Documents disponibles écrits par cet auteur

Autism and the transition to university from the student perspective / S. LAMBE in Autism, 23-6 (August 2019) 

Public ISBD [article]  in Autism > 23-6 (August 2019) . - p.1531-1541 Titre : Autism and the transition to university from the student perspective Type de document : texte imprimé Auteurs : S. LAMBE, Auteur ; A. RUSSELL, Auteur ; C. BUTLER, Auteur ; S. FLETCHER, Auteur ; C. ASHWIN, Auteur ; M. BROSNAN, Auteur Article en page(s) : p.1531-1541 Langues : Anglais (eng) Mots-clés : education services  qualitative research  transition  university  young adult Index. décimale : PER Périodiques Résumé : University provides individuals with the opportunity to develop greater independence in living skills and social networks, while also gaining valuable qualifications. Despite a high proportion of autistic individuals aspiring to attend university, many either do not seek or gain entry or drop out prematurely. Although some steps have been taken to develop effective support, a recent review highlighted the scarcity of research into programmes designed to support autistic students transitioning to university. In addition, few studies have examined the views of autistic students themselves. This study investigated the perspectives of autistic students transitioning to university. Three focus groups were conducted with 25 autistic students preparing to start university. Participants were asked about their hopes for starting university, as well as their worries and concerns. Data were analysed using thematic analysis, from which five main themes were identified: The Social World, Academic Demands, Practicalities of University Living, Leaving the Scaffolding of Home and Transition to Adulthood. The results provide an important account of the challenges autistic students face when transitioning to university, as well as their aspirations. These findings have a number of practical implications. En ligne : http://dx.doi.org/10.1177/1362361318803935 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4039 [article] Autism and the transition to university from the student perspective [texte imprimé] / S. LAMBE, Auteur ; A. RUSSELL, Auteur ; C. BUTLER, Auteur ; S. FLETCHER, Auteur ; C. ASHWIN, Auteur ; M. BROSNAN, Auteur . - p.1531-1541. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1531-1541 Mots-clés : education services  qualitative research  transition  university  young adult Index. décimale : PER Périodiques Résumé : University provides individuals with the opportunity to develop greater independence in living skills and social networks, while also gaining valuable qualifications. Despite a high proportion of autistic individuals aspiring to attend university, many either do not seek or gain entry or drop out prematurely. Although some steps have been taken to develop effective support, a recent review highlighted the scarcity of research into programmes designed to support autistic students transitioning to university. In addition, few studies have examined the views of autistic students themselves. This study investigated the perspectives of autistic students transitioning to university. Three focus groups were conducted with 25 autistic students preparing to start university. Participants were asked about their hopes for starting university, as well as their worries and concerns. Data were analysed using thematic analysis, from which five main themes were identified: The Social World, Academic Demands, Practicalities of University Living, Leaving the Scaffolding of Home and Transition to Adulthood. The results provide an important account of the challenges autistic students face when transitioning to university, as well as their aspirations. These findings have a number of practical implications. En ligne : http://dx.doi.org/10.1177/1362361318803935 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4039

Developing an Online Tool to Measure Social Network Structure and Perceived Social Support Amongst Autistic Students in Higher Education: A Feasibility Study / J. LEI in Journal of Autism and Developmental Disorders, 49-9 (September 2019) 

Public ISBD [article]  in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3526-3542 Titre : Developing an Online Tool to Measure Social Network Structure and Perceived Social Support Amongst Autistic Students in Higher Education: A Feasibility Study Type de document : texte imprimé Auteurs : J. LEI, Auteur ; C. ASHWIN, Auteur ; M. BROSNAN, Auteur ; A. RUSSELL, Auteur Article en page(s) : p.3526-3542 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  College  Perceived social support  Social network  Transition  University Index. décimale : PER Périodiques Résumé : The academic, daily-living, and social challenges all students face during university transition can become magnified for many autistic students, who might struggle to adapt to changes in their social network structure (SNS) and perceived social support (PSS). This study assessed the development, feasibility, and convergent validity of a novel online tool (Social Network and Perceived Social Support-SNaPSS) designed to quantitatively and qualitatively evaluate SNS and PSS during university transition. SNaPSS demonstrated good feasibility for completion amongst autistic students (Study 1, n = 10, 17-19 years), and adequate convergent validity against other PSS, autism symptom severity, and social anxiety measures amongst autistic (n = 28) and typically developing students (Study 2, n = 112, 17-19 years). Broader implications of SNaPSS to measure SNS/PSS are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04070-5 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4051 [article] Developing an Online Tool to Measure Social Network Structure and Perceived Social Support Amongst Autistic Students in Higher Education: A Feasibility Study [texte imprimé] / J. LEI, Auteur ; C. ASHWIN, Auteur ; M. BROSNAN, Auteur ; A. RUSSELL, Auteur . - p.3526-3542. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3526-3542 Mots-clés : Autism spectrum disorder  College  Perceived social support  Social network  Transition  University Index. décimale : PER Périodiques Résumé : The academic, daily-living, and social challenges all students face during university transition can become magnified for many autistic students, who might struggle to adapt to changes in their social network structure (SNS) and perceived social support (PSS). This study assessed the development, feasibility, and convergent validity of a novel online tool (Social Network and Perceived Social Support-SNaPSS) designed to quantitatively and qualitatively evaluate SNS and PSS during university transition. SNaPSS demonstrated good feasibility for completion amongst autistic students (Study 1, n = 10, 17-19 years), and adequate convergent validity against other PSS, autism symptom severity, and social anxiety measures amongst autistic (n = 28) and typically developing students (Study 2, n = 112, 17-19 years). Broader implications of SNaPSS to measure SNS/PSS are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04070-5 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4051

Is There a Relationship Between Cyber-Dependent Crime, Autistic-Like Traits and Autism? / K. L. PAYNE in Journal of Autism and Developmental Disorders, 49-10 (October 2019) 

Public ISBD [article]  in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4159-4169 Titre : Is There a Relationship Between Cyber-Dependent Crime, Autistic-Like Traits and Autism? Type de document : texte imprimé Auteurs : K. L. PAYNE, Auteur ; A. RUSSELL, Auteur ; R. MILLS, Auteur ; K. MARAS, Auteur ; D. RAI, Auteur ; M. BROSNAN, Auteur Article en page(s) : p.4159-4169 Langues : Anglais (eng) Mots-clés : Autism  Autistic-like traits  Cyber-dependent crime  Digital skills  Explicit social cognition  Interpersonal support Index. décimale : PER Périodiques Résumé : International law enforcement agencies have reported an apparent preponderance of autistic individuals amongst perpetrators of cyber-dependent crimes, such as hacking or spreading malware (Ledingham and Mills in Adv Autism 1:1-10, 2015). However, no empirical evidence exists to support such a relationship. This is the first study to empirically explore potential relationships between cyber-dependent crime and autism, autistic-like traits, explicit social cognition and perceived interpersonal support. Participants were 290 internet users, 23 of whom self-reported being autistic, who completed an anonymous online survey. Increased risk of committing cyber-dependent crime was associated with higher autistic-like traits. A diagnosis of autism was associated with a decreased risk of committing cyber-dependent crime. Around 40% of the association between autistic-like traits and cyber-dependent crime was mediated by advanced digital skills. En ligne : http://dx.doi.org/10.1007/s10803-019-04119-5 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4071 [article] Is There a Relationship Between Cyber-Dependent Crime, Autistic-Like Traits and Autism? [texte imprimé] / K. L. PAYNE, Auteur ; A. RUSSELL, Auteur ; R. MILLS, Auteur ; K. MARAS, Auteur ; D. RAI, Auteur ; M. BROSNAN, Auteur . - p.4159-4169. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4159-4169 Mots-clés : Autism  Autistic-like traits  Cyber-dependent crime  Digital skills  Explicit social cognition  Interpersonal support Index. décimale : PER Périodiques Résumé : International law enforcement agencies have reported an apparent preponderance of autistic individuals amongst perpetrators of cyber-dependent crimes, such as hacking or spreading malware (Ledingham and Mills in Adv Autism 1:1-10, 2015). However, no empirical evidence exists to support such a relationship. This is the first study to empirically explore potential relationships between cyber-dependent crime and autism, autistic-like traits, explicit social cognition and perceived interpersonal support. Participants were 290 internet users, 23 of whom self-reported being autistic, who completed an anonymous online survey. Increased risk of committing cyber-dependent crime was associated with higher autistic-like traits. A diagnosis of autism was associated with a decreased risk of committing cyber-dependent crime. Around 40% of the association between autistic-like traits and cyber-dependent crime was mediated by advanced digital skills. En ligne : http://dx.doi.org/10.1007/s10803-019-04119-5 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4071

Piloting a digitally-mediated social story intervention for autistic children led by teachers within naturalistic school settings / E. SMITH in Research in Autism Spectrum Disorders, 75 (July 2020) 

Public ISBD [article]  in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101533 Titre : Piloting a digitally-mediated social story intervention for autistic children led by teachers within naturalistic school settings Type de document : texte imprimé Auteurs : E. SMITH, Auteur ; P. TOMS, Auteur ; A. CONSTANTIN, Auteur ; H. JOHNSON, Auteur ; E. HARDING, Auteur ; M. BROSNAN, Auteur Article en page(s) : p.101533 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Social stories  Intervention  Digital technology  Teachers Index. décimale : PER Périodiques Résumé : Background Social stories (SS) are widely used within the autism community. However, research into their effectiveness is mixed at best and mainly relies on single case study designs. Additional support from the researcher is also often provided, raising questions as to the use and effectiveness of SS within usual school settings. Method Seventeen school teachers developed and delivered personalised digitally-mediated SS with 22 autistic children (aged 5-11yrs) over a 4-week intervention period. Data was collected during a baseline period (1 week), throughout the 4-week intervention phase and at 6-week follow-up to consider changes in child behaviour, understanding and anxiety. A new assessment framework to evaluation treatment fidelity according to Gray’s 10 Criteria was also developed. Results With the support of a new SS app teachers were able to carry out SS interventions with a high degree of fidelity within their usual school settings. Behavioural data showed significant improvements from baseline to week 4 for all measures relating to the goals of the intervention (including a reduction in anxiety and an increase in understanding), some of which were still present at follow-up. Conclusion This study has demonstrated that technology can be used to support teachers to develop and deliver SS interventions to autistic children within school settings. Such technology can now be used to facilitate much needed future, larger, controlled studies within this area. Implications for practice are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101533 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4264 [article] Piloting a digitally-mediated social story intervention for autistic children led by teachers within naturalistic school settings [texte imprimé] / E. SMITH, Auteur ; P. TOMS, Auteur ; A. CONSTANTIN, Auteur ; H. JOHNSON, Auteur ; E. HARDING, Auteur ; M. BROSNAN, Auteur . - p.101533. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101533 Mots-clés : Autism spectrum disorder  Social stories  Intervention  Digital technology  Teachers Index. décimale : PER Périodiques Résumé : Background Social stories (SS) are widely used within the autism community. However, research into their effectiveness is mixed at best and mainly relies on single case study designs. Additional support from the researcher is also often provided, raising questions as to the use and effectiveness of SS within usual school settings. Method Seventeen school teachers developed and delivered personalised digitally-mediated SS with 22 autistic children (aged 5-11yrs) over a 4-week intervention period. Data was collected during a baseline period (1 week), throughout the 4-week intervention phase and at 6-week follow-up to consider changes in child behaviour, understanding and anxiety. A new assessment framework to evaluation treatment fidelity according to Gray’s 10 Criteria was also developed. Results With the support of a new SS app teachers were able to carry out SS interventions with a high degree of fidelity within their usual school settings. Behavioural data showed significant improvements from baseline to week 4 for all measures relating to the goals of the intervention (including a reduction in anxiety and an increase in understanding), some of which were still present at follow-up. Conclusion This study has demonstrated that technology can be used to support teachers to develop and deliver SS interventions to autistic children within school settings. Such technology can now be used to facilitate much needed future, larger, controlled studies within this area. Implications for practice are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101533 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4264

Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study / K. MARAS in Autism, 23-1 (January 2019) 

Public ISBD [article]  in Autism > 23-1 (January 2019) . - p.60-70 Titre : Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study Type de document : texte imprimé Auteurs : K. MARAS, Auteur ; T. GAMBLE, Auteur ; M. BROSNAN, Auteur Article en page(s) : p.60-70 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  education  learning  mathematics  metacognition  elementary-school-children  self-regulation  academic-achievement  metamemory  students  interrelations  interventions  metaanalysis  adolescents  knowledge  Psychology Index. décimale : PER Périodiques Résumé : Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the 'Maths Challenge') for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom. En ligne : http://dx.doi.org/10.1177/1362361317722028 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3796 [article] Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study [texte imprimé] / K. MARAS, Auteur ; T. GAMBLE, Auteur ; M. BROSNAN, Auteur . - p.60-70. Langues : Anglais (eng) in Autism > 23-1 (January 2019) . - p.60-70 Mots-clés : autism spectrum disorder  education  learning  mathematics  metacognition  elementary-school-children  self-regulation  academic-achievement  metamemory  students  interrelations  interventions  metaanalysis  adolescents  knowledge  Psychology Index. décimale : PER Périodiques Résumé : Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the 'Maths Challenge') for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom. En ligne : http://dx.doi.org/10.1177/1362361317722028 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3796

Syllogistic reasoning reveals reduced bias in people with higher autistic-like traits from the general population / M. LEWTON in Autism, 23-5 (July 2019) 

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