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Auteur Iliana MAGIATI |
Documents disponibles écrits par cet auteur (23)
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Learning from the experts: Evaluating a participatory autism and universal design training for university educators / TC WAISMAN in Autism, 27-2 (February 2023)
[article]
Titre : Learning from the experts: Evaluating a participatory autism and universal design training for university educators Type de document : Texte imprimé et/ou numérique Auteurs : TC WAISMAN, Auteur ; Zachary J. WILLIAMS, Auteur ; Eilidh CAGE, Auteur ; Siva Priya SANTHANAM, Auteur ; Iliana MAGIATI, Auteur ; Patrick DWYER, Auteur ; Kayden M. STOCKWELL, Auteur ; Bella KOFNER, Auteur ; Heather BROWN, Auteur ; Denise DAVIDSON, Auteur ; Jessye HERRELL, Auteur ; Stephen M. SHORE, Auteur ; Dave CAUDEL, Auteur ; Emine GURBUZ, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.356-370 Langues : Anglais (eng) Mots-clés : autism training autistic university students higher education participatory stigma universal design Index. décimale : PER Périodiques Résumé : Autistic students experience strengths and challenges that can impact their full inclusion in higher education, including stigma. A participatory team of autistic and non-autistic scholars developed an autism and universal design (UD) training. This participatory approach centered the voices of autistic collaborators in training design and evaluation. Ninety-eight educators from 53 institutions across five countries completed assessments before training (pre-tests), 89 completed post-tests (after training), and 82 completed maintenance assessments (a month after post-test). Pre-test autism stigma was heightened among males, educators with less autism knowledge, and those who reported heightened social dominance orientation. Autism knowledge, autism stigma, and attitudes toward UD improved with training. Improvements remained apparent a month after post-test but were somewhat attenuated for knowledge and stigma. To the best of our knowledge, this is the first evidence of maintenance of benefits of an autism training over time. Participants’ main reason for enrolling in the study was to gain a better understanding about neurodiversity. Feedback indicates that this goal was reached by most with the added benefit of gaining understanding about UD. Results suggest that interest in one type of diversity (e.g. autism) can motivate faculty to learn UD-aligned teaching strategies that benefit diverse students more generally. En ligne : http://dx.doi.org/10.1177/13623613221097207 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493
in Autism > 27-2 (February 2023) . - p.356-370[article] Learning from the experts: Evaluating a participatory autism and universal design training for university educators [Texte imprimé et/ou numérique] / TC WAISMAN, Auteur ; Zachary J. WILLIAMS, Auteur ; Eilidh CAGE, Auteur ; Siva Priya SANTHANAM, Auteur ; Iliana MAGIATI, Auteur ; Patrick DWYER, Auteur ; Kayden M. STOCKWELL, Auteur ; Bella KOFNER, Auteur ; Heather BROWN, Auteur ; Denise DAVIDSON, Auteur ; Jessye HERRELL, Auteur ; Stephen M. SHORE, Auteur ; Dave CAUDEL, Auteur ; Emine GURBUZ, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.356-370.
Langues : Anglais (eng)
in Autism > 27-2 (February 2023) . - p.356-370
Mots-clés : autism training autistic university students higher education participatory stigma universal design Index. décimale : PER Périodiques Résumé : Autistic students experience strengths and challenges that can impact their full inclusion in higher education, including stigma. A participatory team of autistic and non-autistic scholars developed an autism and universal design (UD) training. This participatory approach centered the voices of autistic collaborators in training design and evaluation. Ninety-eight educators from 53 institutions across five countries completed assessments before training (pre-tests), 89 completed post-tests (after training), and 82 completed maintenance assessments (a month after post-test). Pre-test autism stigma was heightened among males, educators with less autism knowledge, and those who reported heightened social dominance orientation. Autism knowledge, autism stigma, and attitudes toward UD improved with training. Improvements remained apparent a month after post-test but were somewhat attenuated for knowledge and stigma. To the best of our knowledge, this is the first evidence of maintenance of benefits of an autism training over time. Participants’ main reason for enrolling in the study was to gain a better understanding about neurodiversity. Feedback indicates that this goal was reached by most with the added benefit of gaining understanding about UD. Results suggest that interest in one type of diversity (e.g. autism) can motivate faculty to learn UD-aligned teaching strategies that benefit diverse students more generally. En ligne : http://dx.doi.org/10.1177/13623613221097207 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 Monitoring the Progress of Preschool Children with Autism Enrolled in Early Intervention Programmes: Problems in Cognitive Assessment / Iliana MAGIATI in Autism, 5-4 (December 2001)
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Titre : Monitoring the Progress of Preschool Children with Autism Enrolled in Early Intervention Programmes: Problems in Cognitive Assessment Type de document : Texte imprimé et/ou numérique Auteurs : Iliana MAGIATI, Auteur ; Patricia HOWLIN, Auteur Article en page(s) : p.399-406 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This report examines how conclusions about the progress of preschool children enrolled in early intervention programmes may be influenced by the use of different cognitive assessment tools. As part of a longitudinal treatment outcome study, 24 children with autism aged between 27 and 58 months were each tested on the Bayley, Merrill-Palmer and Vineland scales. Their performance on each of these tests was compared. Results showed that, while scores on the different tests were highly correlated, actual test scores varied considerably, with the Bayley tending to produce the lowest IQ scores and the Merrill-Palmer the highest. These findings have important implications, as it is evident that judgements about the effects of therapy may be significantly influenced by the selection of the tests for pre-and post-treatment assessments. Possible ways of collecting, recording and reporting test data, so as to avoid spurious conclusions about treatment effects, are discussed. En ligne : http://dx.doi.org/10.1177/1362361301005004005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209
in Autism > 5-4 (December 2001) . - p.399-406[article] Monitoring the Progress of Preschool Children with Autism Enrolled in Early Intervention Programmes: Problems in Cognitive Assessment [Texte imprimé et/ou numérique] / Iliana MAGIATI, Auteur ; Patricia HOWLIN, Auteur . - p.399-406.
Langues : Anglais (eng)
in Autism > 5-4 (December 2001) . - p.399-406
Index. décimale : PER Périodiques Résumé : This report examines how conclusions about the progress of preschool children enrolled in early intervention programmes may be influenced by the use of different cognitive assessment tools. As part of a longitudinal treatment outcome study, 24 children with autism aged between 27 and 58 months were each tested on the Bayley, Merrill-Palmer and Vineland scales. Their performance on each of these tests was compared. Results showed that, while scores on the different tests were highly correlated, actual test scores varied considerably, with the Bayley tending to produce the lowest IQ scores and the Merrill-Palmer the highest. These findings have important implications, as it is evident that judgements about the effects of therapy may be significantly influenced by the selection of the tests for pre-and post-treatment assessments. Possible ways of collecting, recording and reporting test data, so as to avoid spurious conclusions about treatment effects, are discussed. En ligne : http://dx.doi.org/10.1177/1362361301005004005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 Parent and child perspectives on the nature of anxiety in children and young people with autism spectrum disorders: a focus group study / Ann OZSIVADJIAN in Autism, 16-2 (March 2012)
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Titre : Parent and child perspectives on the nature of anxiety in children and young people with autism spectrum disorders: a focus group study Type de document : Texte imprimé et/ou numérique Auteurs : Ann OZSIVADJIAN, Auteur ; Fiona KNOTT, Auteur ; Iliana MAGIATI, Auteur Année de publication : 2012 Article en page(s) : p.107-121 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Anxiety disorders are common among children and young people with autism spectrum disorders (ASD). Despite growing knowledge about the prevalence, phenomenology and treatment of anxiety disorders, relatively little is understood about the nature and impact of anxiety in this group and little is known about autism-specific factors that may have a role in the increased prevalence of anxiety disorders. In this exploratory study, we report on a series of five focus groups with 17 parents of children and adolescents with ASD and anxiety. Across groups, parents gave strikingly similar descriptions of the triggers and behavioural signs associated with anxiety. Another consistent finding was that many parents reported that their children had great difficulty expressing their worries verbally and most showed their anxiety through changes in their behaviour. The impact of anxiety was reported to often be more substantial than the impact of ASD itself. The implications of the focus group findings are discussed in relation to existing literature. En ligne : http://dx.doi.org/10.1177/1362361311431703 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Autism > 16-2 (March 2012) . - p.107-121[article] Parent and child perspectives on the nature of anxiety in children and young people with autism spectrum disorders: a focus group study [Texte imprimé et/ou numérique] / Ann OZSIVADJIAN, Auteur ; Fiona KNOTT, Auteur ; Iliana MAGIATI, Auteur . - 2012 . - p.107-121.
Langues : Anglais (eng)
in Autism > 16-2 (March 2012) . - p.107-121
Index. décimale : PER Périodiques Résumé : Anxiety disorders are common among children and young people with autism spectrum disorders (ASD). Despite growing knowledge about the prevalence, phenomenology and treatment of anxiety disorders, relatively little is understood about the nature and impact of anxiety in this group and little is known about autism-specific factors that may have a role in the increased prevalence of anxiety disorders. In this exploratory study, we report on a series of five focus groups with 17 parents of children and adolescents with ASD and anxiety. Across groups, parents gave strikingly similar descriptions of the triggers and behavioural signs associated with anxiety. Another consistent finding was that many parents reported that their children had great difficulty expressing their worries verbally and most showed their anxiety through changes in their behaviour. The impact of anxiety was reported to often be more substantial than the impact of ASD itself. The implications of the focus group findings are discussed in relation to existing literature. En ligne : http://dx.doi.org/10.1177/1362361311431703 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 Parental perspectives of the everyday experiences of uncertainty among young children on the autism spectrum / Claudia S. Y. ONG in Research in Autism Spectrum Disorders, 101 (March 2023)
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Titre : Parental perspectives of the everyday experiences of uncertainty among young children on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Claudia S. Y. ONG, Auteur ; Iliana MAGIATI, Auteur ; Murray T. MAYBERY, Auteur ; Jacqui RODGERS, Auteur ; Mirko ULJAREVIC, Auteur ; Gail A. ALVARES, Auteur Article en page(s) : 102087 Langues : Anglais (eng) Mots-clés : Autism Anxiety Intolerance of uncertainty Qualitative study Index. décimale : PER Périodiques Résumé : Background Anxiety commonly co-occurs in autism. Exploring and understanding potential underpinning mechanisms contributing to and maintaining anxiety in the early years is important in managing anxiety. Intolerance of uncertainty (IU), a tendency to find uncertainty difficult, is a transdiagnostic mechanism contributing to anxiety, but little is known about how IU may be experienced in young children on the autism spectrum. This study investigated parental perspectives of children’s experiences of uncertainty. Method Parents of 13 children aged 4 “7 years participated in focus groups. Participants were recruited until data saturation was reached. Thematic analysis using a framework analysis approach was employed, with 18 themes identified. Results Parents perceived IU as an important construct that often manifested in their children’s heightened emotional and behavioural reactivity. Parents described responses to uncertainty as more intense for their children on the spectrum compared to non-autistic children, with some behaviours associated with or exacerbated by autism characteristics. Parents also described various strategies aimed to reduce uncertainty or increase children’s ability to cope with uncertainty. Most reported that difficulties with uncertainty had a significant negative impact on family well-being. Conclusions Given that IU can present early in life for children on the spectrum, with distressing experiences that can negatively impact everyday life and well-being, further research into early and targeted interventions is needed. The findings highlight the support needs for families of young children on the spectrum and will inform the evaluation of a targeted parent-mediated intervention to support children in managing difficulties with uncertainty. En ligne : https://doi.org/10.1016/j.rasd.2022.102087 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492
in Research in Autism Spectrum Disorders > 101 (March 2023) . - 102087[article] Parental perspectives of the everyday experiences of uncertainty among young children on the autism spectrum [Texte imprimé et/ou numérique] / Claudia S. Y. ONG, Auteur ; Iliana MAGIATI, Auteur ; Murray T. MAYBERY, Auteur ; Jacqui RODGERS, Auteur ; Mirko ULJAREVIC, Auteur ; Gail A. ALVARES, Auteur . - 102087.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 101 (March 2023) . - 102087
Mots-clés : Autism Anxiety Intolerance of uncertainty Qualitative study Index. décimale : PER Périodiques Résumé : Background Anxiety commonly co-occurs in autism. Exploring and understanding potential underpinning mechanisms contributing to and maintaining anxiety in the early years is important in managing anxiety. Intolerance of uncertainty (IU), a tendency to find uncertainty difficult, is a transdiagnostic mechanism contributing to anxiety, but little is known about how IU may be experienced in young children on the autism spectrum. This study investigated parental perspectives of children’s experiences of uncertainty. Method Parents of 13 children aged 4 “7 years participated in focus groups. Participants were recruited until data saturation was reached. Thematic analysis using a framework analysis approach was employed, with 18 themes identified. Results Parents perceived IU as an important construct that often manifested in their children’s heightened emotional and behavioural reactivity. Parents described responses to uncertainty as more intense for their children on the spectrum compared to non-autistic children, with some behaviours associated with or exacerbated by autism characteristics. Parents also described various strategies aimed to reduce uncertainty or increase children’s ability to cope with uncertainty. Most reported that difficulties with uncertainty had a significant negative impact on family well-being. Conclusions Given that IU can present early in life for children on the spectrum, with distressing experiences that can negatively impact everyday life and well-being, further research into early and targeted interventions is needed. The findings highlight the support needs for families of young children on the spectrum and will inform the evaluation of a targeted parent-mediated intervention to support children in managing difficulties with uncertainty. En ligne : https://doi.org/10.1016/j.rasd.2022.102087 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492 Parental perspectives on the importance and likelihood of adult outcomes for children with Autism Spectrum Disorders, Intellectual Disabilities or Multiple Disabilities / Kenneth K. POON in Research in Autism Spectrum Disorders, 7-2 (February 2013)
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Titre : Parental perspectives on the importance and likelihood of adult outcomes for children with Autism Spectrum Disorders, Intellectual Disabilities or Multiple Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Kenneth K. POON, Auteur ; Lynette KOH, Auteur ; Iliana MAGIATI, Auteur Article en page(s) : p.382-390 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorders Intellectual Disability Multiple Disability Parental expectations Importance Likelihood Adult outcomes Index. décimale : PER Périodiques Résumé : Aims This study examined parental perspectives on the importance and likelihood of future adult outcomes for children with Autism Spectrum Disorders (ASD), Intellectual Disabilities (ID), or Multiple Disabilities (MD) and some of the factors that may affect parental aspirations. Methods Parents of 105 children with ASD, ID, or MD were presented with 21 possible future outcomes and were asked to indicate how important and how likely they considered these outcomes for their children with disabilities when they become adults. Results Parents rated the overall likelihood of their child attaining various future outcomes significantly lower than the importance they placed on these same outcomes. They mostly valued future outcomes relating to their children's personal satisfaction, safety and security over and above those relating to social participation. Parental ratings of the importance or likelihood of outcomes did not differ across the diagnostic groups. Ratings of importance were independent of the child's age, gender, diagnosis, or severity of functioning, but likelihood ratings were significantly predicted by the children's symptom severity. Conclusions The implications of this study's findings for service development, intervention and transitioning planning, and treatment outcome research are discussed in relation to existing literature and the study's strengths and limitations. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.10.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=186
in Research in Autism Spectrum Disorders > 7-2 (February 2013) . - p.382-390[article] Parental perspectives on the importance and likelihood of adult outcomes for children with Autism Spectrum Disorders, Intellectual Disabilities or Multiple Disabilities [Texte imprimé et/ou numérique] / Kenneth K. POON, Auteur ; Lynette KOH, Auteur ; Iliana MAGIATI, Auteur . - p.382-390.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-2 (February 2013) . - p.382-390
Mots-clés : Autism Spectrum Disorders Intellectual Disability Multiple Disability Parental expectations Importance Likelihood Adult outcomes Index. décimale : PER Périodiques Résumé : Aims This study examined parental perspectives on the importance and likelihood of future adult outcomes for children with Autism Spectrum Disorders (ASD), Intellectual Disabilities (ID), or Multiple Disabilities (MD) and some of the factors that may affect parental aspirations. Methods Parents of 105 children with ASD, ID, or MD were presented with 21 possible future outcomes and were asked to indicate how important and how likely they considered these outcomes for their children with disabilities when they become adults. Results Parents rated the overall likelihood of their child attaining various future outcomes significantly lower than the importance they placed on these same outcomes. They mostly valued future outcomes relating to their children's personal satisfaction, safety and security over and above those relating to social participation. Parental ratings of the importance or likelihood of outcomes did not differ across the diagnostic groups. Ratings of importance were independent of the child's age, gender, diagnosis, or severity of functioning, but likelihood ratings were significantly predicted by the children's symptom severity. Conclusions The implications of this study's findings for service development, intervention and transitioning planning, and treatment outcome research are discussed in relation to existing literature and the study's strengths and limitations. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.10.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=186 Patterns of change in children with Autism Spectrum Disorders who received community based comprehensive interventions in their pre-school years: A seven year follow-up study / Iliana MAGIATI in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
PermalinkPermalinkA Pilot Evaluation Study of the Picture Exchange Communication System (PECS) for Children with Autistic Spectrum Disorders / Iliana MAGIATI in Autism, 7-3 (September 2003)
PermalinkPositive maternal mental health during pregnancy associated with specific forms of adaptive development in early childhood: Evidence from a longitudinal study / Desiree Y. PHUA in Development and Psychopathology, 29-5 (December 2017)
PermalinkPositive maternal mental health during pregnancy associated with specific forms of adaptive development in early childhood: Evidence from a longitudinal study—CORRIGENDUM / Desiree Y. PHUA in Development and Psychopathology, 30-4 (October 2018)
PermalinkA Preliminary Investigation of the Spence Children’s Anxiety Parent Scale as a Screening Tool for Anxiety in Young People with Autism Spectrum Disorders / Hani ZAINAL in Journal of Autism and Developmental Disorders, 44-8 (August 2014)
PermalinkStability of the Autism Diagnostic Interview—Revised from Pre-School to Elementary School Age in Children with Autism Spectrum Disorders / Jo MOSS in Journal of Autism and Developmental Disorders, 38-6 (July 2008)
PermalinkThe Clinical Utility of the Modified Checklist for Autism in Toddlers with High Risk 18–48 Month Old Children in Singapore / Hwan Cui KOH in Journal of Autism and Developmental Disorders, 44-2 (February 2014)
PermalinkThe measurement properties of the spence children's anxiety scale-parent version in a large international pooled sample of young people with autism spectrum disorder / Iliana MAGIATI in Autism Research, 10-10 (October 2017)
PermalinkThe Relationship Between Autistic Traits and Social Anxiety, Worry, Obsessive–Compulsive, and Depressive Symptoms: Specific and Non-specific Mediators in a Student Sample / Shi Min LIEW in Journal of Autism and Developmental Disorders, 45-3 (March 2015)
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