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Auteur Elizabeth PELLICANO |
Documents disponibles écrits par cet auteur (64)
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‘Sometimes I want to play by myself’: Understanding what friendship means to children with autism in mainstream primary schools / Lynsey CALDER in Autism, 17-3 (May 2013)
[article]
Titre : ‘Sometimes I want to play by myself’: Understanding what friendship means to children with autism in mainstream primary schools Type de document : Texte imprimé et/ou numérique Auteurs : Lynsey CALDER, Auteur ; Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.296-316 Langues : Anglais (eng) Mots-clés : friendships peer relationships mainstream school theory of mind social skills Index. décimale : PER Périodiques Résumé : Research has shown that friendship impacts the overall experience of mainstream school for autistic children. Using a unique combination of quantitative, qualitative and social network methods, we investigated the extent and nature of autistic children’s friendships from their perspective and from those of their mothers, teachers and classroom peers. Consistent with previous research, children with autism (n = 12), aged between 9 and 11 years, rated their friendships to be of poorer quality than their non-autistic classroom peers (n = 11). There was, however, much variability in autistic children’s ratings, which, unexpectedly, was related to neither children’s cognitive ability nor their theory of mind ability. Encouragingly, the children generally reported satisfaction with their friendships, and although no child was socially isolated, the degree of inclusion in friendship networks varied widely. Furthermore, autistic children’s social motivation emerged as a key factor in parents’ and teachers’ reports in determining both the nature and extent of their friendships. Adults played an active role in supporting children’s friendships, but this sometimes conflicted with what the children wanted. These findings highlight the need to ascertain the perspectives of young people with autism on their friendships and to consider the social and ethical implications of when and how to intervene. En ligne : http://dx.doi.org/10.1177/1362361312467866 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200
in Autism > 17-3 (May 2013) . - p.296-316[article] ‘Sometimes I want to play by myself’: Understanding what friendship means to children with autism in mainstream primary schools [Texte imprimé et/ou numérique] / Lynsey CALDER, Auteur ; Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur . - p.296-316.
Langues : Anglais (eng)
in Autism > 17-3 (May 2013) . - p.296-316
Mots-clés : friendships peer relationships mainstream school theory of mind social skills Index. décimale : PER Périodiques Résumé : Research has shown that friendship impacts the overall experience of mainstream school for autistic children. Using a unique combination of quantitative, qualitative and social network methods, we investigated the extent and nature of autistic children’s friendships from their perspective and from those of their mothers, teachers and classroom peers. Consistent with previous research, children with autism (n = 12), aged between 9 and 11 years, rated their friendships to be of poorer quality than their non-autistic classroom peers (n = 11). There was, however, much variability in autistic children’s ratings, which, unexpectedly, was related to neither children’s cognitive ability nor their theory of mind ability. Encouragingly, the children generally reported satisfaction with their friendships, and although no child was socially isolated, the degree of inclusion in friendship networks varied widely. Furthermore, autistic children’s social motivation emerged as a key factor in parents’ and teachers’ reports in determining both the nature and extent of their friendships. Adults played an active role in supporting children’s friendships, but this sometimes conflicted with what the children wanted. These findings highlight the need to ascertain the perspectives of young people with autism on their friendships and to consider the social and ethical implications of when and how to intervene. En ligne : http://dx.doi.org/10.1177/1362361312467866 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 Supporting Minimally Verbal Autistic Girls with Intellectual Disabilities Through Puberty: Perspectives of Parents and Educators / Clare CUMMINS in Journal of Autism and Developmental Disorders, 50-7 (July 2020)
[article]
Titre : Supporting Minimally Verbal Autistic Girls with Intellectual Disabilities Through Puberty: Perspectives of Parents and Educators Type de document : Texte imprimé et/ou numérique Auteurs : Clare CUMMINS, Auteur ; Elizabeth PELLICANO, Auteur ; Laura CRANE, Auteur Article en page(s) : p.2439-2448 Langues : Anglais (eng) Mots-clés : Autism Intellectual disability Minimally verbal Parents Puberty Teachers Index. décimale : PER Périodiques Résumé : Limited research has examined puberty in autistic girls, yet alone those who are minimally verbal and with additional intellectual disabilities. In this study, ten parents and ten educators were interviewed about their views and experiences of supporting these girls through puberty. Results demonstrated that many parents had concerns prior to the onset of puberty in these girls. Yet, for most girls, experiences of puberty were felt to be positive, with the girls coping well with changes that they were experiencing (e.g. menstruation, breast development and developing body hair). Thematic analysis of interview data highlighted three main themes: a range of individual experiences and needs; the importance of promoting dignity and respect; and identifying ways to support these girls through puberty. En ligne : http://dx.doi.org/10.1007/s10803-018-3782-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2439-2448[article] Supporting Minimally Verbal Autistic Girls with Intellectual Disabilities Through Puberty: Perspectives of Parents and Educators [Texte imprimé et/ou numérique] / Clare CUMMINS, Auteur ; Elizabeth PELLICANO, Auteur ; Laura CRANE, Auteur . - p.2439-2448.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2439-2448
Mots-clés : Autism Intellectual disability Minimally verbal Parents Puberty Teachers Index. décimale : PER Périodiques Résumé : Limited research has examined puberty in autistic girls, yet alone those who are minimally verbal and with additional intellectual disabilities. In this study, ten parents and ten educators were interviewed about their views and experiences of supporting these girls through puberty. Results demonstrated that many parents had concerns prior to the onset of puberty in these girls. Yet, for most girls, experiences of puberty were felt to be positive, with the girls coping well with changes that they were experiencing (e.g. menstruation, breast development and developing body hair). Thematic analysis of interview data highlighted three main themes: a range of individual experiences and needs; the importance of promoting dignity and respect; and identifying ways to support these girls through puberty. En ligne : http://dx.doi.org/10.1007/s10803-018-3782-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 Testing the Predictive Power of Cognitive Atypicalities in Autistic Children: Evidence from a 3-Year Follow-Up Study / Elizabeth PELLICANO in Autism Research, 6-4 (August 2013)
[article]
Titre : Testing the Predictive Power of Cognitive Atypicalities in Autistic Children: Evidence from a 3-Year Follow-Up Study Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth PELLICANO, Auteur Article en page(s) : p.258-267 Langues : Anglais (eng) Mots-clés : predictive outcome theory of mind executive function central coherence Index. décimale : PER Périodiques Résumé : This follow-up study investigated the predictive power of early cognitive atypicalities. Specifically, it examined whether early individual differences in specific cognitive skills, including theory of mind, executive function, and central coherence, could uniquely account for variation in autistic children's behaviors—social communication, repetitive behaviors, and interests and insistence on sameness—at follow-up. Thirty-seven cognitively able children with an autism spectrum condition were assessed on tests tapping verbal and nonverbal ability, theory of mind (false-belief prediction), executive function (planning ability, cognitive flexibility, and inhibitory control), and central coherence (local processing) at intake and their behavioral functioning (social communication, repetitive behaviors and interests, insistence on sameness) 3 years later. Individual differences in early executive but not theory of mind skills predicted variation in children's social communication. Individual differences in children's early executive function also predicted the degree of repetitive behaviors and interests at follow-up. There were no predictive relationships between early central coherence and children's insistence on sameness. These findings challenge the notion that distinct cognitive atypicalities map on to specific behavioral features of autism. Instead, early variation in executive function plays a key role in helping to shape autistic children's emerging behaviors, including their social communication and repetitive behaviors and interests. En ligne : http://dx.doi.org/10.1002/aur.1286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Autism Research > 6-4 (August 2013) . - p.258-267[article] Testing the Predictive Power of Cognitive Atypicalities in Autistic Children: Evidence from a 3-Year Follow-Up Study [Texte imprimé et/ou numérique] / Elizabeth PELLICANO, Auteur . - p.258-267.
Langues : Anglais (eng)
in Autism Research > 6-4 (August 2013) . - p.258-267
Mots-clés : predictive outcome theory of mind executive function central coherence Index. décimale : PER Périodiques Résumé : This follow-up study investigated the predictive power of early cognitive atypicalities. Specifically, it examined whether early individual differences in specific cognitive skills, including theory of mind, executive function, and central coherence, could uniquely account for variation in autistic children's behaviors—social communication, repetitive behaviors, and interests and insistence on sameness—at follow-up. Thirty-seven cognitively able children with an autism spectrum condition were assessed on tests tapping verbal and nonverbal ability, theory of mind (false-belief prediction), executive function (planning ability, cognitive flexibility, and inhibitory control), and central coherence (local processing) at intake and their behavioral functioning (social communication, repetitive behaviors and interests, insistence on sameness) 3 years later. Individual differences in early executive but not theory of mind skills predicted variation in children's social communication. Individual differences in children's early executive function also predicted the degree of repetitive behaviors and interests at follow-up. There were no predictive relationships between early central coherence and children's insistence on sameness. These findings challenge the notion that distinct cognitive atypicalities map on to specific behavioral features of autism. Instead, early variation in executive function plays a key role in helping to shape autistic children's emerging behaviors, including their social communication and repetitive behaviors and interests. En ligne : http://dx.doi.org/10.1002/aur.1286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 The Development of Executive Function in Autism / Elizabeth PELLICANO in Autism Research and Treatment, (May 2012)
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Titre : The Development of Executive Function in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth PELLICANO, Auteur Année de publication : 2012 Article en page(s) : 8 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism is a common and often highly debilitating neurodevelopmental condition, whose core behavioral features are believed to be rooted in disrupted neurocognitive processes, including especially “executive function.” Researchers have predominantly focused upon understanding the putative causal relationship between difficulties in EF and autistic symptomatology. This paper suggests, however, that the effects of individual differences in EF should be more far-reaching, playing a significant part in the real-life outcomes of individuals with autism, including their social competence, everyday adaptive behavior, and academic achievement. It further considers the nature of the EF-outcome relationship, including the possible determinants of individual differences in EF, and makes several recommendations for future research. En ligne : http://dx.doi.org/10.1155/2012/146132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179
in Autism Research and Treatment > (May 2012) . - 8 p.[article] The Development of Executive Function in Autism [Texte imprimé et/ou numérique] / Elizabeth PELLICANO, Auteur . - 2012 . - 8 p.
Langues : Anglais (eng)
in Autism Research and Treatment > (May 2012) . - 8 p.
Index. décimale : PER Périodiques Résumé : Autism is a common and often highly debilitating neurodevelopmental condition, whose core behavioral features are believed to be rooted in disrupted neurocognitive processes, including especially “executive function.” Researchers have predominantly focused upon understanding the putative causal relationship between difficulties in EF and autistic symptomatology. This paper suggests, however, that the effects of individual differences in EF should be more far-reaching, playing a significant part in the real-life outcomes of individuals with autism, including their social competence, everyday adaptive behavior, and academic achievement. It further considers the nature of the EF-outcome relationship, including the possible determinants of individual differences in EF, and makes several recommendations for future research. En ligne : http://dx.doi.org/10.1155/2012/146132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 The Extent and Nature of Autistic People?s Violence Experiences During Adulthood: A Cross-sectional Study of Victimisation / Vicki GIBBS in Journal of Autism and Developmental Disorders, 53-9 (September 2023)
[article]
Titre : The Extent and Nature of Autistic People?s Violence Experiences During Adulthood: A Cross-sectional Study of Victimisation Type de document : Texte imprimé et/ou numérique Auteurs : Vicki GIBBS, Auteur ; Jennie HUDSON, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.3509-3524 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study investigated the extent and nature of violence experiences reported by autistic adults. Autistic (n=118) and non-autistic (n=110) adults completed a questionnaire about their experiences of sexual harassment, stalking and harassment, sexual violence and physical violence since the age of 15. Autistic adults reported higher rates of all violence types, multiple forms of violence and repeated instances of the same type of violence. Typical gender differences in the patterns of violence (more physical violence reported by men and more sexual violence reported by women) were apparent in the non-autistic but not the autistic group. Findings add to the limited research in this area and highlight the need to identify risk and protective factors. Policy and practice implications are also discussed. En ligne : https://doi.org/10.1007/s10803-022-05647-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511
in Journal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3509-3524[article] The Extent and Nature of Autistic People?s Violence Experiences During Adulthood: A Cross-sectional Study of Victimisation [Texte imprimé et/ou numérique] / Vicki GIBBS, Auteur ; Jennie HUDSON, Auteur ; Elizabeth PELLICANO, Auteur . - p.3509-3524.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3509-3524
Index. décimale : PER Périodiques Résumé : This study investigated the extent and nature of violence experiences reported by autistic adults. Autistic (n=118) and non-autistic (n=110) adults completed a questionnaire about their experiences of sexual harassment, stalking and harassment, sexual violence and physical violence since the age of 15. Autistic adults reported higher rates of all violence types, multiple forms of violence and repeated instances of the same type of violence. Typical gender differences in the patterns of violence (more physical violence reported by men and more sexual violence reported by women) were apparent in the non-autistic but not the autistic group. Findings add to the limited research in this area and highlight the need to identify risk and protective factors. Policy and practice implications are also discussed. En ligne : https://doi.org/10.1007/s10803-022-05647-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 PermalinkThe primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study / Chantelle MAKIN in Autism & Developmental Language Impairments, 2 (January-December 2017)
PermalinkThe Psychometric Properties of a New Measure of Sensory Behaviors in Autistic Children / Louise NEIL in Journal of Autism and Developmental Disorders, 47-4 (April 2017)
Permalink"The Real Thing I Struggle with is Other People's Perceptions": The Experiences of Autistic Performing Arts Professionals and Attitudes of Performing Arts Employers in the UK / Eleanor BUCKLEY in Journal of Autism and Developmental Disorders, 51-1 (January 2021)
PermalinkThe Relationship Between Intolerance of Uncertainty, Sensory Sensitivities, and Anxiety in Autistic and Typically Developing Children / Louise NEIL in Journal of Autism and Developmental Disorders, 46-6 (June 2016)
Permalink?They Were Saying That I Was a Typical Chinese Mum? : Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children / Aspasia Stacey RABBA ; Lin CONG ; Poulomee DATTA ; Emma DRESENS ; Gabrielle HALL ; Melanie HEYWORTH ; Wenn LAWSON ; Patricia LEE ; Rozanna LILLEY ; Najeeba SYEDA ; Emily MA ; Julia WANG ; Rena WANG ; Chong Tze YEOW ; Elizabeth PELLICANO in Journal of Autism and Developmental Disorders, 53-12 (December 2023)
Permalink"This is what we’ve always wanted": Perspectives on young autistic people’s transition from special school to mainstream satellite classes / Abigail CROYDON in Autism & Developmental Language Impairments, 4 (January-December 2019)
PermalinkPermalinkUnderstanding parents’ and professionals’ knowledge and awareness of autism in Nepal / Michelle HEYS in Autism, 21-4 (May 2017)
Permalink''We don?t make trouble'': Vietnamese parents' experiences of parent-teacher partnerships for their autistic children / Jodie SMITH in Research in Autism Spectrum Disorders, 103 (May 2023)
PermalinkWhat should autism research focus upon? Community views and priorities from the United Kingdom / Elizabeth PELLICANO in Autism, 18-7 (October 2014)
PermalinkWhich terms should be used to describe autism? Perspectives from the UK autism community / Lorcan KENNY in Autism, 20-4 (May 2016)
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