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Auteur Jan BLACHER |
Documents disponibles écrits par cet auteur (32)
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University life with ASD: Faculty knowledge and student needs / S. M. ZEEDYK in Autism, 23-3 (April 2019)
[article]
Titre : University life with ASD: Faculty knowledge and student needs Type de document : Texte imprimé et/ou numérique Auteurs : S. M. ZEEDYK, Auteur ; Yasamine BOLOURIAN, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.726-736 Langues : Anglais (eng) Mots-clés : adulthood autism spectrum disorder college mixed-methodology postsecondary university faculty Index. décimale : PER Périodiques Résumé : Increasingly, young adults with autism spectrum disorder are attending 4-year universities. The transition to adulthood can be challenging for these students, and university life poses its own set of demands. The present article takes a mixed-methods approach by including two studies utilizing complementary methodologies. Through in-depth interviews with students with autism spectrum disorder ( n = 13) and college professors ( n = 18), the purpose of the first study was to evaluate the experiences and needs of college students with autism spectrum disorder and identify the knowledge that faculty members possessed about working with these students. Through survey methodology with a larger sample of faculty members ( n = 132), the purpose of the second study was to obtain more information about faculty knowledge of autism spectrum disorder, and to learn whether their pedagogical practices accommodated students with autism spectrum disorder. Findings revealed that autism is often an "invisible" disability on campuses, and there are many things that professors need to know with regard to working with these students in particular. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1362361318774148 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392
in Autism > 23-3 (April 2019) . - p.726-736[article] University life with ASD: Faculty knowledge and student needs [Texte imprimé et/ou numérique] / S. M. ZEEDYK, Auteur ; Yasamine BOLOURIAN, Auteur ; Jan BLACHER, Auteur . - p.726-736.
Langues : Anglais (eng)
in Autism > 23-3 (April 2019) . - p.726-736
Mots-clés : adulthood autism spectrum disorder college mixed-methodology postsecondary university faculty Index. décimale : PER Périodiques Résumé : Increasingly, young adults with autism spectrum disorder are attending 4-year universities. The transition to adulthood can be challenging for these students, and university life poses its own set of demands. The present article takes a mixed-methods approach by including two studies utilizing complementary methodologies. Through in-depth interviews with students with autism spectrum disorder ( n = 13) and college professors ( n = 18), the purpose of the first study was to evaluate the experiences and needs of college students with autism spectrum disorder and identify the knowledge that faculty members possessed about working with these students. Through survey methodology with a larger sample of faculty members ( n = 132), the purpose of the second study was to obtain more information about faculty knowledge of autism spectrum disorder, and to learn whether their pedagogical practices accommodated students with autism spectrum disorder. Findings revealed that autism is often an "invisible" disability on campuses, and there are many things that professors need to know with regard to working with these students in particular. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1362361318774148 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392 Working together: The role of autistic students? behavioral adjustment in promoting positive parent-teacher relationships / Abbey EISENHOWER ; Cyanea Y. S. POON ; Kohrissa JOSEPH ; Jan BLACHER ; Alice CARTER in Research in Autism Spectrum Disorders, 110 (February 2024)
[article]
Titre : Working together: The role of autistic students? behavioral adjustment in promoting positive parent-teacher relationships Type de document : Texte imprimé et/ou numérique Auteurs : Abbey EISENHOWER, Auteur ; Cyanea Y. S. POON, Auteur ; Kohrissa JOSEPH, Auteur ; Jan BLACHER, Auteur ; Alice CARTER, Auteur Article en page(s) : p.102291 Mots-clés : Autism Parent-teacher relationships Internalizing symptoms Externalizing symptoms Index. décimale : PER Périodiques Résumé : Background Autistic children experience more externalizing and internalizing symptoms relative to non-autistic peers. Higher quality parent-teacher relationships (PTR) may support children?s adjustment. At the same time, higher levels of these mental health difficulties may create a strained relationship between parents and teachers. Therefore, the relation between PTR quality and externalizing or internalizing symptoms may be bidirectional. This study examined the longitudinal associations between PTR quality and externalizing or internalizing symptoms among 192 autistic children (91% boys, ages 4?8 years) across three assessments spanning two academic years. Methods Eight cross-lagged panel analyses were conducted to examine how parent-rated PTR quality and teacher-rated PTR quality relate to parent-rated or teacher-rated externalizing and internalizing symptoms. Results Results showed that (1) parent-rated symptoms appeared to drive changes in PTR quality; this pattern was more consistently shown with parent-rated externalizing symptoms than with internalizing symptoms. (2) Teacher-rated symptoms did not drive changes in PTR quality. Finally, (3) there was no support for a relationship-driven or a reciprocal model; in other words, PTR quality did not contribute to changes in children?s externalizing or internalizing symptoms over time. Conclusion Higher parent-reported child symptoms appeared to predict reduced PTR quality across multiple teachers, school years, and classroom contexts. Addressing children?s elevated mental health problems may take a toll on parents? and teacher?s ability to collaborate effectively over time. The results demonstrate the importance of interventions targeting child internalizing and externalizing symptoms at home, which may indirectly improve PTR quality. En ligne : https://doi.org/10.1016/j.rasd.2023.102291 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520
in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102291[article] Working together: The role of autistic students? behavioral adjustment in promoting positive parent-teacher relationships [Texte imprimé et/ou numérique] / Abbey EISENHOWER, Auteur ; Cyanea Y. S. POON, Auteur ; Kohrissa JOSEPH, Auteur ; Jan BLACHER, Auteur ; Alice CARTER, Auteur . - p.102291.
in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102291
Mots-clés : Autism Parent-teacher relationships Internalizing symptoms Externalizing symptoms Index. décimale : PER Périodiques Résumé : Background Autistic children experience more externalizing and internalizing symptoms relative to non-autistic peers. Higher quality parent-teacher relationships (PTR) may support children?s adjustment. At the same time, higher levels of these mental health difficulties may create a strained relationship between parents and teachers. Therefore, the relation between PTR quality and externalizing or internalizing symptoms may be bidirectional. This study examined the longitudinal associations between PTR quality and externalizing or internalizing symptoms among 192 autistic children (91% boys, ages 4?8 years) across three assessments spanning two academic years. Methods Eight cross-lagged panel analyses were conducted to examine how parent-rated PTR quality and teacher-rated PTR quality relate to parent-rated or teacher-rated externalizing and internalizing symptoms. Results Results showed that (1) parent-rated symptoms appeared to drive changes in PTR quality; this pattern was more consistently shown with parent-rated externalizing symptoms than with internalizing symptoms. (2) Teacher-rated symptoms did not drive changes in PTR quality. Finally, (3) there was no support for a relationship-driven or a reciprocal model; in other words, PTR quality did not contribute to changes in children?s externalizing or internalizing symptoms over time. Conclusion Higher parent-reported child symptoms appeared to predict reduced PTR quality across multiple teachers, school years, and classroom contexts. Addressing children?s elevated mental health problems may take a toll on parents? and teacher?s ability to collaborate effectively over time. The results demonstrate the importance of interventions targeting child internalizing and externalizing symptoms at home, which may indirectly improve PTR quality. En ligne : https://doi.org/10.1016/j.rasd.2023.102291 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520