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Détail de l'auteur
Auteur Antoinette HODGE |
Documents disponibles écrits par cet auteur (2)
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Access and barriers to supports for children and caregivers attending public child developmental assessment services: Findings from the Sydney child neurodevelopment research registry / Kelsie A. BOULTON in Autism Research, 17-3 (March 2024)
[article]
Titre : Access and barriers to supports for children and caregivers attending public child developmental assessment services: Findings from the Sydney child neurodevelopment research registry Type de document : Texte imprimé et/ou numérique Auteurs : Kelsie A. BOULTON, Auteur ; Antoinette HODGE, Auteur ; Kelera LEVU, Auteur ; Natalie ONG, Auteur ; Natalie SILOVE, Auteur ; Adam J. GUASTELLA, Auteur Article en page(s) : p.555-567 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Families can spend years waiting for a developmental assessment. We sought to understand supports caregivers had accessed by the time of their child's first multi-disciplinary developmental assessment, the supports caregivers wanted, and the barriers caregivers reported to accessing these supports. We also sought to understand how government funding schemes (the National Disability Insurance Scheme) and sociodemographic factors influenced access to supports. Caregivers were emailed questionnaires on sociodemographic background and intervention history prior to their child's developmental assessment at a tertiary diagnostic and assessment service. Results from 202 caregivers showed most children were receiving less than 2?hours of support each week at assessment. The most common accessed supports were from general practitioners and pediatricians. Caregivers reported behavioral therapists (41%) and psychologists (29%) as the most desired but inaccessible child supports. Half of caregivers nominated a need for parenting interventions. The most frequent barriers to accessing child supports were wait lists, finance, and knowledge. Government funding improved access to the total number of services received (from 2.7 to 5.2 different services), but for disability specific services only (e.g., speech and occupational therapy). Results highlighted disparities for families without government funding, impacting certain groups (e.g., children over 7?years) and services (e.g., mental health). Socioeconomic disadvantage, parental separation, and, surprisingly, being from a non-culturally/linguistically diverse background were associated with fewer services and more barriers. Results highlight the need to facilitate access to supports for families to align with existing recommendations. En ligne : https://doi.org/10.1002/aur.3064 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525
in Autism Research > 17-3 (March 2024) . - p.555-567[article] Access and barriers to supports for children and caregivers attending public child developmental assessment services: Findings from the Sydney child neurodevelopment research registry [Texte imprimé et/ou numérique] / Kelsie A. BOULTON, Auteur ; Antoinette HODGE, Auteur ; Kelera LEVU, Auteur ; Natalie ONG, Auteur ; Natalie SILOVE, Auteur ; Adam J. GUASTELLA, Auteur . - p.555-567.
Langues : Anglais (eng)
in Autism Research > 17-3 (March 2024) . - p.555-567
Index. décimale : PER Périodiques Résumé : Abstract Families can spend years waiting for a developmental assessment. We sought to understand supports caregivers had accessed by the time of their child's first multi-disciplinary developmental assessment, the supports caregivers wanted, and the barriers caregivers reported to accessing these supports. We also sought to understand how government funding schemes (the National Disability Insurance Scheme) and sociodemographic factors influenced access to supports. Caregivers were emailed questionnaires on sociodemographic background and intervention history prior to their child's developmental assessment at a tertiary diagnostic and assessment service. Results from 202 caregivers showed most children were receiving less than 2?hours of support each week at assessment. The most common accessed supports were from general practitioners and pediatricians. Caregivers reported behavioral therapists (41%) and psychologists (29%) as the most desired but inaccessible child supports. Half of caregivers nominated a need for parenting interventions. The most frequent barriers to accessing child supports were wait lists, finance, and knowledge. Government funding improved access to the total number of services received (from 2.7 to 5.2 different services), but for disability specific services only (e.g., speech and occupational therapy). Results highlighted disparities for families without government funding, impacting certain groups (e.g., children over 7?years) and services (e.g., mental health). Socioeconomic disadvantage, parental separation, and, surprisingly, being from a non-culturally/linguistically diverse background were associated with fewer services and more barriers. Results highlight the need to facilitate access to supports for families to align with existing recommendations. En ligne : https://doi.org/10.1002/aur.3064 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525 Parent-reported differences between school-aged girls and boys on the autism spectrum / Rebecca SUTHERLAND in Autism, 21-6 (August 2017)
[article]
Titre : Parent-reported differences between school-aged girls and boys on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca SUTHERLAND, Auteur ; Antoinette HODGE, Auteur ; Susan BRUCK, Auteur ; Debra COSTLEY, Auteur ; Helen KLIEVE, Auteur Article en page(s) : p.785-794 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : More boys than girls are diagnosed with autism spectrum disorder; however, there are conflicting findings about whether they differ in their presentation. This study involved a survey of parents of school-aged children on the autism spectrum (171 parents of girls and 163 parents of boys) that was distributed via social media. The surveys provided insights regarding the characteristics of boys and girls (as perceived by parents) as well as some demographic information. There were very few differences reported regarding communication and social strengths and difficulties of boys and girls with autism. No differences were reported in the number of boys and girls on the autism spectrum with special interests or repetitive behaviours; however, significant differences were found in the types of special interests with boys and girls showing generally interests along traditional gender lines. Qualitative analysis of open comments indicated that some parents of girls on the autism spectrum described their daughter as trying to hide or mask her difficulties more but no parents of boys on the spectrum described this phenomenon. En ligne : http://dx.doi.org/10.1177/1362361316668653 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311
in Autism > 21-6 (August 2017) . - p.785-794[article] Parent-reported differences between school-aged girls and boys on the autism spectrum [Texte imprimé et/ou numérique] / Rebecca SUTHERLAND, Auteur ; Antoinette HODGE, Auteur ; Susan BRUCK, Auteur ; Debra COSTLEY, Auteur ; Helen KLIEVE, Auteur . - p.785-794.
Langues : Anglais (eng)
in Autism > 21-6 (August 2017) . - p.785-794
Index. décimale : PER Périodiques Résumé : More boys than girls are diagnosed with autism spectrum disorder; however, there are conflicting findings about whether they differ in their presentation. This study involved a survey of parents of school-aged children on the autism spectrum (171 parents of girls and 163 parents of boys) that was distributed via social media. The surveys provided insights regarding the characteristics of boys and girls (as perceived by parents) as well as some demographic information. There were very few differences reported regarding communication and social strengths and difficulties of boys and girls with autism. No differences were reported in the number of boys and girls on the autism spectrum with special interests or repetitive behaviours; however, significant differences were found in the types of special interests with boys and girls showing generally interests along traditional gender lines. Qualitative analysis of open comments indicated that some parents of girls on the autism spectrum described their daughter as trying to hide or mask her difficulties more but no parents of boys on the spectrum described this phenomenon. En ligne : http://dx.doi.org/10.1177/1362361316668653 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311