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Auteur Elizabeth PELLICANO |
Documents disponibles écrits par cet auteur (30)
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Ethics and Autism: Where is the Autistic Voice? Commentary on Post et al / Damian MILTON in Journal of Autism and Developmental Disorders, 44-10 (October 2014)
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Titre : Ethics and Autism: Where is the Autistic Voice? Commentary on Post et al Type de document : Texte imprimé et/ou numérique Auteurs : Damian MILTON, Auteur ; Richard MILLS, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.2650-2651 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-012-1739-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2650-2651[article] Ethics and Autism: Where is the Autistic Voice? Commentary on Post et al [Texte imprimé et/ou numérique] / Damian MILTON, Auteur ; Richard MILLS, Auteur ; Elizabeth PELLICANO, Auteur . - p.2650-2651.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2650-2651
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-012-1739-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school / Janina BREDE in Autism & Developmental Language Impairments, 2 (January-December 2017)
[article]
Titre : Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school Type de document : Texte imprimé et/ou numérique Auteurs : Janina BREDE, Auteur ; Anna REMINGTON, Auteur ; Lorcan KENNY, Auteur ; Katy WARREN, Auteur ; Elizabeth PELLICANO, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsAll children have the right to receive an education and to be included in school. Yet young people on the autism spectrum, who are already vulnerable to poor health and social outcomes, are at increased risk of school exclusion. The current study sought to understand the key factors surrounding the school exclusion experiences of a group of autistic students with particularly complex needs, and their subsequent re-integration into education.MethodWe interviewed nine intellectually able students (eight male, one female; M age=13.3 years), all with a diagnosis of autism and the majority with a history of demand avoidant behaviour. We also interviewed their parents and teaching staff about the students? past and current school experiences. All students were currently being educated within an ?Inclusive Learning Hub?, specially designed to re-integrate excluded, autistic students back into school, which was situated within a larger autism special school.ResultsYoung people and their parents gave overwhelmingly negative accounts of the students? previous school experiences. Children?s perceived unmet needs, as well as inappropriate approaches by previous school staff in dealing with children?s difficulties, were felt to cause decline in children?s mental health and behaviour and, ultimately, led to their exclusion from school. Four key factors for successful reintegration into school were identified, including (i) making substantial adjustments to the physical environment, (ii) promoting strong staff?student relationships, (iii) understanding students? specific needs, and (iv) targeted efforts towards improving students? wellbeing.ConclusionThe culmination ? and escalation ? of challenges students experienced in the students? previous placements could suggest that the educational journey to exclusion from school is an inevitable consequence for at least some autistic children, including those with particularly complex behaviour, as sampled here. Yet, our study encouragingly showed that this was not necessarily the case. All the young people we spoke to reported being happy, safe and secure in their current placement, and re-engaged with school life. Outstanding issues remain, however, with regard to children?s reportedly slow academic progress and difficulties generalising the positive behaviour shown in school across home and community contexts.ImplicationsMore remains to be done to ensure that autistic children and young people?s progress at school is also mirrored in other settings. Future research also needs to develop more preventative approaches to avoid exclusion from school, including efforts towards improving education professionals? knowledge and awareness of autism, and effective ways of responding to these students? needs. En ligne : https://doi.org/10.1177/2396941517737511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386
in Autism & Developmental Language Impairments > 2 (January-December 2017)[article] Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school [Texte imprimé et/ou numérique] / Janina BREDE, Auteur ; Anna REMINGTON, Auteur ; Lorcan KENNY, Auteur ; Katy WARREN, Auteur ; Elizabeth PELLICANO, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 2 (January-December 2017)
Index. décimale : PER Périodiques Résumé : Background and aimsAll children have the right to receive an education and to be included in school. Yet young people on the autism spectrum, who are already vulnerable to poor health and social outcomes, are at increased risk of school exclusion. The current study sought to understand the key factors surrounding the school exclusion experiences of a group of autistic students with particularly complex needs, and their subsequent re-integration into education.MethodWe interviewed nine intellectually able students (eight male, one female; M age=13.3 years), all with a diagnosis of autism and the majority with a history of demand avoidant behaviour. We also interviewed their parents and teaching staff about the students? past and current school experiences. All students were currently being educated within an ?Inclusive Learning Hub?, specially designed to re-integrate excluded, autistic students back into school, which was situated within a larger autism special school.ResultsYoung people and their parents gave overwhelmingly negative accounts of the students? previous school experiences. Children?s perceived unmet needs, as well as inappropriate approaches by previous school staff in dealing with children?s difficulties, were felt to cause decline in children?s mental health and behaviour and, ultimately, led to their exclusion from school. Four key factors for successful reintegration into school were identified, including (i) making substantial adjustments to the physical environment, (ii) promoting strong staff?student relationships, (iii) understanding students? specific needs, and (iv) targeted efforts towards improving students? wellbeing.ConclusionThe culmination ? and escalation ? of challenges students experienced in the students? previous placements could suggest that the educational journey to exclusion from school is an inevitable consequence for at least some autistic children, including those with particularly complex behaviour, as sampled here. Yet, our study encouragingly showed that this was not necessarily the case. All the young people we spoke to reported being happy, safe and secure in their current placement, and re-engaged with school life. Outstanding issues remain, however, with regard to children?s reportedly slow academic progress and difficulties generalising the positive behaviour shown in school across home and community contexts.ImplicationsMore remains to be done to ensure that autistic children and young people?s progress at school is also mirrored in other settings. Future research also needs to develop more preventative approaches to avoid exclusion from school, including efforts towards improving education professionals? knowledge and awareness of autism, and effective ways of responding to these students? needs. En ligne : https://doi.org/10.1177/2396941517737511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 Experiences of Performing Daily Activities in Middle-Aged and Older Autistic Adults: A Qualitative Study / Ye In Jane HWANG in Journal of Autism and Developmental Disorders, 53-5 (May 2023)
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Titre : Experiences of Performing Daily Activities in Middle-Aged and Older Autistic Adults: A Qualitative Study Type de document : Texte imprimé et/ou numérique Auteurs : Ye In Jane HWANG, Auteur ; Kitty-Rose FOLEY, Auteur ; Kieran ELLEY, Auteur ; Scott BROWN, Auteur ; Dawn JOY-LEONG, Auteur ; Xue LI, Auteur ; Rachel GROVE, Auteur ; Julian TROLLOR, Auteur ; Elizabeth PELLICANO, Auteur ; Lidan ZHENG, Auteur Article en page(s) : p.2037-2049 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This is the first study to investigate instrumental activities of daily living in older autistic adults. We conducted interviews with fifteen adults (mean age=60.1, SD=7.4, range=50-73) from Australia with no intellectual disability. Analysis included both deductive and inductive steps, to categorise responses using the Occupational Performance Model Australia and identify themes across participants' experiences. Strengths and challenges were unique to the individual, as were the methods they had developed to manage tasks. Challenges occurred mostly at the interaction between aspects of the environment (sensory, cognitive, social and cultural) and personal factors such as health conditions and sensory sensitivities. Enhanced person-environment fit is needed, as is a shift in wider sociocultural attitudes to enable comfort and autonomy in later life. En ligne : https://doi.org/10.1007/s10803-022-05473-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501
in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.2037-2049[article] Experiences of Performing Daily Activities in Middle-Aged and Older Autistic Adults: A Qualitative Study [Texte imprimé et/ou numérique] / Ye In Jane HWANG, Auteur ; Kitty-Rose FOLEY, Auteur ; Kieran ELLEY, Auteur ; Scott BROWN, Auteur ; Dawn JOY-LEONG, Auteur ; Xue LI, Auteur ; Rachel GROVE, Auteur ; Julian TROLLOR, Auteur ; Elizabeth PELLICANO, Auteur ; Lidan ZHENG, Auteur . - p.2037-2049.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.2037-2049
Index. décimale : PER Périodiques Résumé : This is the first study to investigate instrumental activities of daily living in older autistic adults. We conducted interviews with fifteen adults (mean age=60.1, SD=7.4, range=50-73) from Australia with no intellectual disability. Analysis included both deductive and inductive steps, to categorise responses using the Occupational Performance Model Australia and identify themes across participants' experiences. Strengths and challenges were unique to the individual, as were the methods they had developed to manage tasks. Challenges occurred mostly at the interaction between aspects of the environment (sensory, cognitive, social and cultural) and personal factors such as health conditions and sensory sensitivities. Enhanced person-environment fit is needed, as is a shift in wider sociocultural attitudes to enable comfort and autonomy in later life. En ligne : https://doi.org/10.1007/s10803-022-05473-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 Experiences of physical and sexual violence as reported by autistic adults without intellectual disability: Rate, gender patterns and clinical correlates / Vicki GIBBS in Research in Autism Spectrum Disorders, 89 (November 2021)
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Titre : Experiences of physical and sexual violence as reported by autistic adults without intellectual disability: Rate, gender patterns and clinical correlates Type de document : Texte imprimé et/ou numérique Auteurs : Vicki GIBBS, Auteur ; Jennie HUDSON, Auteur ; Ye In HWANG, Auteur ; Sam ARNOLD, Auteur ; Julian TROLLOR, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : 101866 Langues : Anglais (eng) Mots-clés : Autistic Sexual violence Physical violence Victimisation Autistic traits Emotion regulation Index. décimale : PER Périodiques Résumé : Background Research has repeatedly demonstrated that people with disabilities, particularly intellectual disabilities, experience violence at higher rates compared to people without disabilities. There have been fewer studies of violence amongst Autistic people with most focused on abuse and peer victimisation during childhood. Many of these studies include large numbers of children with intellectual disability making it difficult to infer whether autistic traits confer any increased risk for violence. Method A cross-sectional survey design was employed to compare rates of reported childhood and recent physical and sexual violence, degree of traumatic impact, and tendency to confide in others amongst 245 Autistic adults without intellectual disability and 49 non-Autistic adults. We also examined whether autistic traits and emotion regulation were associated with experiences of reported violence. Results A higher proportion of Autistic adults reported experiencing sexual and physical violence during childhood. There was no difference in recent violence or traumatic impact, however Autistic adults were more likely to report they had never confided in anyone about their experience/s. Autistic traits (but not emotion regulation difficulties) were a significant predictor of experiencing violence. Conclusions The findings provide further evidence that Autistic people experience higher rates of physical and sexual violence and this cannot be attributed solely to the risk that is conferred by co-occurring intellectual disability. This information is important for policy makers and service providers so that steps can be taken to protect Autistic people from exposure to violence however further research is needed to better understand the extent and nature of violence experienced by Autistic people. En ligne : https://doi.org/10.1016/j.rasd.2021.101866 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 89 (November 2021) . - 101866[article] Experiences of physical and sexual violence as reported by autistic adults without intellectual disability: Rate, gender patterns and clinical correlates [Texte imprimé et/ou numérique] / Vicki GIBBS, Auteur ; Jennie HUDSON, Auteur ; Ye In HWANG, Auteur ; Sam ARNOLD, Auteur ; Julian TROLLOR, Auteur ; Elizabeth PELLICANO, Auteur . - 101866.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 89 (November 2021) . - 101866
Mots-clés : Autistic Sexual violence Physical violence Victimisation Autistic traits Emotion regulation Index. décimale : PER Périodiques Résumé : Background Research has repeatedly demonstrated that people with disabilities, particularly intellectual disabilities, experience violence at higher rates compared to people without disabilities. There have been fewer studies of violence amongst Autistic people with most focused on abuse and peer victimisation during childhood. Many of these studies include large numbers of children with intellectual disability making it difficult to infer whether autistic traits confer any increased risk for violence. Method A cross-sectional survey design was employed to compare rates of reported childhood and recent physical and sexual violence, degree of traumatic impact, and tendency to confide in others amongst 245 Autistic adults without intellectual disability and 49 non-Autistic adults. We also examined whether autistic traits and emotion regulation were associated with experiences of reported violence. Results A higher proportion of Autistic adults reported experiencing sexual and physical violence during childhood. There was no difference in recent violence or traumatic impact, however Autistic adults were more likely to report they had never confided in anyone about their experience/s. Autistic traits (but not emotion regulation difficulties) were a significant predictor of experiencing violence. Conclusions The findings provide further evidence that Autistic people experience higher rates of physical and sexual violence and this cannot be attributed solely to the risk that is conferred by co-occurring intellectual disability. This information is important for policy makers and service providers so that steps can be taken to protect Autistic people from exposure to violence however further research is needed to better understand the extent and nature of violence experienced by Autistic people. En ligne : https://doi.org/10.1016/j.rasd.2021.101866 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 Face processing abilities in relatives of individuals with ASD / Simon WALLACE in Autism Research, 3-6 (December 2010)
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Titre : Face processing abilities in relatives of individuals with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Simon WALLACE, Auteur ; Catherine L. SEBASTIAN, Auteur ; Elizabeth PELLICANO, Auteur ; Jeremy R. PARR, Auteur ; Anthony J. BAILEY, Auteur Année de publication : 2010 Article en page(s) : p.345-349 Langues : Anglais (eng) Mots-clés : autism spectrum disorder broader autism phenotype relatives genetics face processing Index. décimale : PER Périodiques Résumé : Individuals with an autism spectrum disorder (ASD) show difficulties identifying familiar faces, recognizing emotional expressions and judging eye-gaze direction. Recent research suggests that relatives of individuals with AS also show impairments in some aspects of face processing but no study has comprehensively assessed the nature and extent of face-processing difficulties in a group of relatives. This study compared the performance of 22 parents/adult siblings of individuals with ASD (“relatives” group), 26 adults with ASD, and 26 typically developing adults on tasks of face discrimination, facial expression recognition and judging eye-gaze direction. Relatives of individuals with ASD were less able to discriminate subtle differences between faces than typically developing adults, but were more sensitive to such differences than adults with ASD. Furthermore, relatives were significantly worse at identifying expressions of fear and disgust than typically developing adults and failed to show the typical sensitivity to direct compared with averted eye-gaze direction—a strikingly similar pattern to that observed in adults with ASD. These findings show that atypical patterns of face processing are found in some relatives of individuals with ASD and suggest that these difficulties may represent a cognitive endophenotype. En ligne : http://dx.doi.org/10.1002/aur.161 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=115
in Autism Research > 3-6 (December 2010) . - p.345-349[article] Face processing abilities in relatives of individuals with ASD [Texte imprimé et/ou numérique] / Simon WALLACE, Auteur ; Catherine L. SEBASTIAN, Auteur ; Elizabeth PELLICANO, Auteur ; Jeremy R. PARR, Auteur ; Anthony J. BAILEY, Auteur . - 2010 . - p.345-349.
Langues : Anglais (eng)
in Autism Research > 3-6 (December 2010) . - p.345-349
Mots-clés : autism spectrum disorder broader autism phenotype relatives genetics face processing Index. décimale : PER Périodiques Résumé : Individuals with an autism spectrum disorder (ASD) show difficulties identifying familiar faces, recognizing emotional expressions and judging eye-gaze direction. Recent research suggests that relatives of individuals with AS also show impairments in some aspects of face processing but no study has comprehensively assessed the nature and extent of face-processing difficulties in a group of relatives. This study compared the performance of 22 parents/adult siblings of individuals with ASD (“relatives” group), 26 adults with ASD, and 26 typically developing adults on tasks of face discrimination, facial expression recognition and judging eye-gaze direction. Relatives of individuals with ASD were less able to discriminate subtle differences between faces than typically developing adults, but were more sensitive to such differences than adults with ASD. Furthermore, relatives were significantly worse at identifying expressions of fear and disgust than typically developing adults and failed to show the typical sensitivity to direct compared with averted eye-gaze direction—a strikingly similar pattern to that observed in adults with ASD. These findings show that atypical patterns of face processing are found in some relatives of individuals with ASD and suggest that these difficulties may represent a cognitive endophenotype. En ligne : http://dx.doi.org/10.1002/aur.161 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=115 Flexible integration of visual cues in adolescents with autism spectrum disorder / Rachael BEDFORD in Autism Research, 9-2 (February 2016)
PermalinkGender Differences in the Social Motivation and Friendship Experiences of Autistic and Non-autistic Adolescents / Felicity SEDGEWICK in Journal of Autism and Developmental Disorders, 46-4 (April 2016)
PermalinkGlobal Visual Processing and Self-Rated Autistic-like Traits / Emma J. GRINTER in Journal of Autism and Developmental Disorders, 39-9 (September 2009)
Permalink"He?s shouting so loud but nobody?s hearing him": A multi-informant study of autistic pupils' experiences of school non-attendance and exclusion / Vivian HILL ; Elizabeth PELLICANO in Autism & Developmental Language Impairments, 8 (January-December 2023)
Permalink'I'm not just a guinea pig': Academic and community perceptions of participatory autism research / Jacquiline DEN HOUTING in Autism, 25-1 (January 2021)
PermalinkInclusion, acceptance, shame and isolation: Attitudes to autism in Aboriginal and Torres Strait Islander communities in Australia / Rozanna LILLEY in Autism, 24-7 (October 2020)
Permalink“It just fits my needs better”: Autistic students and parents’ experiences of learning from home during the early phase of the COVID-19 pandemic / Melanie HEYWORTH in Autism & Developmental Language Impairments, 6 (January-December 2021)
Permalink'It's really important to be collaborating': Experiences of participatory research for Chinese and Vietnamese parents of autistic children / Aspasia Stacey RABBA ; Poulomee DATTA ; Emma DRESENS ; Rena WANG ; Lin CONG ; Ngoc DANG ; Gabrielle HALL ; Melanie HEYWORTH ; Wenn LAWSON ; Patricia LEE ; Rozanna LILLEY ; Emily MA ; Hau T T NGUYEN ; Kim-Van NGUYEN ; Phuc NGUYEN ; Chong Tze YEOW ; Elizabeth PELLICANO in Autism & Developmental Language Impairments, 8 (January-December 2023)
Permalink"Knowing That I'm Not Necessarily Alone in My Struggles": UK Autistic Performing Arts Professionals' Experiences of a Mentoring Programme / Eleanor BUCKLEY in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
PermalinkLetter to the Editor: A possible threat to data integrity for online qualitative autism research / Elizabeth PELLICANO in Autism, 28-3 (March 2024)
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