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Détail de l'auteur
Auteur Brianne TOMASZEWSKI |
Documents disponibles écrits par cet auteur (9)
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Behavioral and Educational Interventions / Samuel L ODOM
Titre : Behavioral and Educational Interventions Type de document : Texte imprimé et/ou numérique Auteurs : Samuel L ODOM, Auteur ; Kristi MORIN, Auteur ; Melissa N. SAVAGE, Auteur ; Brianne TOMASZEWSKI, Auteur Année de publication : 2019 Importance : p.176-190 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 Behavioral and Educational Interventions [Texte imprimé et/ou numérique] / Samuel L ODOM, Auteur ; Kristi MORIN, Auteur ; Melissa N. SAVAGE, Auteur ; Brianne TOMASZEWSKI, Auteur . - 2019 . - p.176-190.
Langues : Anglais (eng)
Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation / Kara HUME in Journal of Autism and Developmental Disorders, 53-1 (January 2023)
[article]
Titre : Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Samuel L ODOM, Auteur ; Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Brianne TOMASZEWSKI, Auteur ; Susan SZENDREY, Auteur ; Nancy S. MCINTYRE, Auteur ; Serife YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur Article en page(s) : p.514-514 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05438-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493
in Journal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.514-514[article] Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Samuel L ODOM, Auteur ; Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Brianne TOMASZEWSKI, Auteur ; Susan SZENDREY, Auteur ; Nancy S. MCINTYRE, Auteur ; Serife YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur . - p.514-514.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.514-514
Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05438-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 Exploratory factor analysis of the social skills improvement system (SSIS) for autistic children: Implications for use and educational placement / Danielle NADER in Research in Autism Spectrum Disorders, 104 (June 2023)
[article]
Titre : Exploratory factor analysis of the social skills improvement system (SSIS) for autistic children: Implications for use and educational placement Type de document : Texte imprimé et/ou numérique Auteurs : Danielle NADER, Auteur ; Brian DUNLOP, Auteur ; Brianne TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Kara HUME, Auteur ; Mashael ALJUAID, Auteur ; Samuel L. ODOM, Auteur Article en page(s) : 102144 Langues : Anglais (eng) Mots-clés : Autism Assessment Social skills Elementary Social skills improvement system rating scales Index. décimale : PER Périodiques Résumé : Background The Social Skills Improvement System Rating Scales (SSIS-RS) evaluates three domains of social functioning: social skills, problem behaviors, and academic competence. The SSIS-RS is a widely used social skills assessment for autistic children, but the validity of this measure for use with this heterogeneous population has yet to be confirmed. Using data from a previous large-scale investigation by the National Professional Development Center on Autism Spectrum Disorder, this study explored the factor structure of the SSIS-RS, examined how autistic children were rated using the SSIS-RS, and evaluated how scores on the SSIS-RS were related to special education placement. Method Confirmatory and Exploratory Factor Analysis examined the factor structure of the SSIS-RS for a sample of 492 autistic children, ages four to 12. An independent samples t-test using subscale scores of the SSIS-RS was conducted to evaluate differences between autistic children learning in different educational settings. Results Results of the EFA yielded a 4-factor solution and support the internal validity of the SSIS-RS. Subscale scores for social skills, problem behavior, and academic competence differed significantly between students in general and separate settings with academic performance scores differing much less than social skills or behavior. Conclusion This study examines strengths and weaknesses of the SSIS-RS as a tool for assessing autistic children through discussion of items removed from and retained in the model. Discussion of results includes implications for teacher interpretations of SSIS-RS scores, recommendations for modifications to the measure, and insights about educational placement and inclusive programming. En ligne : http://dx.doi.org/https://doi.org/10.1016/j.rasd.2023.102144 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504
in Research in Autism Spectrum Disorders > 104 (June 2023) . - 102144[article] Exploratory factor analysis of the social skills improvement system (SSIS) for autistic children: Implications for use and educational placement [Texte imprimé et/ou numérique] / Danielle NADER, Auteur ; Brian DUNLOP, Auteur ; Brianne TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Kara HUME, Auteur ; Mashael ALJUAID, Auteur ; Samuel L. ODOM, Auteur . - 102144.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 104 (June 2023) . - 102144
Mots-clés : Autism Assessment Social skills Elementary Social skills improvement system rating scales Index. décimale : PER Périodiques Résumé : Background The Social Skills Improvement System Rating Scales (SSIS-RS) evaluates three domains of social functioning: social skills, problem behaviors, and academic competence. The SSIS-RS is a widely used social skills assessment for autistic children, but the validity of this measure for use with this heterogeneous population has yet to be confirmed. Using data from a previous large-scale investigation by the National Professional Development Center on Autism Spectrum Disorder, this study explored the factor structure of the SSIS-RS, examined how autistic children were rated using the SSIS-RS, and evaluated how scores on the SSIS-RS were related to special education placement. Method Confirmatory and Exploratory Factor Analysis examined the factor structure of the SSIS-RS for a sample of 492 autistic children, ages four to 12. An independent samples t-test using subscale scores of the SSIS-RS was conducted to evaluate differences between autistic children learning in different educational settings. Results Results of the EFA yielded a 4-factor solution and support the internal validity of the SSIS-RS. Subscale scores for social skills, problem behavior, and academic competence differed significantly between students in general and separate settings with academic performance scores differing much less than social skills or behavior. Conclusion This study examines strengths and weaknesses of the SSIS-RS as a tool for assessing autistic children through discussion of items removed from and retained in the model. Discussion of results includes implications for teacher interpretations of SSIS-RS scores, recommendations for modifications to the measure, and insights about educational placement and inclusive programming. En ligne : http://dx.doi.org/https://doi.org/10.1016/j.rasd.2023.102144 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 Factors associated with implementation of a school-based comprehensive program for students with autism / Samuel L ODOM in Autism, 26-3 (April 2022)
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Titre : Factors associated with implementation of a school-based comprehensive program for students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Samuel L ODOM, Auteur ; Ann M. SAM, Auteur ; Brianne TOMASZEWSKI, Auteur Article en page(s) : p.703-715 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Educational Personnel Humans School Health Services Schools Students autism comprehensive program education services implementation interventions psychosocial/behavioral Index. décimale : PER Périodiques Résumé : The purpose of this study was to identify influences on the implementation of a school-based, comprehensive program for autistic students. Influences from the community context, from within the school organization, and from features of the intervention itself were examined. The study took place in 39 elementary schools in a southeastern state in the United States. Transformational leadership style of the building principal, percentage of white students at the school (which was proposed as a broader community socioeconomic variable), and adequacy of coaching were all associated with implementation. En ligne : https://dx.doi.org/10.1177/13623613211070340 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.703-715[article] Factors associated with implementation of a school-based comprehensive program for students with autism [Texte imprimé et/ou numérique] / Samuel L ODOM, Auteur ; Ann M. SAM, Auteur ; Brianne TOMASZEWSKI, Auteur . - p.703-715.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.703-715
Mots-clés : Autism Spectrum Disorder Autistic Disorder Educational Personnel Humans School Health Services Schools Students autism comprehensive program education services implementation interventions psychosocial/behavioral Index. décimale : PER Périodiques Résumé : The purpose of this study was to identify influences on the implementation of a school-based, comprehensive program for autistic students. Influences from the community context, from within the school organization, and from features of the intervention itself were examined. The study took place in 39 elementary schools in a southeastern state in the United States. Transformational leadership style of the building principal, percentage of white students at the school (which was proposed as a broader community socioeconomic variable), and adequacy of coaching were all associated with implementation. En ligne : https://dx.doi.org/10.1177/13623613211070340 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 Implementation of a multi-family autism transition program in the high school setting / Jocelyn KUHN in Autism, 26-3 (April 2022)
[article]
Titre : Implementation of a multi-family autism transition program in the high school setting Type de document : Texte imprimé et/ou numérique Auteurs : Jocelyn KUHN, Auteur ; Kate SZIDON, Auteur ; Bonnie KRAEMER, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Kara HUME, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.615-627 Langues : Anglais (eng) Mots-clés : Adolescent Adult Autism Spectrum Disorder/therapy Autistic Disorder Humans Problem Solving Schools autism spectrum disorders barriers facilitators families high schools intervention implementation transition to adulthood Index. décimale : PER Périodiques Résumé : Transitioning Together is an intervention that supports families of adolescents on the autism spectrum as they prepare for the transition to adulthood. While it has been delivered successfully and shown to result in positive outcomes for families in the university setting, questions remain about whether and how well it can be widely provided to families in real-world settings such as high schools. In this study, we analyzed predictors, facilitators, and barriers to providing Transitioning Together to families at 30 high schools across three US states, all of which received training from a team of researchers to deliver this intervention. Our findings highlight struggles and successes with real-world use of the intervention. Seventeen of the 30 schools were successful in providing Transitioning Together to families. Schools who had higher community socioeconomic status, higher quality family involvement, and higher quality transition planning programming before changing anything for this study were much more likely to provide this new intervention to families. Schools who used the intervention were mostly able to deliver it as designed and received positive feedback from families who participated. Common parts of the intervention that schools struggled with most included following the structure of the sessions, including group problem-solving and dialogue in the sessions, and collecting feedback from families. Future research is needed to learn how to make it even easier for public high schools and other service systems to provide this intervention to families, in a way that also maximizes its effectiveness and accessibility for historically underserved autism spectrum populations. En ligne : https://dx.doi.org/10.1177/13623613211065533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.615-627[article] Implementation of a multi-family autism transition program in the high school setting [Texte imprimé et/ou numérique] / Jocelyn KUHN, Auteur ; Kate SZIDON, Auteur ; Bonnie KRAEMER, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Kara HUME, Auteur ; Leann S. DAWALT, Auteur . - p.615-627.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.615-627
Mots-clés : Adolescent Adult Autism Spectrum Disorder/therapy Autistic Disorder Humans Problem Solving Schools autism spectrum disorders barriers facilitators families high schools intervention implementation transition to adulthood Index. décimale : PER Périodiques Résumé : Transitioning Together is an intervention that supports families of adolescents on the autism spectrum as they prepare for the transition to adulthood. While it has been delivered successfully and shown to result in positive outcomes for families in the university setting, questions remain about whether and how well it can be widely provided to families in real-world settings such as high schools. In this study, we analyzed predictors, facilitators, and barriers to providing Transitioning Together to families at 30 high schools across three US states, all of which received training from a team of researchers to deliver this intervention. Our findings highlight struggles and successes with real-world use of the intervention. Seventeen of the 30 schools were successful in providing Transitioning Together to families. Schools who had higher community socioeconomic status, higher quality family involvement, and higher quality transition planning programming before changing anything for this study were much more likely to provide this new intervention to families. Schools who used the intervention were mostly able to deliver it as designed and received positive feedback from families who participated. Common parts of the intervention that schools struggled with most included following the structure of the sessions, including group problem-solving and dialogue in the sessions, and collecting feedback from families. Future research is needed to learn how to make it even easier for public high schools and other service systems to provide this intervention to families, in a way that also maximizes its effectiveness and accessibility for historically underserved autism spectrum populations. En ligne : https://dx.doi.org/10.1177/13623613211065533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 Quality of high school programs for students with autism spectrum disorder / Bonnie R. KRAEMER in Autism, 24-3 (April 2020)
PermalinkSelf-Determination in Autistic Transition-Aged Youth without Intellectual Disability / Brianne TOMASZEWSKI in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
PermalinkStudent, Educator, and Parent Perspectives of Self-Determination in High School Students with Autism Spectrum Disorder / Brianne TOMASZEWSKI in Autism Research, 13-12 (December 2020)
PermalinkUse of the Children's Communication Checklist-2 in School-Aged Students with Autism: A Psychometric Analysis / Sallie W. NOWELL in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
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