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
-
Résultat de la recherche
2 recherche sur le mot-clé 'Challenges'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Rethinking autism spectrum disorder assessment for children during COVID-19 and beyond / Lonnie ZWAIGENBAUM in Autism Research, 14-11 (November 2021)
[article]
Titre : Rethinking autism spectrum disorder assessment for children during COVID-19 and beyond Type de document : Texte imprimé et/ou numérique Auteurs : Lonnie ZWAIGENBAUM, Auteur ; Somer L. BISHOP, Auteur ; W. L. STONE, Auteur ; L. IBANEZ, Auteur ; Alycia K. HALLADAY, Auteur ; S. GOLDMAN, Auteur ; A. KELLY, Auteur ; C. KLAIMAN, Auteur ; Meng-Chuan LAI, Auteur ; M. MILLER, Auteur ; Celine A. SAULNIER, Auteur ; P. SIPER, Auteur ; K. SOHL, Auteur ; Zachary WARREN, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : p.2251-2259 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/epidemiology Autistic Disorder Covid-19 Child Humans Pandemics SARS-CoV-2 assessment autism challenges children diagnosis disparities pandemic Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic has posed unique challenges for families and caregivers, as well as for autism-focused clinicians, who are faced with providing a thorough and accurate evaluation of children's specific needs and diagnoses in the absence of in-person assessment tools. The shift to telehealth assessments has challenged clinicians to reconsider approaches and assumptions that underlie the diagnostic assessment process, and to adopt new ways of individualizing standard assessments according to family and child needs. Mandates for physical distancing have uncovered deficiencies in diagnostic practices for suspected autism and have illuminated biases that have posed obstacles preventing children and families from receiving the services that they truly need. This Commentary outlines several considerations for improving diagnostic practices as we move forward from the current pandemic and continue to strive to build an adaptable, sustainable, equitable, and family-centered system of care. LAY SUMMARY: Physical distancing and the abrupt end to in-person services for many children on the autism spectrum has forced clinicians to examine the existing challenges with autism spectrum disorder (ASD) diagnostic assessment and consider things they want to keep and things that should be changed in the years ahead. New approaches such as telehealth both alleviated and exacerbated existing disparities, and brought into stark focus the importance of equitable and timely access to family-centered care. This commentary suggests ways of improving clinical practices related to ASD assessment to continue along this path. En ligne : http://dx.doi.org/10.1002/aur.2615 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450
in Autism Research > 14-11 (November 2021) . - p.2251-2259[article] Rethinking autism spectrum disorder assessment for children during COVID-19 and beyond [Texte imprimé et/ou numérique] / Lonnie ZWAIGENBAUM, Auteur ; Somer L. BISHOP, Auteur ; W. L. STONE, Auteur ; L. IBANEZ, Auteur ; Alycia K. HALLADAY, Auteur ; S. GOLDMAN, Auteur ; A. KELLY, Auteur ; C. KLAIMAN, Auteur ; Meng-Chuan LAI, Auteur ; M. MILLER, Auteur ; Celine A. SAULNIER, Auteur ; P. SIPER, Auteur ; K. SOHL, Auteur ; Zachary WARREN, Auteur ; Amy M. WETHERBY, Auteur . - p.2251-2259.
Langues : Anglais (eng)
in Autism Research > 14-11 (November 2021) . - p.2251-2259
Mots-clés : Autism Spectrum Disorder/diagnosis/epidemiology Autistic Disorder Covid-19 Child Humans Pandemics SARS-CoV-2 assessment autism challenges children diagnosis disparities pandemic Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic has posed unique challenges for families and caregivers, as well as for autism-focused clinicians, who are faced with providing a thorough and accurate evaluation of children's specific needs and diagnoses in the absence of in-person assessment tools. The shift to telehealth assessments has challenged clinicians to reconsider approaches and assumptions that underlie the diagnostic assessment process, and to adopt new ways of individualizing standard assessments according to family and child needs. Mandates for physical distancing have uncovered deficiencies in diagnostic practices for suspected autism and have illuminated biases that have posed obstacles preventing children and families from receiving the services that they truly need. This Commentary outlines several considerations for improving diagnostic practices as we move forward from the current pandemic and continue to strive to build an adaptable, sustainable, equitable, and family-centered system of care. LAY SUMMARY: Physical distancing and the abrupt end to in-person services for many children on the autism spectrum has forced clinicians to examine the existing challenges with autism spectrum disorder (ASD) diagnostic assessment and consider things they want to keep and things that should be changed in the years ahead. New approaches such as telehealth both alleviated and exacerbated existing disparities, and brought into stark focus the importance of equitable and timely access to family-centered care. This commentary suggests ways of improving clinical practices related to ASD assessment to continue along this path. En ligne : http://dx.doi.org/10.1002/aur.2615 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 Students with Autism Spectrum Disorder and Their Parents in the Transition into Higher Education: Impact on Dynamics in the Parent-Child Relationship / V. VAN HEES in Journal of Autism and Developmental Disorders, 48-10 (October 2018)
[article]
Titre : Students with Autism Spectrum Disorder and Their Parents in the Transition into Higher Education: Impact on Dynamics in the Parent-Child Relationship Type de document : Texte imprimé et/ou numérique Auteurs : V. VAN HEES, Auteur ; H. ROEYERS, Auteur ; J. DE MOL, Auteur Article en page(s) : p.3296-3310 Langues : Anglais (eng) Mots-clés : Asd Challenges Higher education transition Interpersonal influences Parent-child relationship Qualitative research Support needs Index. décimale : PER Périodiques Résumé : This study examined how 34 senior students and first-year college students with autism spectrum disorder, their mothers (n = 34) and fathers (n = 26) navigate the higher education transition, and how this context impacts on dynamics in the parent-child relationships. Semi-structured interviews were analyzed based on grounded theory and dyadic analysis principles. Both parties were confronted with an abundance of challenges and experienced strong feelings of ambivalence, stress and anxiety. Differences in perspectives occurred regarding the construction of adulthood, the acquisition of autonomy, disclosure and subscribing to support services. These differences caused tensions in the parent-child relationship, hindering the transformation of the relationship into an adult-like mutual relationship. Clinical implications are extrapolated on the basis of these findings. En ligne : http://dx.doi.org/10.1007/s10803-018-3593-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369
in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3296-3310[article] Students with Autism Spectrum Disorder and Their Parents in the Transition into Higher Education: Impact on Dynamics in the Parent-Child Relationship [Texte imprimé et/ou numérique] / V. VAN HEES, Auteur ; H. ROEYERS, Auteur ; J. DE MOL, Auteur . - p.3296-3310.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3296-3310
Mots-clés : Asd Challenges Higher education transition Interpersonal influences Parent-child relationship Qualitative research Support needs Index. décimale : PER Périodiques Résumé : This study examined how 34 senior students and first-year college students with autism spectrum disorder, their mothers (n = 34) and fathers (n = 26) navigate the higher education transition, and how this context impacts on dynamics in the parent-child relationships. Semi-structured interviews were analyzed based on grounded theory and dyadic analysis principles. Both parties were confronted with an abundance of challenges and experienced strong feelings of ambivalence, stress and anxiety. Differences in perspectives occurred regarding the construction of adulthood, the acquisition of autonomy, disclosure and subscribing to support services. These differences caused tensions in the parent-child relationship, hindering the transformation of the relationship into an adult-like mutual relationship. Clinical implications are extrapolated on the basis of these findings. En ligne : http://dx.doi.org/10.1007/s10803-018-3593-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369