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Détail de l'auteur
Auteur Tamara DAWKINS |
Documents disponibles écrits par cet auteur (2)
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The Relationship Between the Childhood Autism Rating Scale: Second Edition and Clinical Diagnosis Utilizing the DSM-IV-TR and the DSM-5 / Tamara DAWKINS in Journal of Autism and Developmental Disorders, 46-10 (October 2016)
[article]
Titre : The Relationship Between the Childhood Autism Rating Scale: Second Edition and Clinical Diagnosis Utilizing the DSM-IV-TR and the DSM-5 Type de document : Texte imprimé et/ou numérique Auteurs : Tamara DAWKINS, Auteur ; Allison T. MEYER, Auteur ; Mary E. VAN BOURGONDIEN, Auteur Article en page(s) : p.3361-3368 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Diagnosis CARS2 DSM-IV-TR DSM-5 Index. décimale : PER Périodiques Résumé : The Childhood Autism Rating Scale, Second Edition (CARS2; 2010) includes two rating scales; the CARS2-Standard Version (CARS2-ST) and the newly developed CARS2-High Functioning Version (CARS2-HF). To assess the diagnostic agreement between the CARS2 and DSM-IV-TR versus DSM-5 criteria for Autism Spectrum Disorder (ASD), clinicians at community based centers of the University of North Carolina TEACCH Autism Program rated participants seen for a diagnostic evaluation on symptoms of autism using both the DSM-IV-TR and DSM-5 criteria and either the CARS2-HF or the CARS2-ST. Findings suggest that overall, the diagnostic agreement of the CARS2 remains high across DSM-IV and DSM-5 criteria for autism. En ligne : http://dx.doi.org/10.1007/s10803-016-2860-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293
in Journal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3361-3368[article] The Relationship Between the Childhood Autism Rating Scale: Second Edition and Clinical Diagnosis Utilizing the DSM-IV-TR and the DSM-5 [Texte imprimé et/ou numérique] / Tamara DAWKINS, Auteur ; Allison T. MEYER, Auteur ; Mary E. VAN BOURGONDIEN, Auteur . - p.3361-3368.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3361-3368
Mots-clés : Autism Spectrum Disorder Diagnosis CARS2 DSM-IV-TR DSM-5 Index. décimale : PER Périodiques Résumé : The Childhood Autism Rating Scale, Second Edition (CARS2; 2010) includes two rating scales; the CARS2-Standard Version (CARS2-ST) and the newly developed CARS2-High Functioning Version (CARS2-HF). To assess the diagnostic agreement between the CARS2 and DSM-IV-TR versus DSM-5 criteria for Autism Spectrum Disorder (ASD), clinicians at community based centers of the University of North Carolina TEACCH Autism Program rated participants seen for a diagnostic evaluation on symptoms of autism using both the DSM-IV-TR and DSM-5 criteria and either the CARS2-HF or the CARS2-ST. Findings suggest that overall, the diagnostic agreement of the CARS2 remains high across DSM-IV and DSM-5 criteria for autism. En ligne : http://dx.doi.org/10.1007/s10803-016-2860-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 Using community-engaged methods to adapt virtual reality job-interview training for transition-age youth on the autism spectrum / Matthew J. SMITH in Research in Autism Spectrum Disorders, 71 (March 2020)
[article]
Titre : Using community-engaged methods to adapt virtual reality job-interview training for transition-age youth on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. SMITH, Auteur ; Rogério M. PINTO, Auteur ; Leann S. DAWALT, Auteur ; J. D. SMITH, Auteur ; Kari SHERWOOD, Auteur ; Rashun MILES, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Kara HUME, Auteur ; Tamara DAWKINS, Auteur ; Mary BAKER-ERICZEN, Auteur ; Thomas FRAZIER, Auteur ; Laura HUMM, Auteur ; Chris STEACY, Auteur Article en page(s) : p.101498 Langues : Anglais (eng) Mots-clés : Autism Transition-age youth Virtual reality Job interviewing Adaptation Implementation science Index. décimale : PER Périodiques Résumé : Background Virtual Reality Job-Interview Training (VR-JIT) is an efficacious Internet-based intervention for adults with severe mental illness (SMI). Evaluations of VR-JIT have shown improved interview skill and access to employment in several cohorts of adults with SMI and with autism spectrum disorders (ASD). VR-JIT trains participants how to fill out job applications and handle job interviews through e-learning content and applied practice. Trainees receive feedback through in-the-moment nonverbal cues, critiques, and recommendations for improving performance. Our study sought to adapt VR-JIT for transition-age youth with ASD (TAY-ASD). Methods We recruited TAY-ASD and adult stakeholders from public and charter schools, transition programs, and community service providers. Participants provided feedback on VR-JIT to enhance its applicability to TAY-ASD. We used community-engaged methods to process and analyze data from TAY-ASD and stakeholders, presented their quantitative and qualitative responses to community and scientific advisory boards for review and recommendations, and adapted the intervention design and content. Results Our adaptations included adding diversity (gender; race/ethnicity) to the virtual hiring manager; shortening the interview by reducing response options; increasing social storytelling to enhance engagement with VR-JIT core components; adding employment opportunities more relevant to younger workers; reducing the reading level; and making the e-learning content more accessible by adding bullet points, voiceover, and imagery/video; and adding new learning goals. Conclusions This study presents a rigorous and innovative community-engaged methodology for adapting VR-JIT to meet the needs of TAY-ASD. We review our engagement with TAY-ASD and stakeholders, and discuss the standardized coding scheme we used to adapt VR-JIT and the usefulness and limitations of employing this methodology in adapting other behavioral interventions. En ligne : https://doi.org/10.1016/j.rasd.2019.101498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416
in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101498[article] Using community-engaged methods to adapt virtual reality job-interview training for transition-age youth on the autism spectrum [Texte imprimé et/ou numérique] / Matthew J. SMITH, Auteur ; Rogério M. PINTO, Auteur ; Leann S. DAWALT, Auteur ; J. D. SMITH, Auteur ; Kari SHERWOOD, Auteur ; Rashun MILES, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Kara HUME, Auteur ; Tamara DAWKINS, Auteur ; Mary BAKER-ERICZEN, Auteur ; Thomas FRAZIER, Auteur ; Laura HUMM, Auteur ; Chris STEACY, Auteur . - p.101498.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101498
Mots-clés : Autism Transition-age youth Virtual reality Job interviewing Adaptation Implementation science Index. décimale : PER Périodiques Résumé : Background Virtual Reality Job-Interview Training (VR-JIT) is an efficacious Internet-based intervention for adults with severe mental illness (SMI). Evaluations of VR-JIT have shown improved interview skill and access to employment in several cohorts of adults with SMI and with autism spectrum disorders (ASD). VR-JIT trains participants how to fill out job applications and handle job interviews through e-learning content and applied practice. Trainees receive feedback through in-the-moment nonverbal cues, critiques, and recommendations for improving performance. Our study sought to adapt VR-JIT for transition-age youth with ASD (TAY-ASD). Methods We recruited TAY-ASD and adult stakeholders from public and charter schools, transition programs, and community service providers. Participants provided feedback on VR-JIT to enhance its applicability to TAY-ASD. We used community-engaged methods to process and analyze data from TAY-ASD and stakeholders, presented their quantitative and qualitative responses to community and scientific advisory boards for review and recommendations, and adapted the intervention design and content. Results Our adaptations included adding diversity (gender; race/ethnicity) to the virtual hiring manager; shortening the interview by reducing response options; increasing social storytelling to enhance engagement with VR-JIT core components; adding employment opportunities more relevant to younger workers; reducing the reading level; and making the e-learning content more accessible by adding bullet points, voiceover, and imagery/video; and adding new learning goals. Conclusions This study presents a rigorous and innovative community-engaged methodology for adapting VR-JIT to meet the needs of TAY-ASD. We review our engagement with TAY-ASD and stakeholders, and discuss the standardized coding scheme we used to adapt VR-JIT and the usefulness and limitations of employing this methodology in adapting other behavioral interventions. En ligne : https://doi.org/10.1016/j.rasd.2019.101498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416