Janine M. Montgomery

Emotional Intelligence, Theory of Mind, and Executive Functions as Predictors of Social Outcomes in Young Adults With Asperger Syndrome

Social difficulties are frequently cited as a core deficit of individuals with Asperger syndrome (AS). This deficit is particularly evident when processing of emotional information is required in social situations. Deficits in theory of mind and executive functions are the two explanatory hypotheses for social deficits in AS that are predominant in the literature; however, each of these explanations has limitations. Emotional intelligence (EI) has emerged as a relatively new explanation for social difficulties in typically developing individuals. Recently, researchers also have demonstrated that EI predicted important social outcomes for individuals with AS. In this study, we explored EI as an alternative or additive explanation for the social deficits observed in young adults with AS in light of the two predominant theories accounting for social difficulties. Implications for practice are discussed.

Review of Five Instruments for the Assessment of Asperger's Disorder in Adults

Due to the recent inclusion of Aspergers Disorder (AD) in the Diagnostic and Statistical Manual of Mental Disorders (APA, 1994) and the International Classification of Diseases (WHO, 1993), concerns regarding diagnosis of AD, particularly in adults, are emerging. Many existing instruments used to assess Pervasive Developmental Disorder are more appropriate for identifying Autistic Disorder (AU) in children, and their usefulness for assessing AD in adults is questionable. We describe and critically review five instruments created specifically for identifying AD in adults. Overall, the normative information provided is limited and evidence of the reliability and validity for each instrument is relatively poor. Further research and development is required before we would recommend one instrument over another for the assessment of AD in adults.

Resilience-Based Perspectives for Autism Spectrum Disorder

Resilience theory has implications for various groups of children; however, given the trend towards uneven profiles of strengths and weakness in autism spectrum disorder (ASD), this particular population may provide a unique opportunity for the application of a resilience-based perspective. In this chapter we discuss key concepts and research relevant to identifying and enhancing resilience in children and adolescents with ASD, practical and research-supported approaches to assessment and intervention incorporating resilience, pilot programs incorporating perspectives consistent with resilience, and directions for programing and research.

Trait and Ability Emotional Intelligence in Adolescents With and Without Autism Spectrum Disorder

Social-emotional impairments are considered core symptoms of Autism Spectrum Disorder (ASD). Although numerous interventions have been developed to remediate the social deficits in children with ASD, few have been designed to meet the needs of youth. Given research demonstrating relations between emotional intelligence (EI) and social outcomes in adults with Asperger Syndrome (AS), the current study examined both trait and ability EI to elucidate the nature of the EI strengths and impairments in youth with and without ASD. Twenty-five adolescents with ASD and 25 adolescents without ASD aged 13 to 17 years completed measures of ability and trait EI. Findings suggest that aspects of both trait and ability EI were significantly weaker in adolescents with ASD compared with typically developing adolescents. Implications, limitations, and future research are discussed.

Executive Functions in Young Adults with Autism Spectrum Disorder.

Researchers have proposed that autism spectrum disorder (ASD) is characterized, at least in part, by executive function (EF) difficulties associated with the integrity of the frontal lobe. Given the paucity of research regarding EFs in young adults with high functioning ASD (HF-ASD), this research involves an examination of various indices of EF related to inhibition, planning, and generativity. Results indicate that although young adults with HF-ASD as a group met normative expectations on all measures of EF, they also exhibited considerable individual variability relative to their age- and sex-matched typically developing peers. These findings have important research and clinical implications, including the need to carefully consider the impact of the research comparison group, and to recognize individual variability in executive functioning among young adults with HF-ASD.

Book Review: Cole, E., & Siegel J.A. (Eds). (2003). Effective Consultation in School Psychology (2nd rev. and exp. ed.). Toronto; Hogrefe & Huber

Effective Consultation in School Psychology was edited by Ester Cole and Jane Siegel. The text includes 22 other contributors in addition to key chapters authored by the editors of the book. The review is provided in a nontraditional format to provide insight into the utility of the text from three perspectives: (a) a graduate student in her 2nd year of training in school psychology, (b) a new clinician in her 2nd year of practicing within the public school system, and (c) an assistant professor in a Canadian school psychology graduate program.

Emotional Intelligence in Atypical Populations: Research and School-Based Interventions

Current educational trends reflect an increased focus on developing social and emotional competencies of school children as a means of reducing underachievement and school violence and promoting positive development and well-being. Atypically developing children—those with a diagnosed mental health condition, intellectual exceptionality, or history of maltreatment—are at an increased risk for experiencing academic, social, and/or emotional difficulties. Further, the challenges associated with atypical development may impede the acquisition and/or application of core socioemotional skills. In this chapter, we provide an overview of the current research on emotional intelligence (EI) and social-emotional learning (SEL) with an explicit focus on students’ mental health. After briefly outlining the concepts of SEL and EI, we review relevant research with several atypical populations, including children with Autism Spectrum Disorder, Attention-Deficit/Hyperactivity Disorder, Specific Learning Disorder, intellectual giftedness and disability, history of maltreatment, or behavioral and social-emotional difficulties. Descriptions of selected SEL and mindfulness-based school programs that target socioemotional competencies of both children and teachers are presented, followed by a discussion of their utility and challenges in addressing the needs of both typical and atypical learners.

Contemporary Issues in School-Based Practice for Students With Autism Spectrum Disorder

It is our honour to introduce this special issue of the Canadian Journal of School Psychology on “Contemporary Issues in School-Based Practice for Students With Autism Spectrum Disorder.” This special double issue is focused on research-based efforts to understand, recognize, and support students with autism spectrum disorder (ASD), with specific considerations for school settings. By focussing on schools, we aim to provide information pertinent not only to school psychologists but also more generally to other educators in school settings. Consequently, this special issue includes articles related to school-based interventions and assessment considerations emerging from research, with implications for school settings highlighted by both Canadian and International contributors. ASD is a complex, heterogeneous neurodevelopmental disorder, with prevalence estimates ranging from 1 in 69 (Centers for Disease Control and Prevention [CDC], 2014) to 1 in 94 in Canada (Ouellette-Kuntz et al., 2014), affecting approximately 1% to 1.5% of the student population (Ghali et al., 2014). Despite common impairment criteria for social communication, and restricted and/or repetitive patterns of behaviour and interests (American Psychiatric Association [APA], 2013), the severity and type of impairments vary widely from student to student, as implied with a “spectrum” approach. Indeed, many readers are likely familiar with the following saying: “If you’ve met one person with autism, you’ve met one person with autism,” clearly reflecting the diversity of people on the spectrum. While this adage highlights the heterogeneity on