background: Adolescents with Autism Spectrum Disorder (ASD) present an array of social deficits, which often negatively impact the development and maintenance of friendships. Yet, social skills training during childhood and adolescence may support positive social skills and improve social competence for youth with ASD (Sigman, Ruskin, Arbeile, Co...

Background: Adolescents with Autism Spectrum Disorders (ASD) show an array of poor social skills, as well as problem behaviors associated with their disability. Problem behaviors may include aggression, hyperactivity, depression, anxiety, and perseveration (Gresham & Elliot, 2008). These problem behaviors are often associated with difficulties init...

The Influence of Self-Esteem in Predicting Changes in Autism Spectrum Behaviors for Adolescents with ASD: The UCLA PEERS School-Based Curriculum

Background: Many children and adolescents with Autism Spectrum Disorders (ASD) indicate a preference for auditory stimuli, particularly when the auditory stimuli are presented in the form of music. Music has been shown to be an effective method of establishing alternate means of communicative interaction and creative development. Furthermore, cli...

Background: High-functioning adolescents with Autism Spectrum Disorders (ASD) present with an array of deficits, most of them impacting social behaviors. Given the presence of deficits in social behavior and communication in ASD, improvement in social functioning is of paramount importance. Studies investigating the effectiveness of social skills...