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Auteur Keith R. MCVILLY |
Documents disponibles écrits par cet auteur (4)
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“Always a glass ceiling.” Gender or autism; the barrier to occupational inclusion / Susan M. HAYWARD in Research in Autism Spectrum Disorders, 56 (December 2018)
[article]
Titre : “Always a glass ceiling.” Gender or autism; the barrier to occupational inclusion Type de document : Texte imprimé et/ou numérique Auteurs : Susan M. HAYWARD, Auteur ; Keith R. MCVILLY, Auteur ; Mark A. STOKES, Auteur Article en page(s) : p.50-60 Langues : Anglais (eng) Mots-clés : ASD Asperger’s Female Job Sex Work Index. décimale : PER Périodiques Résumé : Background Under- and unemployment adversely affect the economic, health, and social circumstances of people with autism; notably those with a diagnosis of autism spectrum disorder or high autistic traits (HATs). However, little research has been published comparing the experiences of women to men with HATs, and women without autism (i.e., those typically developing; TD) to ascertain if employment issues are a function of gender or autistic traits (ATs). Method An anonymous online survey was conducted attracting 28 women and 18 men with HATs aged 18–68 years (M?=?38.63, SD?=?13.12), with a further 21 TD women and 16 TD men aged 23–62 years (M?=?38.38, SD?=?10.32). Quantitative data were analysed via logistic regression to ascertain the extent to which employment issues were a function of gender or ATs while controlling for confounding variables such as education, and age. Qualitative data were analysed using inductive thematic analysis, then quantitatively using chi-square or Fisher’s Exact Test. Results It was found that ATs, not gender, was significant to most vocational experiences. Conclusions It is proposed that employers place greater importance on technical ability than social-communication skills when hiring and supervising women with HATs to reduce barriers and increase workplace diversity. En ligne : https://doi.org/10.1016/j.rasd.2018.09.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369
in Research in Autism Spectrum Disorders > 56 (December 2018) . - p.50-60[article] “Always a glass ceiling.” Gender or autism; the barrier to occupational inclusion [Texte imprimé et/ou numérique] / Susan M. HAYWARD, Auteur ; Keith R. MCVILLY, Auteur ; Mark A. STOKES, Auteur . - p.50-60.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 56 (December 2018) . - p.50-60
Mots-clés : ASD Asperger’s Female Job Sex Work Index. décimale : PER Périodiques Résumé : Background Under- and unemployment adversely affect the economic, health, and social circumstances of people with autism; notably those with a diagnosis of autism spectrum disorder or high autistic traits (HATs). However, little research has been published comparing the experiences of women to men with HATs, and women without autism (i.e., those typically developing; TD) to ascertain if employment issues are a function of gender or autistic traits (ATs). Method An anonymous online survey was conducted attracting 28 women and 18 men with HATs aged 18–68 years (M?=?38.63, SD?=?13.12), with a further 21 TD women and 16 TD men aged 23–62 years (M?=?38.38, SD?=?10.32). Quantitative data were analysed via logistic regression to ascertain the extent to which employment issues were a function of gender or ATs while controlling for confounding variables such as education, and age. Qualitative data were analysed using inductive thematic analysis, then quantitatively using chi-square or Fisher’s Exact Test. Results It was found that ATs, not gender, was significant to most vocational experiences. Conclusions It is proposed that employers place greater importance on technical ability than social-communication skills when hiring and supervising women with HATs to reduce barriers and increase workplace diversity. En ligne : https://doi.org/10.1016/j.rasd.2018.09.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 Autism and employment: What works / Susan M. HAYWARD in Research in Autism Spectrum Disorders, 60 (April 2019)
[article]
Titre : Autism and employment: What works Type de document : Texte imprimé et/ou numérique Auteurs : Susan M. HAYWARD, Auteur ; Keith R. MCVILLY, Auteur ; Mark A. STOKES, Auteur Article en page(s) : p.48-58 Langues : Anglais (eng) Mots-clés : ASD Diversity Human resources Inclusion Sustainability Women Index. décimale : PER Périodiques Résumé : Introduction People with autism have been identified as having a substantial contribution to make in the technology sector. Their intellectual abilities coupled with their focus and attention to detail have been recognized as desirable traits making them highly productive. However, these individuals report difficulties in employment, and there is a paucity of literature concerning the factors that attract and retain them; particularly from their viewpoint. Method Data was collected from 76 adults; 44 with autism and 32 neuro-typical (NT; i.e., adults without autism). Data were analysed using inductive thematic analysis in which the major themes of: work relationships, and environment; as well as person-organization fit, diversity climate, and bargaining emerged. Quantitative analysis then determined if these themes were more/less likely to be reported by individuals with autism. Results Those with autism (vs NT individuals) were more likely to indicate enablers, or reasons for occupational longevity consistent with collegial understanding, the physical occupational environment, and circumstances that limited contact with others. Conclusions The results reflect what is known clinically about Autism Spectrum Disorder, and are consistent with Conservation of Resources and Social Exchange theories. It was concluded that vocational assistance for individuals with autism requires intervention at both individual and organizational levels. En ligne : https://doi.org/10.1016/j.rasd.2019.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387
in Research in Autism Spectrum Disorders > 60 (April 2019) . - p.48-58[article] Autism and employment: What works [Texte imprimé et/ou numérique] / Susan M. HAYWARD, Auteur ; Keith R. MCVILLY, Auteur ; Mark A. STOKES, Auteur . - p.48-58.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 60 (April 2019) . - p.48-58
Mots-clés : ASD Diversity Human resources Inclusion Sustainability Women Index. décimale : PER Périodiques Résumé : Introduction People with autism have been identified as having a substantial contribution to make in the technology sector. Their intellectual abilities coupled with their focus and attention to detail have been recognized as desirable traits making them highly productive. However, these individuals report difficulties in employment, and there is a paucity of literature concerning the factors that attract and retain them; particularly from their viewpoint. Method Data was collected from 76 adults; 44 with autism and 32 neuro-typical (NT; i.e., adults without autism). Data were analysed using inductive thematic analysis in which the major themes of: work relationships, and environment; as well as person-organization fit, diversity climate, and bargaining emerged. Quantitative analysis then determined if these themes were more/less likely to be reported by individuals with autism. Results Those with autism (vs NT individuals) were more likely to indicate enablers, or reasons for occupational longevity consistent with collegial understanding, the physical occupational environment, and circumstances that limited contact with others. Conclusions The results reflect what is known clinically about Autism Spectrum Disorder, and are consistent with Conservation of Resources and Social Exchange theories. It was concluded that vocational assistance for individuals with autism requires intervention at both individual and organizational levels. En ligne : https://doi.org/10.1016/j.rasd.2019.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 Repeating purposefully: Empowering educators with functional communication models of echolalia in Autism / Eli G. COHN in Autism & Developmental Language Impairments, 7 (January-December 2022)
[article]
Titre : Repeating purposefully: Empowering educators with functional communication models of echolalia in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Eli G. COHN, Auteur ; Keith R. MCVILLY, Auteur ; Matthew J. HARRISON, Auteur ; Lillian N. STIEGLER, Auteur Langues : Anglais (eng) Mots-clés : Echolalia communication and language special education Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background and AimsEcholalia, the repetition of speech, is highly prevalent in school aged children with Autism. Prior research has found that individuals with echolalia use their repetitions to engage in communicatively functional speech, in the absence of self-generated speech. Educators are the natural audience for a wide vary of echoed utterances across environments and in differing contexts. The objectives of this paper were three-fold: (1) to systematically investigate how researchers identify and ascribe communicative function to echoed utterances; (2) to gather and evaluate the evidence that might assist teachers to identify and better understand echoed utterances as being communicatively purposeful; and (3) to provide teachers with evidence-informed response strategies they can use to assist their students on their journey towards more self-generated speech.Main ContributionPrior research in the field of echolalia has generally been segmented into opposing viewpoints. A paucity of work in the echolalia field has meant that there is limited work that has sought to view how a communicative function to echolalia has been ascribed from across multiple disciplines and fields. As such, there is limited literature to guide the practice of classroom educators. This review combines communicative models from across various disciplines with the view to supporting classroom educators by providing guidance on how they might assist their students with echolalia. This review represents the first contribution to the research literature in this area.Conclusions and ImplicationsResearch into echolalia did not originally emanate from the field of education; however, anecdotes from classroom educators were cited as the primary impetus for the creation of some of the communicatively functional models. We found that although there are many techniques that researchers have used to attribute a communicative function to echolalia, some of these can be easily employed by educators in their practice. By adopting these techniques, educators are placed in a position that may assist with the identification of communicative echolalia; subsequently they are better placed to acknowledge and respond to their students. En ligne : https://doi.org/10.1177/23969415221091928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477
in Autism & Developmental Language Impairments > 7 (January-December 2022)[article] Repeating purposefully: Empowering educators with functional communication models of echolalia in Autism [Texte imprimé et/ou numérique] / Eli G. COHN, Auteur ; Keith R. MCVILLY, Auteur ; Matthew J. HARRISON, Auteur ; Lillian N. STIEGLER, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 7 (January-December 2022)
Mots-clés : Echolalia communication and language special education Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background and AimsEcholalia, the repetition of speech, is highly prevalent in school aged children with Autism. Prior research has found that individuals with echolalia use their repetitions to engage in communicatively functional speech, in the absence of self-generated speech. Educators are the natural audience for a wide vary of echoed utterances across environments and in differing contexts. The objectives of this paper were three-fold: (1) to systematically investigate how researchers identify and ascribe communicative function to echoed utterances; (2) to gather and evaluate the evidence that might assist teachers to identify and better understand echoed utterances as being communicatively purposeful; and (3) to provide teachers with evidence-informed response strategies they can use to assist their students on their journey towards more self-generated speech.Main ContributionPrior research in the field of echolalia has generally been segmented into opposing viewpoints. A paucity of work in the echolalia field has meant that there is limited work that has sought to view how a communicative function to echolalia has been ascribed from across multiple disciplines and fields. As such, there is limited literature to guide the practice of classroom educators. This review combines communicative models from across various disciplines with the view to supporting classroom educators by providing guidance on how they might assist their students with echolalia. This review represents the first contribution to the research literature in this area.Conclusions and ImplicationsResearch into echolalia did not originally emanate from the field of education; however, anecdotes from classroom educators were cited as the primary impetus for the creation of some of the communicatively functional models. We found that although there are many techniques that researchers have used to attribute a communicative function to echolalia, some of these can be easily employed by educators in their practice. By adopting these techniques, educators are placed in a position that may assist with the identification of communicative echolalia; subsequently they are better placed to acknowledge and respond to their students. En ligne : https://doi.org/10.1177/23969415221091928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 Sources and impact of occupational demands for autistic employees / Susan M. HAYWARD in Research in Autism Spectrum Disorders, 76 (August 2020)
[article]
Titre : Sources and impact of occupational demands for autistic employees Type de document : Texte imprimé et/ou numérique Auteurs : Susan M. HAYWARD, Auteur ; Keith R. MCVILLY, Auteur ; Mark A. STOKES, Auteur Article en page(s) : p.101571 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Barrier Conservation of resources theory Coping Employment Job demands resources model Stress Work Index. décimale : PER Périodiques Résumé : Background Occupational demands are well documented for the general population. Social relationships are one such demand, according to job demands-resources theory. When demands exceed an individual’s available resources, stress results; in turn impacting well-being. Little research has investigated the potential differences between social demands, the impact of demands and relationships that buffer these comparing autistic and non-autistic (i.e., neuro-typical; NT) individuals. Method Using an online survey, the present exploratory study gathered 140 responses. Thematic analysis was applied. Results Different facets of social relationships were described by autistic (n = 81) and NT individuals (n = 31) as an occupational demand. Together, demands appear to have a greater impact on well-being for autistic, compared to NT, employees. To buffer demands, both autistic and NT individuals expressed relationships with management as important. Yet, autistic employees favoured non-organisational supports, compared to NT individuals who favoured collegial support. Conclusions By understanding individual needs and providing flexible work practices, supportive management processes can assist autistic individuals in managing workplace demands, particularly improving social interactions in the work environment. Employers might also consider adapting job roles and organisational diversity policies to better suit individual needs. As well, providing additional external supports, e.g., via employee assistance programs. En ligne : https://doi.org/10.1016/j.rasd.2020.101571 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429
in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101571[article] Sources and impact of occupational demands for autistic employees [Texte imprimé et/ou numérique] / Susan M. HAYWARD, Auteur ; Keith R. MCVILLY, Auteur ; Mark A. STOKES, Auteur . - p.101571.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101571
Mots-clés : Autism spectrum disorder Barrier Conservation of resources theory Coping Employment Job demands resources model Stress Work Index. décimale : PER Périodiques Résumé : Background Occupational demands are well documented for the general population. Social relationships are one such demand, according to job demands-resources theory. When demands exceed an individual’s available resources, stress results; in turn impacting well-being. Little research has investigated the potential differences between social demands, the impact of demands and relationships that buffer these comparing autistic and non-autistic (i.e., neuro-typical; NT) individuals. Method Using an online survey, the present exploratory study gathered 140 responses. Thematic analysis was applied. Results Different facets of social relationships were described by autistic (n = 81) and NT individuals (n = 31) as an occupational demand. Together, demands appear to have a greater impact on well-being for autistic, compared to NT, employees. To buffer demands, both autistic and NT individuals expressed relationships with management as important. Yet, autistic employees favoured non-organisational supports, compared to NT individuals who favoured collegial support. Conclusions By understanding individual needs and providing flexible work practices, supportive management processes can assist autistic individuals in managing workplace demands, particularly improving social interactions in the work environment. Employers might also consider adapting job roles and organisational diversity policies to better suit individual needs. As well, providing additional external supports, e.g., via employee assistance programs. En ligne : https://doi.org/10.1016/j.rasd.2020.101571 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429