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Détail de l'auteur
Auteur Amanda DIMACHKIE NUNNALLY |
Documents disponibles écrits par cet auteur (2)
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Associations Among Sex, Cognitive Ability, and Autism Symptoms in Individuals with Down Syndrome / Audra STERLING ; Jamie EDGIN ; Debra R. HAMILTON ; Elizabeth BERRY-KRAVIS ; Amanda DIMACHKIE NUNNALLY ; Angela John THURMAN ; Leonard ABBEDUTO in Journal of Autism and Developmental Disorders, 54-1 (January 2024)
[article]
Titre : Associations Among Sex, Cognitive Ability, and Autism Symptoms in Individuals with Down Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Audra STERLING, Auteur ; Jamie EDGIN, Auteur ; Debra R. HAMILTON, Auteur ; Elizabeth BERRY-KRAVIS, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur ; Angela John THURMAN, Auteur ; Leonard ABBEDUTO, Auteur Article en page(s) : p.301-311 Index. décimale : PER Périodiques Résumé : This study explores sex-differences in (a) rates and profiles of autism symptoms as well as in (b) the contribution of intellectual quotient (IQ) to autism symptom presentation in Down syndrome (DS). Participants were 40 males and 38 females with DS, aged 6 to 23 years. Autism symptoms were rated through the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2). Results show no sex differences in the ADOS-2 Calibrated Severity Scores (CSS). However, only females with DS who are classified as DS-Only have higher scores on verbal IQ than those classified as DS?+?autism. Furthermore, associations between IQ and all CSSs are found for females, but not for males. Findings suggest that verbal cognition may play differential roles for females and males with DS. En ligne : https://doi.org/10.1007/s10803-022-05779-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520
in Journal of Autism and Developmental Disorders > 54-1 (January 2024) . - p.301-311[article] Associations Among Sex, Cognitive Ability, and Autism Symptoms in Individuals with Down Syndrome [Texte imprimé et/ou numérique] / Audra STERLING, Auteur ; Jamie EDGIN, Auteur ; Debra R. HAMILTON, Auteur ; Elizabeth BERRY-KRAVIS, Auteur ; Amanda DIMACHKIE NUNNALLY, Auteur ; Angela John THURMAN, Auteur ; Leonard ABBEDUTO, Auteur . - p.301-311.
in Journal of Autism and Developmental Disorders > 54-1 (January 2024) . - p.301-311
Index. décimale : PER Périodiques Résumé : This study explores sex-differences in (a) rates and profiles of autism symptoms as well as in (b) the contribution of intellectual quotient (IQ) to autism symptom presentation in Down syndrome (DS). Participants were 40 males and 38 females with DS, aged 6 to 23 years. Autism symptoms were rated through the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2). Results show no sex differences in the ADOS-2 Calibrated Severity Scores (CSS). However, only females with DS who are classified as DS-Only have higher scores on verbal IQ than those classified as DS?+?autism. Furthermore, associations between IQ and all CSSs are found for females, but not for males. Findings suggest that verbal cognition may play differential roles for females and males with DS. En ligne : https://doi.org/10.1007/s10803-022-05779-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 Social network support is associated with teacher?s perceptions of transition planning for their autistic students / Amanda DIMACHKIE NUNNALLY in Research in Autism Spectrum Disorders, 113 (May 2024)
[article]
Titre : Social network support is associated with teacher?s perceptions of transition planning for their autistic students Type de document : Texte imprimé et/ou numérique Auteurs : Amanda DIMACHKIE NUNNALLY, Auteur ; Heather NUSKE, Auteur ; Briana BRONSTEIN, Auteur ; Fernanda CASTELLON, Auteur ; Jenny C. CHIAPPE, Auteur ; Consuelo GARCIA, Auteur ; Samantha HOCHHEIMER, Auteur ; Hyon Soo LEE, Auteur ; Nicole SPARAPANI, Auteur ; Sarah VEJNOSKA, Auteur ; Amber R. FITZGERALD, Auteur ; Lynne LEVATO, Auteur ; Jennica LI, Auteur ; Felicia JONES, Auteur ; Wendy SHIH, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Tristram SMITH, Auteur ; Aubyn STAHMER, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur Article en page(s) : p.102360 Langues : Anglais (eng) Mots-clés : School transitions Autism spectrum disorder Teacher perceptions Teacher support networks Index. décimale : PER Périodiques Résumé : Background School transitions are accompanied by disruptions in routines and increased social and academic demands, creating challenges for autistic students, who often have difficulty coping with change. These transitions are also challenging for teachers, who often report feeling unprepared to guide their autistic students through the transition process. Methods This study examined teacher and student factors that contribute to teachers' perceptions of transition planning for their autistic students. At four sites (Los Angeles, Philadelphia, Rochester, and Sacramento), 126 teachers responded to survey questions regarding their perception of transition planning for their autistic students, their students' classroom behavior as they were preparing to transition, their own burnout, and a social network survey about the people they relied on to support their autistic students. Results Teachers reported being somewhat satisfied with their schools with the way that schools prepared their students for transition and that the transition planning was somewhat effective. Teachers also reported that they received little support from their schools during their students' transition planning. Results of Generalized Linear Mixed Effects models indicated that teachers with positive perceptions of their students' transition planning had larger support networks, Conclusions The findings of this study underscore that teachers' support networks play an important role in helping teachers negotiate the transition process. En ligne : https://doi.org/10.1016/j.rasd.2024.102360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524
in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102360[article] Social network support is associated with teacher?s perceptions of transition planning for their autistic students [Texte imprimé et/ou numérique] / Amanda DIMACHKIE NUNNALLY, Auteur ; Heather NUSKE, Auteur ; Briana BRONSTEIN, Auteur ; Fernanda CASTELLON, Auteur ; Jenny C. CHIAPPE, Auteur ; Consuelo GARCIA, Auteur ; Samantha HOCHHEIMER, Auteur ; Hyon Soo LEE, Auteur ; Nicole SPARAPANI, Auteur ; Sarah VEJNOSKA, Auteur ; Amber R. FITZGERALD, Auteur ; Lynne LEVATO, Auteur ; Jennica LI, Auteur ; Felicia JONES, Auteur ; Wendy SHIH, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Tristram SMITH, Auteur ; Aubyn STAHMER, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur . - p.102360.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102360
Mots-clés : School transitions Autism spectrum disorder Teacher perceptions Teacher support networks Index. décimale : PER Périodiques Résumé : Background School transitions are accompanied by disruptions in routines and increased social and academic demands, creating challenges for autistic students, who often have difficulty coping with change. These transitions are also challenging for teachers, who often report feeling unprepared to guide their autistic students through the transition process. Methods This study examined teacher and student factors that contribute to teachers' perceptions of transition planning for their autistic students. At four sites (Los Angeles, Philadelphia, Rochester, and Sacramento), 126 teachers responded to survey questions regarding their perception of transition planning for their autistic students, their students' classroom behavior as they were preparing to transition, their own burnout, and a social network survey about the people they relied on to support their autistic students. Results Teachers reported being somewhat satisfied with their schools with the way that schools prepared their students for transition and that the transition planning was somewhat effective. Teachers also reported that they received little support from their schools during their students' transition planning. Results of Generalized Linear Mixed Effects models indicated that teachers with positive perceptions of their students' transition planning had larger support networks, Conclusions The findings of this study underscore that teachers' support networks play an important role in helping teachers negotiate the transition process. En ligne : https://doi.org/10.1016/j.rasd.2024.102360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524