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Auteur Mark BROSNAN |
Documents disponibles écrits par cet auteur (37)
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Evaluating the Role of Autistic Traits, Social Anxiety, and Social Network Changes During Transition to First Year of University in Typically Developing Students and Students on the Autism Spectrum / Jiedi LEI in Journal of Autism and Developmental Disorders, 50-8 (August 2020)
[article]
Titre : Evaluating the Role of Autistic Traits, Social Anxiety, and Social Network Changes During Transition to First Year of University in Typically Developing Students and Students on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Jiedi LEI, Auteur ; Mark BROSNAN, Auteur ; Chris ASHWIN, Auteur ; Ailsa RUSSELL, Auteur Article en page(s) : p.2832-2851 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder College Perceived social support Social anxiety Social network University Index. décimale : PER Périodiques Résumé : This is the first longitudinal study to quantitatively evaluate changes in social network structure (SNS) and perceived social support (PSS) amongst first-year students on the autism spectrum (n?=?21) and typically developing (TD; n?=?182) students transitioning to university. The relative impact of changes in SNS/PSS, students' social anxiety and autistic traits, on first-year university transition outcomes were also examined. Both groups gained friends over time who provided better support quantity and quality during first year of university. Social anxiety showed long-term differential negative impact on students on the autism spectrum and TD students' academic, social and personal/emotional adjustments, and institutional attachment, suggesting stakeholders should focus on delivering interventions to reduce social anxiety to improve university transition outcomes. En ligne : http://dx.doi.org/10.1007/s10803-020-04391-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2832-2851[article] Evaluating the Role of Autistic Traits, Social Anxiety, and Social Network Changes During Transition to First Year of University in Typically Developing Students and Students on the Autism Spectrum [Texte imprimé et/ou numérique] / Jiedi LEI, Auteur ; Mark BROSNAN, Auteur ; Chris ASHWIN, Auteur ; Ailsa RUSSELL, Auteur . - p.2832-2851.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2832-2851
Mots-clés : Autism spectrum disorder College Perceived social support Social anxiety Social network University Index. décimale : PER Périodiques Résumé : This is the first longitudinal study to quantitatively evaluate changes in social network structure (SNS) and perceived social support (PSS) amongst first-year students on the autism spectrum (n?=?21) and typically developing (TD; n?=?182) students transitioning to university. The relative impact of changes in SNS/PSS, students' social anxiety and autistic traits, on first-year university transition outcomes were also examined. Both groups gained friends over time who provided better support quantity and quality during first year of university. Social anxiety showed long-term differential negative impact on students on the autism spectrum and TD students' academic, social and personal/emotional adjustments, and institutional attachment, suggesting stakeholders should focus on delivering interventions to reduce social anxiety to improve university transition outcomes. En ligne : http://dx.doi.org/10.1007/s10803-020-04391-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 Evaluation of a Transition to University Programme for Students with Autism Spectrum Disorder / Jiedi LEI in Journal of Autism and Developmental Disorders, 50-7 (July 2020)
[article]
Titre : Evaluation of a Transition to University Programme for Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jiedi LEI, Auteur ; Steph CALLEY, Auteur ; Mark BROSNAN, Auteur ; Chris ASHWIN, Auteur ; Ailsa RUSSELL, Auteur Article en page(s) : p.2397-2411 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder College Intervention Students Transition University Index. décimale : PER Périodiques Résumé : Applying to university can be an anxiety-provoking time for many autistic students, though enrolment can be increased by actively involving them in transition planning. We provide an evaluation of a transition to university pilot programme (Autism Summer School) for autistic students (16-19 years) who are seeking to apply/attend university. The content focused on introducing students to various aspects of university life including academic (sample lectures), social (e.g., clubs and societies), and daily living (eating in university canteen and staying in student accommodation). Students' quantitative and qualitative feedback are positive and promising, showing significant reduction across a range of concerns related to transition to university after the programme, as well as general optimism related to starting university. En ligne : http://dx.doi.org/10.1007/s10803-018-3776-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2397-2411[article] Evaluation of a Transition to University Programme for Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jiedi LEI, Auteur ; Steph CALLEY, Auteur ; Mark BROSNAN, Auteur ; Chris ASHWIN, Auteur ; Ailsa RUSSELL, Auteur . - p.2397-2411.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2397-2411
Mots-clés : Autism Spectrum Disorder College Intervention Students Transition University Index. décimale : PER Périodiques Résumé : Applying to university can be an anxiety-provoking time for many autistic students, though enrolment can be increased by actively involving them in transition planning. We provide an evaluation of a transition to university pilot programme (Autism Summer School) for autistic students (16-19 years) who are seeking to apply/attend university. The content focused on introducing students to various aspects of university life including academic (sample lectures), social (e.g., clubs and societies), and daily living (eating in university canteen and staying in student accommodation). Students' quantitative and qualitative feedback are positive and promising, showing significant reduction across a range of concerns related to transition to university after the programme, as well as general optimism related to starting university. En ligne : http://dx.doi.org/10.1007/s10803-018-3776-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use / Jiedi LEI in Autism, 25-5 (July 2021)
[article]
Titre : Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use Type de document : Texte imprimé et/ou numérique Auteurs : Jiedi LEI, Auteur ; Lauren JONES, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.1349-1367 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Computer-Assisted Instruction Education, Distance Humans Language Technology autism disability identity-first neurodiversity person-first quality of life terminology conflicts of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Within the neurodiversity movement, one recent divergence is in the semantic choice of language when describing autism, as members of the autism and autistic community preferred to use identity-first language (autistic person), whereas professionals were more likely to use person-first language (person with autism). This study explored 803 e-learners' responses from their comments across two massive open online courses on autism education held between 2017 and 2019. Learners agreed that autistic individuals should guide others on which terminology to use when describing autism, and although identity-first language acknowledges autism as part of an individual's identity, it can also conjure up negative stereotypes and be stigmatising. Although family, friends and professionals highlighted that the diagnostic label is a way to facilitate understanding across stakeholder groups and help autistic individuals gain access to support, autistic self-advocates found the process of disclosing autism as a form of disability to conflict with their sense of identity, and broader terms such as 'autism spectrum' failed to capture individual strengths and weaknesses. Semantic language choices may matter less as long as the person's difficulties are clearly acknowledged, with adaptations made to meet their specific needs. Adding to a growing body of literature on terminology use in autism research and practice, we highlight that language used when describing autism should follow the autistic individual's lead, with the primary focus on communicating an individual's strengths and difficulties, to foster a sense of positive autism identity and inclusivity, and enable access to appropriate support. En ligne : http://dx.doi.org/10.1177/1362361320987963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Autism > 25-5 (July 2021) . - p.1349-1367[article] Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use [Texte imprimé et/ou numérique] / Jiedi LEI, Auteur ; Lauren JONES, Auteur ; Mark BROSNAN, Auteur . - p.1349-1367.
Langues : Anglais (eng)
in Autism > 25-5 (July 2021) . - p.1349-1367
Mots-clés : Autism Spectrum Disorder Autistic Disorder Computer-Assisted Instruction Education, Distance Humans Language Technology autism disability identity-first neurodiversity person-first quality of life terminology conflicts of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Within the neurodiversity movement, one recent divergence is in the semantic choice of language when describing autism, as members of the autism and autistic community preferred to use identity-first language (autistic person), whereas professionals were more likely to use person-first language (person with autism). This study explored 803 e-learners' responses from their comments across two massive open online courses on autism education held between 2017 and 2019. Learners agreed that autistic individuals should guide others on which terminology to use when describing autism, and although identity-first language acknowledges autism as part of an individual's identity, it can also conjure up negative stereotypes and be stigmatising. Although family, friends and professionals highlighted that the diagnostic label is a way to facilitate understanding across stakeholder groups and help autistic individuals gain access to support, autistic self-advocates found the process of disclosing autism as a form of disability to conflict with their sense of identity, and broader terms such as 'autism spectrum' failed to capture individual strengths and weaknesses. Semantic language choices may matter less as long as the person's difficulties are clearly acknowledged, with adaptations made to meet their specific needs. Adding to a growing body of literature on terminology use in autism research and practice, we highlight that language used when describing autism should follow the autistic individual's lead, with the primary focus on communicating an individual's strengths and difficulties, to foster a sense of positive autism identity and inclusivity, and enable access to appropriate support. En ligne : http://dx.doi.org/10.1177/1362361320987963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use / Jiedi LEI in Autism, 26-5 (July 2022)
[article]
Titre : Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use Type de document : Texte imprimé et/ou numérique Auteurs : Jiedi LEI, Auteur ; Lauren JONES, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.1349-1367 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Computer-Assisted Instruction Education, Distance Humans Language Technology autism disability identity-first neurodiversity person-first quality of life terminology conflicts of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Within the neurodiversity movement, one recent divergence is in the semantic choice of language when describing autism, as members of the autism and autistic community preferred to use identity-first language (autistic person), whereas professionals were more likely to use person-first language (person with autism). This study explored 803 e-learners' responses from their comments across two massive open online courses on autism education held between 2017 and 2019. Learners agreed that autistic individuals should guide others on which terminology to use when describing autism, and although identity-first language acknowledges autism as part of an individual's identity, it can also conjure up negative stereotypes and be stigmatising. Although family, friends and professionals highlighted that the diagnostic label is a way to facilitate understanding across stakeholder groups and help autistic individuals gain access to support, autistic self-advocates found the process of disclosing autism as a form of disability to conflict with their sense of identity, and broader terms such as 'autism spectrum' failed to capture individual strengths and weaknesses. Semantic language choices may matter less as long as the person's difficulties are clearly acknowledged, with adaptations made to meet their specific needs. Adding to a growing body of literature on terminology use in autism research and practice, we highlight that language used when describing autism should follow the autistic individual's lead, with the primary focus on communicating an individual's strengths and difficulties, to foster a sense of positive autism identity and inclusivity, and enable access to appropriate support. En ligne : http://dx.doi.org/10.1177/1362361320987963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483
in Autism > 26-5 (July 2022) . - p.1349-1367[article] Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use [Texte imprimé et/ou numérique] / Jiedi LEI, Auteur ; Lauren JONES, Auteur ; Mark BROSNAN, Auteur . - p.1349-1367.
Langues : Anglais (eng)
in Autism > 26-5 (July 2022) . - p.1349-1367
Mots-clés : Autism Spectrum Disorder Autistic Disorder Computer-Assisted Instruction Education, Distance Humans Language Technology autism disability identity-first neurodiversity person-first quality of life terminology conflicts of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Within the neurodiversity movement, one recent divergence is in the semantic choice of language when describing autism, as members of the autism and autistic community preferred to use identity-first language (autistic person), whereas professionals were more likely to use person-first language (person with autism). This study explored 803 e-learners' responses from their comments across two massive open online courses on autism education held between 2017 and 2019. Learners agreed that autistic individuals should guide others on which terminology to use when describing autism, and although identity-first language acknowledges autism as part of an individual's identity, it can also conjure up negative stereotypes and be stigmatising. Although family, friends and professionals highlighted that the diagnostic label is a way to facilitate understanding across stakeholder groups and help autistic individuals gain access to support, autistic self-advocates found the process of disclosing autism as a form of disability to conflict with their sense of identity, and broader terms such as 'autism spectrum' failed to capture individual strengths and weaknesses. Semantic language choices may matter less as long as the person's difficulties are clearly acknowledged, with adaptations made to meet their specific needs. Adding to a growing body of literature on terminology use in autism research and practice, we highlight that language used when describing autism should follow the autistic individual's lead, with the primary focus on communicating an individual's strengths and difficulties, to foster a sense of positive autism identity and inclusivity, and enable access to appropriate support. En ligne : http://dx.doi.org/10.1177/1362361320987963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 A framework of evidence-based practice for digital support, co-developed with and for the autism community / Vanessa ZERVOGIANNI in Autism, 24-6 (August 2020)
[article]
Titre : A framework of evidence-based practice for digital support, co-developed with and for the autism community Type de document : Texte imprimé et/ou numérique Auteurs : Vanessa ZERVOGIANNI, Auteur ; Sue FLETCHER-WATSON, Auteur ; Gerardo HERRERA, Auteur ; Matthew GOODWIN, Auteur ; Patricia PÉREZ-FUSTER, Auteur ; Mark BROSNAN, Auteur ; Ouriel GRYNSZPAN, Auteur Article en page(s) : p.1411-1422 Langues : Anglais (eng) Mots-clés : Delphi study autism co-development digital support evidence-based practice Index. décimale : PER Périodiques Résumé : Digital supports are any type of technologies that have been intentionally developed to improve daily living in some way. A wide array of digital supports (such as apps) have been developed for the autism community specifically, but there is little or no evidence of whether they work or not. This study sought to identify what types of evidence the autistic community valued and wanted to see provided to enable an informed choice to be made regarding digital supports. A consensus was developed between autistic people and their families, practitioners (such as therapists and teachers) as well as researchers, to identify the core aspects of evidence that everyone agreed were useful. In all, 27 people reached agreement on three categories for which evidence is required: reliability, engagement and the effectiveness of the technology. Consensus was also reached on four key sources of evidence for these three categories: hands-on experience, academic sources, expert views and online reviews. The resulting framework allows for any technology to be evaluated for the level of evidence identifying how effective it is. The framework can be used by autistic people, their families, practitioners and researchers to ensure that decisions concerning the provision of support for autistic people is informed by evidence, that is, 'evidence-based practice'. En ligne : http://dx.doi.org/10.1177/1362361319898331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Autism > 24-6 (August 2020) . - p.1411-1422[article] A framework of evidence-based practice for digital support, co-developed with and for the autism community [Texte imprimé et/ou numérique] / Vanessa ZERVOGIANNI, Auteur ; Sue FLETCHER-WATSON, Auteur ; Gerardo HERRERA, Auteur ; Matthew GOODWIN, Auteur ; Patricia PÉREZ-FUSTER, Auteur ; Mark BROSNAN, Auteur ; Ouriel GRYNSZPAN, Auteur . - p.1411-1422.
Langues : Anglais (eng)
in Autism > 24-6 (August 2020) . - p.1411-1422
Mots-clés : Delphi study autism co-development digital support evidence-based practice Index. décimale : PER Périodiques Résumé : Digital supports are any type of technologies that have been intentionally developed to improve daily living in some way. A wide array of digital supports (such as apps) have been developed for the autism community specifically, but there is little or no evidence of whether they work or not. This study sought to identify what types of evidence the autistic community valued and wanted to see provided to enable an informed choice to be made regarding digital supports. A consensus was developed between autistic people and their families, practitioners (such as therapists and teachers) as well as researchers, to identify the core aspects of evidence that everyone agreed were useful. In all, 27 people reached agreement on three categories for which evidence is required: reliability, engagement and the effectiveness of the technology. Consensus was also reached on four key sources of evidence for these three categories: hands-on experience, academic sources, expert views and online reviews. The resulting framework allows for any technology to be evaluated for the level of evidence identifying how effective it is. The framework can be used by autistic people, their families, practitioners and researchers to ensure that decisions concerning the provision of support for autistic people is informed by evidence, that is, 'evidence-based practice'. En ligne : http://dx.doi.org/10.1177/1362361319898331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 Investigating how Explicit Contextual Cues Affect Predictive Sensorimotor Control in Autistic Adults / Tom ARTHUR in Journal of Autism and Developmental Disorders, 53-11 (November 2023)
PermalinkIs 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)
PermalinkLook up! Digital technologies for autistic people to support interaction and embodiment in the real world / Mark BROSNAN in Research in Autism Spectrum Disorders, 58 (February 2019)
PermalinkPerceptual grouping abilities in individuals with autism spectrum disorder; exploring patterns of ability in relation to grouping type and levels of development / Emily K. FARRAN in Autism Research, 4-4 (August 2011)
PermalinkPhysiological Responses to Social and Nonsocial Stimuli in Neurotypical Adults With High and Low Levels of Autistic Traits: Implications for Understanding Nonsocial Drive in Autism Spectrum Disorders / Clarence J. SINGLETON in Autism Research, 7-6 (December 2014)
PermalinkA Pilot Randomised Control Trial of Digitally-Mediated Social Stories for Children on the Autism Spectrum / R. HANRAHAN in Journal of Autism and Developmental Disorders, 50-12 (December 2020)
PermalinkPiloting 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)
PermalinkA Preliminary Investigation into the Potential Role of Waist Hip Ratio (WHR) Preference within the Assortative Mating Hypothesis of Autistic Spectrum Disorders / Mark BROSNAN in Journal of Autism and Developmental Disorders, 39-1 (January 2009)
PermalinkReasoning on the Autism Spectrum: A Dual Process Theory Account / Mark BROSNAN in Journal of Autism and Developmental Disorders, 46-6 (June 2016)
PermalinkSelf-reported motivations for offending by autistic sexual offenders / Katy-Louise PAYNE in Autism, 24-2 (February 2020)
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