Documents disponibles écrits par cet auteur

Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders / Yasamine BOLOURIAN in Journal of Autism and Developmental Disorders, 48-10 (October 2018) 

Public ISBD [article]  in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3330-3343 Titre : Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders Type de document : texte imprimé Auteurs : Yasamine BOLOURIAN, Auteur ; Sasha M. ZEEDYK, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3330-3343 Langues : Anglais (eng) Mots-clés : Emerging adults  ASD  ADHD  University student  Postsecondary education Index. décimale : PER Périodiques Résumé : 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 impeding meaningful postsecondary experiences. Through an iterative coding process, nine themes were identified, and direct narratives exemplifying each are included. Overall, both diagnostic groups reported significant social, emotional, and academic challenges within the university setting, although there were distinctions. Findings have direct applications to higher education initiatives, such as the development of programs to increase faculty awareness and to target the efforts of university disability centers in meeting the needs of students with neurodevelopmental disorders. En ligne : https://doi.org/10.1007/s10803-018-3599-5 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3690 [article] Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders [texte imprimé] / Yasamine BOLOURIAN, Auteur ; Sasha M. ZEEDYK, Auteur ; Jan BLACHER, Auteur . - p.3330-3343. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3330-3343 Mots-clés : Emerging adults  ASD  ADHD  University student  Postsecondary education Index. décimale : PER Périodiques Résumé : 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 impeding meaningful postsecondary experiences. Through an iterative coding process, nine themes were identified, and direct narratives exemplifying each are included. Overall, both diagnostic groups reported significant social, emotional, and academic challenges within the university setting, although there were distinctions. Findings have direct applications to higher education initiatives, such as the development of programs to increase faculty awareness and to target the efforts of university disability centers in meeting the needs of students with neurodevelopmental disorders. En ligne : https://doi.org/10.1007/s10803-018-3599-5 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3690

Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development / Jan BLACHER in Research in Autism Spectrum Disorders, 8-3 (March 2014) 

Public ISBD [article]  in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.324-333 Titre : Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development Type de document : texte imprimé Auteurs : Jan BLACHER, Auteur ; Erica HOWELL, Auteur ; Stacy LAUDERDALE-LITTIN, Auteur ; Florence D. DIGENNARO REED, Auteur ; Elizabeth A. LAUGESON, Auteur Article en page(s) : p.324-333 Langues : Anglais (eng) Mots-clés : Student–teacher relationships  Teacher conflict and closeness Index. décimale : PER Périodiques Résumé : Abstract This study examined relations among behavior problems, social skills, and student–teacher relationships within a sample of children (mean age 8) with autism spectrum disorders or ASD (n = 36) and comparison samples of children with typical development (n = 91) or with intellectual disability (n = 38.) Student–teacher relationships (STRs) for children with ASD appeared to be qualitatively different from those of similarly aged children with ID or typical development. The STRs for children with ASD were considerably poorer, with less closeness and more conflict, than in the two comparison groups. Within the group with ASD, teacher-reported child externalizing behavior and social skills accounted for significant variance in the total score on the Student Teacher Relationship Scale. Conflict was predicted only by externalizing behavior, whereas closeness was predicted by social skills; level of autistic mannerisms negatively related to the teacher's perception of closeness. Findings address the implications for transition to early schooling for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.008 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2245 [article] Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development [texte imprimé] / Jan BLACHER, Auteur ; Erica HOWELL, Auteur ; Stacy LAUDERDALE-LITTIN, Auteur ; Florence D. DIGENNARO REED, Auteur ; Elizabeth A. LAUGESON, Auteur . - p.324-333. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.324-333 Mots-clés : Student–teacher relationships  Teacher conflict and closeness Index. décimale : PER Périodiques Résumé : Abstract This study examined relations among behavior problems, social skills, and student–teacher relationships within a sample of children (mean age 8) with autism spectrum disorders or ASD (n = 36) and comparison samples of children with typical development (n = 91) or with intellectual disability (n = 38.) Student–teacher relationships (STRs) for children with ASD appeared to be qualitatively different from those of similarly aged children with ID or typical development. The STRs for children with ASD were considerably poorer, with less closeness and more conflict, than in the two comparison groups. Within the group with ASD, teacher-reported child externalizing behavior and social skills accounted for significant variance in the total score on the Student Teacher Relationship Scale. Conflict was predicted only by externalizing behavior, whereas closeness was predicted by social skills; level of autistic mannerisms negatively related to the teacher's perception of closeness. Findings address the implications for transition to early schooling for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.008 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2245

Brief Report: Autism Awareness: Views from a Campus Community / Leigh Ann TIPTON in Journal of Autism and Developmental Disorders, 44-2 (February 2014) 

Public ISBD [article]  in Journal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.477-483 Titre : Brief Report: Autism Awareness: Views from a Campus Community Type de document : texte imprimé Auteurs : Leigh Ann TIPTON, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.477-483 Langues : Anglais (eng) Mots-clés : College  Community awareness  Attitudes Index. décimale : PER Périodiques Résumé : This paper reports on a college community’s views of the diagnostic characteristics and causes associated with autism spectrum disorders. An anonymous on-line survey of autism knowledge was distributed via campus server university-wide to all undergraduates, graduate students, faculty, and staff. Of the 1,057 surveys completed, 76 % of respondents had more correct answers than neutral and incorrect ones. Respondents who reported that they or someone in their immediate family had autism had significantly more correct responses than other respondents. Demographic variables of respondent sex, age, education, and role at the university independently accounted for significant, though modest, variance in autism knowledge. More accurate and widespread dissemination of information about autism may facilitate a smoother transition for college students who are on the spectrum. En ligne : http://dx.doi.org/10.1007/s10803-013-1893-9 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2239 [article] Brief Report: Autism Awareness: Views from a Campus Community [texte imprimé] / Leigh Ann TIPTON, Auteur ; Jan BLACHER, Auteur . - p.477-483. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.477-483 Mots-clés : College  Community awareness  Attitudes Index. décimale : PER Périodiques Résumé : This paper reports on a college community’s views of the diagnostic characteristics and causes associated with autism spectrum disorders. An anonymous on-line survey of autism knowledge was distributed via campus server university-wide to all undergraduates, graduate students, faculty, and staff. Of the 1,057 surveys completed, 76 % of respondents had more correct answers than neutral and incorrect ones. Respondents who reported that they or someone in their immediate family had autism had significantly more correct responses than other respondents. Demographic variables of respondent sex, age, education, and role at the university independently accounted for significant, though modest, variance in autism knowledge. More accurate and widespread dissemination of information about autism may facilitate a smoother transition for college students who are on the spectrum. En ligne : http://dx.doi.org/10.1007/s10803-013-1893-9 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2239

Brief Report: Behavior Disorders and Social Skills in Adolescents with Autism Spectrum Disorder: Does IQ Matter? / Bruce L BAKER in Journal of Autism and Developmental Disorders, 50-6 (June 2020) 

Public ISBD [article]  in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.2226-2233 Titre : Brief Report: Behavior Disorders and Social Skills in Adolescents with Autism Spectrum Disorder: Does IQ Matter? Type de document : texte imprimé Auteurs : Bruce L BAKER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.2226-2233 Langues : Anglais (eng) Mots-clés : Asd  Autism spectrum disorder  Behavior disorders  Co-morbid ASD/ID  Intellectual disability  Social skills Index. décimale : PER Périodiques Résumé : Disruptive behavior disorders and social skills were assessed in 187 youth aged 13 years, with typical cognitive development (TD n?=?98), intellectual disability (ID n?=?37), autism spectrum disorder (ASD, IQ?>?=?85, n?=?26), or Autism Spectrum Disorder with ID (ASD/ID; IQ? En ligne : http://dx.doi.org/10.1007/s10803-019-03954-w Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4255 [article] Brief Report: Behavior Disorders and Social Skills in Adolescents with Autism Spectrum Disorder: Does IQ Matter? [texte imprimé] / Bruce L BAKER, Auteur ; Jan BLACHER, Auteur . - p.2226-2233. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.2226-2233 Mots-clés : Asd  Autism spectrum disorder  Behavior disorders  Co-morbid ASD/ID  Intellectual disability  Social skills Index. décimale : PER Périodiques Résumé : Disruptive behavior disorders and social skills were assessed in 187 youth aged 13 years, with typical cognitive development (TD n?=?98), intellectual disability (ID n?=?37), autism spectrum disorder (ASD, IQ?>?=?85, n?=?26), or Autism Spectrum Disorder with ID (ASD/ID; IQ? En ligne : http://dx.doi.org/10.1007/s10803-019-03954-w Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4255

Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder / Sarah LEVINSON in Journal of Autism and Developmental Disorders, 50-11 (November 2020) 

Public ISBD [article]  in Journal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4165-4175 Titre : Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Sarah LEVINSON, Auteur ; Abbey EISENHOWER, Auteur ; Hillary Hurst BUSH, Auteur ; Alice S CARTER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.4165-4175 Langues : Anglais (eng) Mots-clés : Asd  Autism spectrum disorder  Grammar  Language skills  Pragmatic  Semantic  Social skills  Syntax  Vocabulary  Young children Index. décimale : PER Périodiques Résumé : The language and social skill deficits associated with autism spectrum disorder (ASD) warrant further study. Existing research has focused on the contributions of pragmatic language to social skills, with little attention to other aspects of language. We examined the associations across three language domains (semantics, syntax, and pragmatics) and their relations to parent- and teacher-rated social skills among children with ASD. When parent-reported language skills were considered simultaneously, only semantics significantly predicted children's social skills. For teacher-reported language skills, all three language domains predicted children's social skills, but none made unique contributions above and beyond one another. Further research should consider the impact of social context on language expectations and interventions targeting semantic language on children's development of social skills. En ligne : http://dx.doi.org/10.1007/s10803-020-04445-z Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4326 [article] Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder [texte imprimé] / Sarah LEVINSON, Auteur ; Abbey EISENHOWER, Auteur ; Hillary Hurst BUSH, Auteur ; Alice S CARTER, Auteur ; Jan BLACHER, Auteur . - p.4165-4175. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4165-4175 Mots-clés : Asd  Autism spectrum disorder  Grammar  Language skills  Pragmatic  Semantic  Social skills  Syntax  Vocabulary  Young children Index. décimale : PER Périodiques Résumé : The language and social skill deficits associated with autism spectrum disorder (ASD) warrant further study. Existing research has focused on the contributions of pragmatic language to social skills, with little attention to other aspects of language. We examined the associations across three language domains (semantics, syntax, and pragmatics) and their relations to parent- and teacher-rated social skills among children with ASD. When parent-reported language skills were considered simultaneously, only semantics significantly predicted children's social skills. For teacher-reported language skills, all three language domains predicted children's social skills, but none made unique contributions above and beyond one another. Further research should consider the impact of social context on language expectations and interventions targeting semantic language on children's development of social skills. En ligne : http://dx.doi.org/10.1007/s10803-020-04445-z Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4326

Educational Supports for High Functioning Youth With ASD: The Postsecondary Pathway to College / Sasha M. ZEEDYK in Focus on Autism and Other Developmental Disabilities, 31-1 (March 2016) 

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Emotion Regulation in Young Children with Autism Spectrum Disorders / Lauren BERKOVITS in Journal of Autism and Developmental Disorders, 47-1 (January 2017) 

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"I don't feel different. But then again, I wouldn't know what it feels like to be normal": Perspectives of Adolescents with Autism Spectrum Disorder / Lauren D BERKOVITS in Journal of Autism and Developmental Disorders, 50-3 (March 2020) 

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Latina Mothers’ Attributions, Emotions, and Reactions to the Problem Behaviors of their Children with Developmental Disabilities / Víctor CHAVIRA in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

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Longitudinal associations between externalizing problems and student–teacher relationship quality for young children with ASD / Abbey S. EISENHOWER in Research in Autism Spectrum Disorders, 9 (January 2015) 

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Mental Disorders in Five-Year-Old Children With or Without Developmental Delay: Focus on ADHD / Bruce L. BAKER in Journal of Clinical Child & Adolescent Psychology, 39-4 (July-August 2010) 

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Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation / Ainsley LOSH in Research in Autism Spectrum Disorders, 71 (March 2020) 

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Parent and Teacher Reports of Comorbid Anxiety and ADHD Symptoms in Children with ASD / Elizabeth LLANES in Journal of Autism and Developmental Disorders, 50-5 (May 2020) 

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Perceived Social Competence and Loneliness Among Young Children with ASD: Child, Parent and Teacher Reports / Sasha M. ZEEDYK in Journal of Autism and Developmental Disorders, 46-2 (February 2016) 

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Student–Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors / Barbara CAPLAN in Journal of Autism and Developmental Disorders, 46-12 (December 2016) 

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