Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Robert COBB |
Documents disponibles écrits par cet auteur (1)
Faire une suggestion Affiner la recherche
Easing the transition to secondary education for children with autism spectrum disorder: An evaluation of the Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) / William MANDY in Autism, 20-5 (July 2016)
[article]
Titre : Easing the transition to secondary education for children with autism spectrum disorder: An evaluation of the Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) Type de document : Texte imprimé et/ou numérique Auteurs : William MANDY, Auteur ; Marianna MURIN, Auteur ; Ozlem BAYKANER, Auteur ; Sara STAUNTON, Auteur ; Robert COBB, Auteur ; Josselyn HELLRIEGEL, Auteur ; Seonaid ANDERSON, Auteur ; David SKUSE, Auteur Article en page(s) : p.580-590 Langues : Anglais (eng) Mots-clés : autism spectrum disorder clinical trial education intervention school transition Index. décimale : PER Périodiques Résumé : In mainstream education, the transition from primary to secondary school (‘school transition’) is difficult for children with autism spectrum disorder, being marked by high levels of emotional and behavioural difficulties. The Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) is a new, manualised school transition intervention. We investigated its feasibility and efficacy for children diagnosed with autism spectrum disorder (N?=?37; mean age?=?11.47?years; mean IQ?=?85.24) using an unblinded, non-randomised, controlled design. Teachers found the intervention feasible and acceptable. Children receiving STEP-ASD (n?=?17) showed a large (Cohen’s d?=?0.88) reduction in school-reported emotional and behavioural difficulties, whereas controls (n?=?20) showed a slight increase (d?=??0.1) (p?=?0.010). These encouraging findings suggest the value of STEP-ASD as a low-intensity intervention for reducing problem behaviours and distress in children with autism spectrum disorder as they transition to mainstream secondary school. En ligne : http://dx.doi.org/10.1177/1362361315598892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Autism > 20-5 (July 2016) . - p.580-590[article] Easing the transition to secondary education for children with autism spectrum disorder: An evaluation of the Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) [Texte imprimé et/ou numérique] / William MANDY, Auteur ; Marianna MURIN, Auteur ; Ozlem BAYKANER, Auteur ; Sara STAUNTON, Auteur ; Robert COBB, Auteur ; Josselyn HELLRIEGEL, Auteur ; Seonaid ANDERSON, Auteur ; David SKUSE, Auteur . - p.580-590.
Langues : Anglais (eng)
in Autism > 20-5 (July 2016) . - p.580-590
Mots-clés : autism spectrum disorder clinical trial education intervention school transition Index. décimale : PER Périodiques Résumé : In mainstream education, the transition from primary to secondary school (‘school transition’) is difficult for children with autism spectrum disorder, being marked by high levels of emotional and behavioural difficulties. The Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) is a new, manualised school transition intervention. We investigated its feasibility and efficacy for children diagnosed with autism spectrum disorder (N?=?37; mean age?=?11.47?years; mean IQ?=?85.24) using an unblinded, non-randomised, controlled design. Teachers found the intervention feasible and acceptable. Children receiving STEP-ASD (n?=?17) showed a large (Cohen’s d?=?0.88) reduction in school-reported emotional and behavioural difficulties, whereas controls (n?=?20) showed a slight increase (d?=??0.1) (p?=?0.010). These encouraging findings suggest the value of STEP-ASD as a low-intensity intervention for reducing problem behaviours and distress in children with autism spectrum disorder as they transition to mainstream secondary school. En ligne : http://dx.doi.org/10.1177/1362361315598892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290