Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Catherine J. CROMPTON |
Documents disponibles écrits par cet auteur (4)
Faire une suggestion Affiner la recherche
Autistic peer-to-peer information transfer is highly effective / Catherine J. CROMPTON in Autism, 24-7 (October 2020)
[article]
Titre : Autistic peer-to-peer information transfer is highly effective Type de document : Texte imprimé et/ou numérique Auteurs : Catherine J. CROMPTON, Auteur ; Danielle ROPAR, Auteur ; Claire V. M. EVANS-WILLIAMS, Auteur ; Emma G. FLYNN, Auteur ; Sue FLETCHER-WATSON, Auteur Article en page(s) : p.1704-1712 Langues : Anglais (eng) Mots-clés : *adults *communication and language *psychological theories of autism *social cognition and social behaviour Index. décimale : PER Périodiques Résumé : Sharing information with other people relies on the ability to communicate well. Autism is defined clinically by deficits in social communication. It may therefore be expected that autistic people find it difficult to share information with other people. We wanted to find out whether this was the case, and whether it was different when autistic people were sharing information with other autistic people or with non-autistic people. We recruited nine groups, each with eight people. In three of the groups, everyone was autistic; in three of the groups, everyone was non-autistic; and three of the groups were mixed groups where half the group was autistic and half the group was non-autistic. We told one person in each group a story and asked them to share it with another person, and for that person to share it again and so on, until everyone in the group had heard the story. We then looked at how many details of the story had been shared at each stage. We found that autistic people share information with other autistic people as well as non-autistic people do with other non-autistic people. However, when there are mixed groups of autistic and non-autistic people, much less information is shared. Participants were also asked how they felt they had got on with the other person in the interaction. The people in the mixed groups also experienced lower rapport with the person they were sharing the story with. This finding is important as it shows that autistic people have the skills to share information well with one another and experience good rapport, and that there are selective problems when autistic and non-autistic people are interacting. En ligne : http://dx.doi.org/10.1177/1362361320919286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-7 (October 2020) . - p.1704-1712[article] Autistic peer-to-peer information transfer is highly effective [Texte imprimé et/ou numérique] / Catherine J. CROMPTON, Auteur ; Danielle ROPAR, Auteur ; Claire V. M. EVANS-WILLIAMS, Auteur ; Emma G. FLYNN, Auteur ; Sue FLETCHER-WATSON, Auteur . - p.1704-1712.
Langues : Anglais (eng)
in Autism > 24-7 (October 2020) . - p.1704-1712
Mots-clés : *adults *communication and language *psychological theories of autism *social cognition and social behaviour Index. décimale : PER Périodiques Résumé : Sharing information with other people relies on the ability to communicate well. Autism is defined clinically by deficits in social communication. It may therefore be expected that autistic people find it difficult to share information with other people. We wanted to find out whether this was the case, and whether it was different when autistic people were sharing information with other autistic people or with non-autistic people. We recruited nine groups, each with eight people. In three of the groups, everyone was autistic; in three of the groups, everyone was non-autistic; and three of the groups were mixed groups where half the group was autistic and half the group was non-autistic. We told one person in each group a story and asked them to share it with another person, and for that person to share it again and so on, until everyone in the group had heard the story. We then looked at how many details of the story had been shared at each stage. We found that autistic people share information with other autistic people as well as non-autistic people do with other non-autistic people. However, when there are mixed groups of autistic and non-autistic people, much less information is shared. Participants were also asked how they felt they had got on with the other person in the interaction. The people in the mixed groups also experienced lower rapport with the person they were sharing the story with. This finding is important as it shows that autistic people have the skills to share information well with one another and experience good rapport, and that there are selective problems when autistic and non-autistic people are interacting. En ligne : http://dx.doi.org/10.1177/1362361320919286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 'I never realised everybody felt as happy as I do when I am around autistic people': A thematic analysis of autistic adults' relationships with autistic and neurotypical friends and family / Catherine J. CROMPTON in Autism, 24-6 (August 2020)
[article]
Titre : 'I never realised everybody felt as happy as I do when I am around autistic people': A thematic analysis of autistic adults' relationships with autistic and neurotypical friends and family Type de document : Texte imprimé et/ou numérique Auteurs : Catherine J. CROMPTON, Auteur ; Sonny HALLETT, Auteur ; Danielle ROPAR, Auteur ; Emma FLYNN, Auteur ; Sue FLETCHER-WATSON, Auteur Article en page(s) : p.1438-1448 Langues : Anglais (eng) Mots-clés : autism mental health neurodiversity peer support social interaction Index. décimale : PER Périodiques Résumé : Although autistic people may struggle to interact with others, many autistic people have said they find interacting with other autistic people more comfortable. To find out whether this was a common experience, we did hour-long interviews with 12 autistic adults. We asked them questions about how it feels when spending time with their friends and family, and whether it felt different depending on whether the friends and family were autistic or neurotypical. We analysed the interviews and found three common themes in what our participants said. First, they found spending with other autistic people easier and more comfortable than spending time with neurotypical people, and felt they were better understood by other autistic people. Second, autistic people often felt they were in a social minority, and in order to spend time with neurotypical friends and family, they had to conform with what the neurotypical people wanted and were used to. Third, autistic people felt like they belonged with other autistic people and that they could be themselves around them. These findings show that having time with autistic friends and family can be very beneficial for autistic people and played an important role in a happy social life. En ligne : http://dx.doi.org/10.1177/1362361320908976 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Autism > 24-6 (August 2020) . - p.1438-1448[article] 'I never realised everybody felt as happy as I do when I am around autistic people': A thematic analysis of autistic adults' relationships with autistic and neurotypical friends and family [Texte imprimé et/ou numérique] / Catherine J. CROMPTON, Auteur ; Sonny HALLETT, Auteur ; Danielle ROPAR, Auteur ; Emma FLYNN, Auteur ; Sue FLETCHER-WATSON, Auteur . - p.1438-1448.
Langues : Anglais (eng)
in Autism > 24-6 (August 2020) . - p.1438-1448
Mots-clés : autism mental health neurodiversity peer support social interaction Index. décimale : PER Périodiques Résumé : Although autistic people may struggle to interact with others, many autistic people have said they find interacting with other autistic people more comfortable. To find out whether this was a common experience, we did hour-long interviews with 12 autistic adults. We asked them questions about how it feels when spending time with their friends and family, and whether it felt different depending on whether the friends and family were autistic or neurotypical. We analysed the interviews and found three common themes in what our participants said. First, they found spending with other autistic people easier and more comfortable than spending time with neurotypical people, and felt they were better understood by other autistic people. Second, autistic people often felt they were in a social minority, and in order to spend time with neurotypical friends and family, they had to conform with what the neurotypical people wanted and were used to. Third, autistic people felt like they belonged with other autistic people and that they could be themselves around them. These findings show that having time with autistic friends and family can be very beneficial for autistic people and played an important role in a happy social life. En ligne : http://dx.doi.org/10.1177/1362361320908976 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 Publishing standards for promoting excellence in autism research / Sue FLETCHER-WATSON in Autism, 26-6 (August 2022)
[article]
Titre : Publishing standards for promoting excellence in autism research Type de document : Texte imprimé et/ou numérique Auteurs : Sue FLETCHER-WATSON, Auteur ; Sven BÖLTE, Auteur ; Catherine J. CROMPTON, Auteur ; Desi JONES, Auteur ; Meng-Chuan LAI, Auteur ; William MANDY, Auteur ; Liz PELLICANO, Auteur ; Aubyn STAHMER, Auteur ; Julie LOUNDS TAYLOR, Auteur ; David MANDELL, Auteur Article en page(s) : p.1501-1504 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Humans Publishing Quality Improvement Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211019830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484
in Autism > 26-6 (August 2022) . - p.1501-1504[article] Publishing standards for promoting excellence in autism research [Texte imprimé et/ou numérique] / Sue FLETCHER-WATSON, Auteur ; Sven BÖLTE, Auteur ; Catherine J. CROMPTON, Auteur ; Desi JONES, Auteur ; Meng-Chuan LAI, Auteur ; William MANDY, Auteur ; Liz PELLICANO, Auteur ; Aubyn STAHMER, Auteur ; Julie LOUNDS TAYLOR, Auteur ; David MANDELL, Auteur . - p.1501-1504.
Langues : Anglais (eng)
in Autism > 26-6 (August 2022) . - p.1501-1504
Mots-clés : Autism Spectrum Disorder Autistic Disorder Humans Publishing Quality Improvement Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211019830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 œSomeone like-minded in a big place : Autistic young adults’ attitudes towards autistic peer support in mainstream education / Catherine J. CROMPTON in Autism, 27-1 (January 2023)
[article]
Titre : œSomeone like-minded in a big place : Autistic young adults’ attitudes towards autistic peer support in mainstream education Type de document : Texte imprimé et/ou numérique Auteurs : Catherine J. CROMPTON, Auteur ; Sonny HALLETT, Auteur ; Harriet AXBEY, Auteur ; Christine MCAULIFFE, Auteur ; Katie CEBULA, Auteur Article en page(s) : p.76-91 Langues : Anglais (eng) Mots-clés : adolescence autism mainstream education mental health neurodevelopmental conditions neurodiversity peer support school Index. décimale : PER Périodiques Résumé : Autistic young people in mainstream schools often experience low levels of peer social support, have negative perceptions of their differences and feel disconnected from their school community. Previous research findings have suggested that encouraging autistic young people to explore autistic culture and spending time with autistic peers may be associated with more positive outcomes. Autism-specific peer support is a framework that may support this process. Thirteen participants (eight male/five female) completed semi-structured interviews, exploring the idea of autism-specific peer support within mainstream schools and the practicalities of how it may work within a school setting. Thematic analysis was applied, and three themes are reported: (1) neurodiversity and an ethos of inclusivity, (2) flexibility and (3) benefits and challenges of embedding peer support in the wider school community. The idea of autism-specific peer support for autistic pupils in mainstream secondary schools was generally positively received. Peer support may provide a unique opportunity for autistic pupils to interact in a natural, comfortable way; share useful strategies; and build their identities. Nevertheless, careful design, training and ongoing support, alongside awareness of the rights, needs and preferences of individual pupils involved are likely to be crucial in ensuring the success of any peer support programme. Lay abstract Autistic young people may struggle in mainstream schools and feel disconnected from their peers and their school. We know that autistic adults can benefit from spending time with other autistic people, but we don’t know if this is the case for younger autistic people. We conducted interviews with 13 autistic young adults in the United Kingdom who recently left mainstream schooling. We asked them if they would have been interested in being involved in autistic peer support when they were at school, and if so, what that peer support should look like. Results indicated that autistic young people were enthusiastic about the idea of peer support. They thought it was important that peer support was flexible to suit their needs at different times, as well as inclusive, positive, and embracing neurodiversity. They also discussed the potential benefits and difficulties of having a peer support system within a school setting. This adds to the growing body of research on the potential benefits of autistic-autistic interactions on autistic people’s well-being and sense of belonging. Findings can be used to help design pilot peer support projects in schools that can be tested to see how effective they are. En ligne : http://dx.doi.org/10.1177/13623613221081189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Autism > 27-1 (January 2023) . - p.76-91[article] œSomeone like-minded in a big place : Autistic young adults’ attitudes towards autistic peer support in mainstream education [Texte imprimé et/ou numérique] / Catherine J. CROMPTON, Auteur ; Sonny HALLETT, Auteur ; Harriet AXBEY, Auteur ; Christine MCAULIFFE, Auteur ; Katie CEBULA, Auteur . - p.76-91.
Langues : Anglais (eng)
in Autism > 27-1 (January 2023) . - p.76-91
Mots-clés : adolescence autism mainstream education mental health neurodevelopmental conditions neurodiversity peer support school Index. décimale : PER Périodiques Résumé : Autistic young people in mainstream schools often experience low levels of peer social support, have negative perceptions of their differences and feel disconnected from their school community. Previous research findings have suggested that encouraging autistic young people to explore autistic culture and spending time with autistic peers may be associated with more positive outcomes. Autism-specific peer support is a framework that may support this process. Thirteen participants (eight male/five female) completed semi-structured interviews, exploring the idea of autism-specific peer support within mainstream schools and the practicalities of how it may work within a school setting. Thematic analysis was applied, and three themes are reported: (1) neurodiversity and an ethos of inclusivity, (2) flexibility and (3) benefits and challenges of embedding peer support in the wider school community. The idea of autism-specific peer support for autistic pupils in mainstream secondary schools was generally positively received. Peer support may provide a unique opportunity for autistic pupils to interact in a natural, comfortable way; share useful strategies; and build their identities. Nevertheless, careful design, training and ongoing support, alongside awareness of the rights, needs and preferences of individual pupils involved are likely to be crucial in ensuring the success of any peer support programme. Lay abstract Autistic young people may struggle in mainstream schools and feel disconnected from their peers and their school. We know that autistic adults can benefit from spending time with other autistic people, but we don’t know if this is the case for younger autistic people. We conducted interviews with 13 autistic young adults in the United Kingdom who recently left mainstream schooling. We asked them if they would have been interested in being involved in autistic peer support when they were at school, and if so, what that peer support should look like. Results indicated that autistic young people were enthusiastic about the idea of peer support. They thought it was important that peer support was flexible to suit their needs at different times, as well as inclusive, positive, and embracing neurodiversity. They also discussed the potential benefits and difficulties of having a peer support system within a school setting. This adds to the growing body of research on the potential benefits of autistic-autistic interactions on autistic people’s well-being and sense of belonging. Findings can be used to help design pilot peer support projects in schools that can be tested to see how effective they are. En ligne : http://dx.doi.org/10.1177/13623613221081189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491