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Auteur David S. MANDELL |
Documents disponibles écrits par cet auteur (36)
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Social network support is associated with teacher?s perceptions of transition planning for their autistic students / Amanda DIMACHKIE NUNNALLY in Research in Autism Spectrum Disorders, 113 (May 2024)
[article]
Titre : Social network support is associated with teacher?s perceptions of transition planning for their autistic students Type de document : Texte imprimé et/ou numérique Auteurs : Amanda DIMACHKIE NUNNALLY, Auteur ; Heather NUSKE, Auteur ; Briana BRONSTEIN, Auteur ; Fernanda CASTELLON, Auteur ; Jenny C. CHIAPPE, Auteur ; Consuelo GARCIA, Auteur ; Samantha HOCHHEIMER, Auteur ; Hyon Soo LEE, Auteur ; Nicole SPARAPANI, Auteur ; Sarah VEJNOSKA, Auteur ; Amber R. FITZGERALD, Auteur ; Lynne LEVATO, Auteur ; Jennica LI, Auteur ; Felicia JONES, Auteur ; Wendy SHIH, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Tristram SMITH, Auteur ; Aubyn STAHMER, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur Article en page(s) : p.102360 Langues : Anglais (eng) Mots-clés : School transitions Autism spectrum disorder Teacher perceptions Teacher support networks Index. décimale : PER Périodiques Résumé : Background School transitions are accompanied by disruptions in routines and increased social and academic demands, creating challenges for autistic students, who often have difficulty coping with change. These transitions are also challenging for teachers, who often report feeling unprepared to guide their autistic students through the transition process. Methods This study examined teacher and student factors that contribute to teachers' perceptions of transition planning for their autistic students. At four sites (Los Angeles, Philadelphia, Rochester, and Sacramento), 126 teachers responded to survey questions regarding their perception of transition planning for their autistic students, their students' classroom behavior as they were preparing to transition, their own burnout, and a social network survey about the people they relied on to support their autistic students. Results Teachers reported being somewhat satisfied with their schools with the way that schools prepared their students for transition and that the transition planning was somewhat effective. Teachers also reported that they received little support from their schools during their students' transition planning. Results of Generalized Linear Mixed Effects models indicated that teachers with positive perceptions of their students' transition planning had larger support networks, Conclusions The findings of this study underscore that teachers' support networks play an important role in helping teachers negotiate the transition process. En ligne : https://doi.org/10.1016/j.rasd.2024.102360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524
in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102360[article] Social network support is associated with teacher?s perceptions of transition planning for their autistic students [Texte imprimé et/ou numérique] / Amanda DIMACHKIE NUNNALLY, Auteur ; Heather NUSKE, Auteur ; Briana BRONSTEIN, Auteur ; Fernanda CASTELLON, Auteur ; Jenny C. CHIAPPE, Auteur ; Consuelo GARCIA, Auteur ; Samantha HOCHHEIMER, Auteur ; Hyon Soo LEE, Auteur ; Nicole SPARAPANI, Auteur ; Sarah VEJNOSKA, Auteur ; Amber R. FITZGERALD, Auteur ; Lynne LEVATO, Auteur ; Jennica LI, Auteur ; Felicia JONES, Auteur ; Wendy SHIH, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Tristram SMITH, Auteur ; Aubyn STAHMER, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur . - p.102360.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102360
Mots-clés : School transitions Autism spectrum disorder Teacher perceptions Teacher support networks Index. décimale : PER Périodiques Résumé : Background School transitions are accompanied by disruptions in routines and increased social and academic demands, creating challenges for autistic students, who often have difficulty coping with change. These transitions are also challenging for teachers, who often report feeling unprepared to guide their autistic students through the transition process. Methods This study examined teacher and student factors that contribute to teachers' perceptions of transition planning for their autistic students. At four sites (Los Angeles, Philadelphia, Rochester, and Sacramento), 126 teachers responded to survey questions regarding their perception of transition planning for their autistic students, their students' classroom behavior as they were preparing to transition, their own burnout, and a social network survey about the people they relied on to support their autistic students. Results Teachers reported being somewhat satisfied with their schools with the way that schools prepared their students for transition and that the transition planning was somewhat effective. Teachers also reported that they received little support from their schools during their students' transition planning. Results of Generalized Linear Mixed Effects models indicated that teachers with positive perceptions of their students' transition planning had larger support networks, Conclusions The findings of this study underscore that teachers' support networks play an important role in helping teachers negotiate the transition process. En ligne : https://doi.org/10.1016/j.rasd.2024.102360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 The Accuracy of the ADOS-2 in Identifying Autism among Adults with Complex Psychiatric Conditions / Brenna B. MADDOX in Journal of Autism and Developmental Disorders, 47-9 (September 2017)
[article]
Titre : The Accuracy of the ADOS-2 in Identifying Autism among Adults with Complex Psychiatric Conditions Type de document : Texte imprimé et/ou numérique Auteurs : Brenna B. MADDOX, Auteur ; Edward S. BRODKIN, Auteur ; Monica E. CALKINS, Auteur ; Kathleen SHEA, Auteur ; Katherine MULLAN, Auteur ; Jack HOSTAGER, Auteur ; David S. MANDELL, Auteur ; Judith S. MILLER, Auteur Article en page(s) : p.2703-2709 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Autism Diagnostic Observation Schedule Adults Psychosis Community mental health Index. décimale : PER Périodiques Résumé : The Autism Diagnostic Observation Schedule, Second Edition (ADOS-2), Module 4 is considered a “gold-standard” instrument for diagnosing autism spectrum disorder (ASD) in adults. Although the ADOS-2 shows good sensitivity and specificity in lab-based settings, it is unknown whether these results hold in community clinics that serve a more psychiatrically impaired population. This study is the first to evaluate the diagnostic accuracy of the ADOS-2 among adults in community mental health centers (n?=?75). The ADOS-2 accurately identified all adults with ASD; however, it also had a high rate of false positives among adults with psychosis (30%). Findings serve as a reminder that social communication difficulties measured by the ADOS-2 are not specific to ASD, particularly in clinically complex settings. En ligne : https://doi.org/10.1007/s10803-017-3188-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315
in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2703-2709[article] The Accuracy of the ADOS-2 in Identifying Autism among Adults with Complex Psychiatric Conditions [Texte imprimé et/ou numérique] / Brenna B. MADDOX, Auteur ; Edward S. BRODKIN, Auteur ; Monica E. CALKINS, Auteur ; Kathleen SHEA, Auteur ; Katherine MULLAN, Auteur ; Jack HOSTAGER, Auteur ; David S. MANDELL, Auteur ; Judith S. MILLER, Auteur . - p.2703-2709.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2703-2709
Mots-clés : Autism spectrum disorder Autism Diagnostic Observation Schedule Adults Psychosis Community mental health Index. décimale : PER Périodiques Résumé : The Autism Diagnostic Observation Schedule, Second Edition (ADOS-2), Module 4 is considered a “gold-standard” instrument for diagnosing autism spectrum disorder (ASD) in adults. Although the ADOS-2 shows good sensitivity and specificity in lab-based settings, it is unknown whether these results hold in community clinics that serve a more psychiatrically impaired population. This study is the first to evaluate the diagnostic accuracy of the ADOS-2 among adults in community mental health centers (n?=?75). The ADOS-2 accurately identified all adults with ASD; however, it also had a high rate of false positives among adults with psychosis (30%). Findings serve as a reminder that social communication difficulties measured by the ADOS-2 are not specific to ASD, particularly in clinically complex settings. En ligne : https://doi.org/10.1007/s10803-017-3188-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315 The Association of the Medicaid 1915(c) Home and Community-Based Services Waivers with Emergency Department Utilization among Youth with Autism Spectrum Disorder / Guodong LIU in Journal of Autism and Developmental Disorders, 52-4 (April 2022)
[article]
Titre : The Association of the Medicaid 1915(c) Home and Community-Based Services Waivers with Emergency Department Utilization among Youth with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Guodong LIU, Auteur ; Diana L. VELOTT, Auteur ; Lan KONG, Auteur ; Andrew W. DICK, Auteur ; David S. MANDELL, Auteur ; Bradley D. STEIN, Auteur ; Michael J. MURRAY, Auteur ; Djibril M. BA, Auteur ; Zuleyha CIDAV, Auteur ; Douglas L. LESLIE, Auteur Article en page(s) : p.1587-1597 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder/economics/epidemiology/therapy Community Health Services/economics Emergency Service, Hospital/economics/statistics & numerical data Home Care Services/economics Humans Intellectual Disability/economics/epidemiology/therapy Medicaid/economics/statistics & numerical data Patient Acceptance of Health Care/statistics & numerical data Retrospective Studies United States/epidemiology Autism spectrum disorder Emergency departments Home and community-based services waiver Medicaid Index. décimale : PER Périodiques Résumé : Using the 2008-2013 Medicaid Analytic eXtract files, this retrospective cohort study was to evaluate the effect of Medicaid home and community-based services (HCBS) waiver programs on emergency department (ED) utilizations among youth with autism spectrum disorder (ASD). Our study showed that the annual ED utilization rates were 13.5% and 18.8% for individuals on autism specific and intellectual and developmental disabilities (IDD) waivers respectively, vs. 28.5% for those without a waiver. Multivariable logistic regression showed that, compared to no waiver, autism specific waivers (adjusted odds ratio: 0.62; 95% Confidence Interval: [0.58-0.66]) and IDD waivers (0.65; [0.64-0.66]) were strongly associated with reduced ED. These findings suggest that HCBS waivers are effective in reducing the incidence of ED visits among youth with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-05060-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1587-1597[article] The Association of the Medicaid 1915(c) Home and Community-Based Services Waivers with Emergency Department Utilization among Youth with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Guodong LIU, Auteur ; Diana L. VELOTT, Auteur ; Lan KONG, Auteur ; Andrew W. DICK, Auteur ; David S. MANDELL, Auteur ; Bradley D. STEIN, Auteur ; Michael J. MURRAY, Auteur ; Djibril M. BA, Auteur ; Zuleyha CIDAV, Auteur ; Douglas L. LESLIE, Auteur . - p.1587-1597.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1587-1597
Mots-clés : Adolescent Autism Spectrum Disorder/economics/epidemiology/therapy Community Health Services/economics Emergency Service, Hospital/economics/statistics & numerical data Home Care Services/economics Humans Intellectual Disability/economics/epidemiology/therapy Medicaid/economics/statistics & numerical data Patient Acceptance of Health Care/statistics & numerical data Retrospective Studies United States/epidemiology Autism spectrum disorder Emergency departments Home and community-based services waiver Medicaid Index. décimale : PER Périodiques Résumé : Using the 2008-2013 Medicaid Analytic eXtract files, this retrospective cohort study was to evaluate the effect of Medicaid home and community-based services (HCBS) waiver programs on emergency department (ED) utilizations among youth with autism spectrum disorder (ASD). Our study showed that the annual ED utilization rates were 13.5% and 18.8% for individuals on autism specific and intellectual and developmental disabilities (IDD) waivers respectively, vs. 28.5% for those without a waiver. Multivariable logistic regression showed that, compared to no waiver, autism specific waivers (adjusted odds ratio: 0.62; 95% Confidence Interval: [0.58-0.66]) and IDD waivers (0.65; [0.64-0.66]) were strongly associated with reduced ED. These findings suggest that HCBS waivers are effective in reducing the incidence of ED visits among youth with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-05060-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 The Economic Costs of Autism: A Review / Djesika AMENDAH
Titre : The Economic Costs of Autism: A Review Type de document : Texte imprimé et/ou numérique Auteurs : Djesika AMENDAH, Auteur ; Scott D. GROSSE, Auteur ; Georgina PEACOCK, Auteur ; David S. MANDELL, Auteur Année de publication : 2011 Importance : p.1347-1360 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=140 The Economic Costs of Autism: A Review [Texte imprimé et/ou numérique] / Djesika AMENDAH, Auteur ; Scott D. GROSSE, Auteur ; Georgina PEACOCK, Auteur ; David S. MANDELL, Auteur . - 2011 . - p.1347-1360.
Langues : Anglais (eng)
Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=140 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire The Effects of Community Preschool Characteristics on Developmental Outcomes for Students With Autism Spectrum Disorder / Samantha CRABBE ; Steven C. MARCUS ; David S. MANDELL in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)
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Titre : The Effects of Community Preschool Characteristics on Developmental Outcomes for Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Samantha CRABBE, Auteur ; Steven C. MARCUS, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.268-282 Langues : Anglais (eng) Mots-clés : autism spectrum disorders preschool early intervention inclusion Index. décimale : PER Périodiques Résumé : This study examined factors associated with 9-month outcomes of 78 preschoolers with autism spectrum disorder ([ASD]; 66 males, mean age = 44.8 [7.0] months) receiving preschool special education services. Use of recommended intervention practices was observed in each student?s primary educational setting: autism-only (n = 28), mixed-disability (n = 25), and general early education (n = 25). Recommended practice use across setting types and developmental changes were compared using generalized estimating equations. Autism-only settings had the highest implementation of classroom structure, classroom environment, and curriculum and instruction. General early education had greater implementation of practices to support social and peer relationships. Supporting social and peer relationships was the largest predictor of gains, controlling for setting type; the association was greater for children with lower initial receptive language or developmental skills. These findings highlight the importance of supporting and promoting peer engagement in students with ASD across preschool placement types. En ligne : https://dx.doi.org/10.1177/10883576221133495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515
in Focus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.268-282[article] The Effects of Community Preschool Characteristics on Developmental Outcomes for Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Samantha CRABBE, Auteur ; Steven C. MARCUS, Auteur ; David S. MANDELL, Auteur . - p.268-282.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.268-282
Mots-clés : autism spectrum disorders preschool early intervention inclusion Index. décimale : PER Périodiques Résumé : This study examined factors associated with 9-month outcomes of 78 preschoolers with autism spectrum disorder ([ASD]; 66 males, mean age = 44.8 [7.0] months) receiving preschool special education services. Use of recommended intervention practices was observed in each student?s primary educational setting: autism-only (n = 28), mixed-disability (n = 25), and general early education (n = 25). Recommended practice use across setting types and developmental changes were compared using generalized estimating equations. Autism-only settings had the highest implementation of classroom structure, classroom environment, and curriculum and instruction. General early education had greater implementation of practices to support social and peer relationships. Supporting social and peer relationships was the largest predictor of gains, controlling for setting type; the association was greater for children with lower initial receptive language or developmental skills. These findings highlight the importance of supporting and promoting peer engagement in students with ASD across preschool placement types. En ligne : https://dx.doi.org/10.1177/10883576221133495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 The importance of characterizing intervention for individuals with autism / Aubyn C. STAHMER in Autism, 20-4 (May 2016)
PermalinkThe role of treatment fidelity on outcomes during a randomized field trial of an autism intervention / David S. MANDELL in Autism, 17-3 (May 2013)
PermalinkTreatment utilization by adults with autism and co-occurring anxiety or depression / Brenna B. MADDOX in Research in Autism Spectrum Disorders, 51 (July 2018)
PermalinkUse of Vocational Rehabilitative Services Among Adults with Autism / Lindsay LAWER in Journal of Autism and Developmental Disorders, 39-3 (March 2009)
PermalinkWho gets coached? A qualitative inquiry into community clinicians' decisions to use caregiver coaching / Liza TOMCZUK in Autism, 26-3 (April 2022)
PermalinkWho joins support groups among parents of children with autism? / David S. MANDELL in Autism, 11-2 (March 2007)
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