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Détail de l'auteur
Auteur Robin HARWOOD |
Documents disponibles écrits par cet auteur (3)
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Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators / Suzannah IADAROLA in Autism, 19-6 (August 2015)
[article]
Titre : Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators Type de document : Texte imprimé et/ou numérique Auteurs : Suzannah IADAROLA, Auteur ; Susan HETHERINGTON, Auteur ; Christopher CLINTON, Auteur ; Michelle DEAN, Auteur ; Erica REISINGER, Auteur ; Linh HUYNH, Auteur ; Jill LOCKE, Auteur ; Kelly CONN, Auteur ; Sara HEINERT, Auteur ; Sheryl KATAOKA, Auteur ; Robin HARWOOD, Auteur ; Tristram SMITH, Auteur ; David S. MANDELL, Auteur ; Connie KASARI, Auteur Article en page(s) : p.694-703 Langues : Anglais (eng) Mots-clés : autism community-based participatory research qualitative research school-based intervention urban environments Index. décimale : PER Périodiques Résumé : This study used qualitative methods to evaluate the perceptions of parents, educators, and school administrators in three large, urban school districts (Los Angeles, Philadelphia, and Rochester) regarding services for children with autism spectrum disorder within the context of limited district resources. Facilitators followed a standard discussion guide that contained open-ended questions regarding participants’ views on strengths and limitations of existing services and contextual factors that would facilitate or inhibit the process of introducing new interventions. Three primary themes were identified: (1) tension between participant groups (teachers and paraprofessionals, staff and administration, teachers and parents, special education and general education teachers), (2) necessity of autism spectrum disorder–specific and behavioral training for school personnel, and (3) desire for a school culture of accepting difference. These themes highlight the importance of developing trainings that are feasible to deliver on a large scale, that focus on practical interventions, and that enhance communication and relationships of school personnel with one another and with families. En ligne : http://dx.doi.org/10.1177/1362361314548078 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=262
in Autism > 19-6 (August 2015) . - p.694-703[article] Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators [Texte imprimé et/ou numérique] / Suzannah IADAROLA, Auteur ; Susan HETHERINGTON, Auteur ; Christopher CLINTON, Auteur ; Michelle DEAN, Auteur ; Erica REISINGER, Auteur ; Linh HUYNH, Auteur ; Jill LOCKE, Auteur ; Kelly CONN, Auteur ; Sara HEINERT, Auteur ; Sheryl KATAOKA, Auteur ; Robin HARWOOD, Auteur ; Tristram SMITH, Auteur ; David S. MANDELL, Auteur ; Connie KASARI, Auteur . - p.694-703.
Langues : Anglais (eng)
in Autism > 19-6 (August 2015) . - p.694-703
Mots-clés : autism community-based participatory research qualitative research school-based intervention urban environments Index. décimale : PER Périodiques Résumé : This study used qualitative methods to evaluate the perceptions of parents, educators, and school administrators in three large, urban school districts (Los Angeles, Philadelphia, and Rochester) regarding services for children with autism spectrum disorder within the context of limited district resources. Facilitators followed a standard discussion guide that contained open-ended questions regarding participants’ views on strengths and limitations of existing services and contextual factors that would facilitate or inhibit the process of introducing new interventions. Three primary themes were identified: (1) tension between participant groups (teachers and paraprofessionals, staff and administration, teachers and parents, special education and general education teachers), (2) necessity of autism spectrum disorder–specific and behavioral training for school personnel, and (3) desire for a school culture of accepting difference. These themes highlight the importance of developing trainings that are feasible to deliver on a large scale, that focus on practical interventions, and that enhance communication and relationships of school personnel with one another and with families. En ligne : http://dx.doi.org/10.1177/1362361314548078 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=262 The art of camouflage: Gender differences in the social behaviors of girls and boys with autism spectrum disorder / Michelle DEAN in Autism, 21-6 (August 2017)
[article]
Titre : The art of camouflage: Gender differences in the social behaviors of girls and boys with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Michelle DEAN, Auteur ; Robin HARWOOD, Auteur ; Connie KASARI, Auteur Article en page(s) : p.678-689 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the extent to which gender-related social behaviors help girls with autism spectrum disorder to seemingly mask their symptoms. Using concurrent mixed methods, we examined the social behaviors of 96 elementary school children during recess (autism spectrum disorder=24 girls and 24 boys, typically developing=24 girls and 24 boys). Children with autism spectrum disorder had average intelligence (IQ???70), a confirmed diagnosis, and were educated in the general education classroom. Typically developing children were matched by sex, age, and city of residence to children with autism spectrum disorder. The results indicate that the female social landscape supports the camouflage hypothesis; girls with autism spectrum disorder used compensatory behaviors, such as staying in close proximately to peers and weaving in and out of activities, which appeared to mask their social challenges. Comparatively, the male landscape made it easier to detect the social challenges of boys with autism spectrum disorder. Typically developing boys tended to play organized games; boys with autism spectrum disorder tended to play alone. The results highlight a male bias in our perception of autism spectrum disorder. If practitioners look for social isolation on the playground when identifying children with social challenges, then our findings suggest that girls with autism spectrum disorder will continue to be left unidentified. En ligne : http://dx.doi.org/10.1177/1362361316671845 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311
in Autism > 21-6 (August 2017) . - p.678-689[article] The art of camouflage: Gender differences in the social behaviors of girls and boys with autism spectrum disorder [Texte imprimé et/ou numérique] / Michelle DEAN, Auteur ; Robin HARWOOD, Auteur ; Connie KASARI, Auteur . - p.678-689.
Langues : Anglais (eng)
in Autism > 21-6 (August 2017) . - p.678-689
Index. décimale : PER Périodiques Résumé : This study examined the extent to which gender-related social behaviors help girls with autism spectrum disorder to seemingly mask their symptoms. Using concurrent mixed methods, we examined the social behaviors of 96 elementary school children during recess (autism spectrum disorder=24 girls and 24 boys, typically developing=24 girls and 24 boys). Children with autism spectrum disorder had average intelligence (IQ???70), a confirmed diagnosis, and were educated in the general education classroom. Typically developing children were matched by sex, age, and city of residence to children with autism spectrum disorder. The results indicate that the female social landscape supports the camouflage hypothesis; girls with autism spectrum disorder used compensatory behaviors, such as staying in close proximately to peers and weaving in and out of activities, which appeared to mask their social challenges. Comparatively, the male landscape made it easier to detect the social challenges of boys with autism spectrum disorder. Typically developing boys tended to play organized games; boys with autism spectrum disorder tended to play alone. The results highlight a male bias in our perception of autism spectrum disorder. If practitioners look for social isolation on the playground when identifying children with social challenges, then our findings suggest that girls with autism spectrum disorder will continue to be left unidentified. En ligne : http://dx.doi.org/10.1177/1362361316671845 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311 The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD / Michelle DEAN in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
[article]
Titre : The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD Type de document : Texte imprimé et/ou numérique Auteurs : Michelle DEAN, Auteur ; Connie KASARI, Auteur ; Wendy SHIH, Auteur ; Fred FRANKEL, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Felice ORLICH, Auteur ; Bryan KING, Auteur ; Robin HARWOOD, Auteur Article en page(s) : p.1218-1225 Langues : Anglais (eng) Mots-clés : Gender autism spectrum disorders inclusion schools peer relationships Index. décimale : PER Périodiques Résumé : Background This study examines the social relationships of elementary school children with high-functioning autism, focusing on how gender relates to social preferences and acceptance, social connections, reciprocal friendships, and rejection. Method Peer nomination data were analyzed for girls with and without ASD (n = 50) and boys with and without ASD (n = 50). Girls and boys with ASD were matched by age, gender, and IQ. Each child with ASD was matched by age and gender to a typically developing classmate. Results Consistent with typically developing populations, children with ASD preferred, were accepted by, and primarily socialized with same-gender friends. With fewer nominations and social relationships, girls and boys with ASD appear more socially similar to each other than to the same-gender control group. Additionally, girls and boys with ASD showed higher rates of social exclusion than their typically developing peers. However, boys with ASD were more overtly socially excluded compared to girls with ASD, who seemed to be overlooked, rather than rejected. Conclusions Our data suggest a number of interesting findings in the social relationships of children with ASD in schools. Like typically developing populations, children with ASD identify with their own gender when socializing and choosing friends. But given the social differences between genders, it is likely that girls with ASD are experiencing social challenges that are different from boys with ASD. Therefore, gender is an important environmental factor to consider when planning social skills interventions at school. En ligne : http://dx.doi.org/10.1111/jcpp.12242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1218-1225[article] The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD [Texte imprimé et/ou numérique] / Michelle DEAN, Auteur ; Connie KASARI, Auteur ; Wendy SHIH, Auteur ; Fred FRANKEL, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Felice ORLICH, Auteur ; Bryan KING, Auteur ; Robin HARWOOD, Auteur . - p.1218-1225.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-11 (November 2014) . - p.1218-1225
Mots-clés : Gender autism spectrum disorders inclusion schools peer relationships Index. décimale : PER Périodiques Résumé : Background This study examines the social relationships of elementary school children with high-functioning autism, focusing on how gender relates to social preferences and acceptance, social connections, reciprocal friendships, and rejection. Method Peer nomination data were analyzed for girls with and without ASD (n = 50) and boys with and without ASD (n = 50). Girls and boys with ASD were matched by age, gender, and IQ. Each child with ASD was matched by age and gender to a typically developing classmate. Results Consistent with typically developing populations, children with ASD preferred, were accepted by, and primarily socialized with same-gender friends. With fewer nominations and social relationships, girls and boys with ASD appear more socially similar to each other than to the same-gender control group. Additionally, girls and boys with ASD showed higher rates of social exclusion than their typically developing peers. However, boys with ASD were more overtly socially excluded compared to girls with ASD, who seemed to be overlooked, rather than rejected. Conclusions Our data suggest a number of interesting findings in the social relationships of children with ASD in schools. Like typically developing populations, children with ASD identify with their own gender when socializing and choosing friends. But given the social differences between genders, it is likely that girls with ASD are experiencing social challenges that are different from boys with ASD. Therefore, gender is an important environmental factor to consider when planning social skills interventions at school. En ligne : http://dx.doi.org/10.1111/jcpp.12242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241