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Effects of a Universal School-Based Mental Health Program on the Self-concept, Coping Skills, and Perceptions of Social Support of Students with Developmental Disabilities / Jennifer KATZ in Journal of Autism and Developmental Disorders, 50-11 (November 2020)
[article]
Titre : Effects of a Universal School-Based Mental Health Program on the Self-concept, Coping Skills, and Perceptions of Social Support of Students with Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer KATZ, Auteur ; Vicki KNIGHT, Auteur ; Sterett H. MERCER, Auteur ; Sarah Y. SKINNER, Auteur Article en page(s) : p.4069-4084 Langues : Anglais (eng) Mots-clés : Developmental disabilities Dialectical behavior therapy skills Mental health literacy Protective factors Resilience School-based mental health Index. décimale : PER Périodiques Résumé : In a cluster randomized control trial, a school-based mental health program combining mental health literacy and dialectical behavior skills was implemented by teachers to determine effects on protective factors related to resilience for students in 3rd-12th grade. As part of a larger study, a subsample of 113 students with developmental disabilities attending 37 classrooms participated. Student-reported measures of self-concept, coping skills, and social support were collected three times in the year. Results indicated large effect sizes for the program on all measures, which pertain to time?×?group interactions (g?=?1.53, 1.91, and 0.86 for self-concept, coping, and social support respectively). Follow-up analyses indicated that gains for the intervention schools primarily occurred between the first two assessment periods when the majority of program content was delivered. Implications for universal school-based mental health programming for students with developmental disabilities are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04472-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Journal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4069-4084[article] Effects of a Universal School-Based Mental Health Program on the Self-concept, Coping Skills, and Perceptions of Social Support of Students with Developmental Disabilities [Texte imprimé et/ou numérique] / Jennifer KATZ, Auteur ; Vicki KNIGHT, Auteur ; Sterett H. MERCER, Auteur ; Sarah Y. SKINNER, Auteur . - p.4069-4084.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4069-4084
Mots-clés : Developmental disabilities Dialectical behavior therapy skills Mental health literacy Protective factors Resilience School-based mental health Index. décimale : PER Périodiques Résumé : In a cluster randomized control trial, a school-based mental health program combining mental health literacy and dialectical behavior skills was implemented by teachers to determine effects on protective factors related to resilience for students in 3rd-12th grade. As part of a larger study, a subsample of 113 students with developmental disabilities attending 37 classrooms participated. Student-reported measures of self-concept, coping skills, and social support were collected three times in the year. Results indicated large effect sizes for the program on all measures, which pertain to time?×?group interactions (g?=?1.53, 1.91, and 0.86 for self-concept, coping, and social support respectively). Follow-up analyses indicated that gains for the intervention schools primarily occurred between the first two assessment periods when the majority of program content was delivered. Implications for universal school-based mental health programming for students with developmental disabilities are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04472-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 An international review of autism knowledge assessment measures / Ashley J. HARRISON in Autism, 21-3 (April 2017)
[article]
Titre : An international review of autism knowledge assessment measures Type de document : Texte imprimé et/ou numérique Auteurs : Ashley J. HARRISON, Auteur ; Mylissa M. SLANE, Auteur ; Linh HOANG, Auteur ; Jonathan M. CAMPBELL, Auteur Article en page(s) : p.262-275 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology Cross-Cultural Comparison Health Knowledge, Attitudes, Practice/ethnology Health Literacy/statistics & numerical data Humans Surveys and Questionnaires autism spectrum disorder cross-cultural assessment knowledge mental health literacy psychometrics Index. décimale : PER Périodiques Résumé : Autism spectrum disorder-specific knowledge deficits contribute to current disparities in the timing and quality of autism spectrum disorder services throughout the United States and globally. This study conducted a systematic review of Western and International literature to examine measures used to assess autism spectrum disorder knowledge. This review identified 44 unique autism spectrum disorder knowledge measures across 67 studies conducted in 21 countries. Measures used in each study were evaluated in terms of psychometric strength. Of the 67 studies reviewed, only 7% were rated as using a measure with strong psychometric support compared to 45% that were rated as using a measure with no reported psychometric support. Additionally, we examined content overlap and subdomains of autism spectrum disorder knowledge assessed (e.g. etiology, symptoms) and cross-cultural adaptation procedures utilized in the field. Based on these findings, the need for a cross-culturally valid and psychometrically sound measure of autism spectrum disorder knowledge is discussed and recommendations for improving current assessment methods are presented, including suggestions for measure subdomains. En ligne : http://dx.doi.org/10.1177/1362361316638786 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Autism > 21-3 (April 2017) . - p.262-275[article] An international review of autism knowledge assessment measures [Texte imprimé et/ou numérique] / Ashley J. HARRISON, Auteur ; Mylissa M. SLANE, Auteur ; Linh HOANG, Auteur ; Jonathan M. CAMPBELL, Auteur . - p.262-275.
Langues : Anglais (eng)
in Autism > 21-3 (April 2017) . - p.262-275
Mots-clés : Autism Spectrum Disorder/psychology Cross-Cultural Comparison Health Knowledge, Attitudes, Practice/ethnology Health Literacy/statistics & numerical data Humans Surveys and Questionnaires autism spectrum disorder cross-cultural assessment knowledge mental health literacy psychometrics Index. décimale : PER Périodiques Résumé : Autism spectrum disorder-specific knowledge deficits contribute to current disparities in the timing and quality of autism spectrum disorder services throughout the United States and globally. This study conducted a systematic review of Western and International literature to examine measures used to assess autism spectrum disorder knowledge. This review identified 44 unique autism spectrum disorder knowledge measures across 67 studies conducted in 21 countries. Measures used in each study were evaluated in terms of psychometric strength. Of the 67 studies reviewed, only 7% were rated as using a measure with strong psychometric support compared to 45% that were rated as using a measure with no reported psychometric support. Additionally, we examined content overlap and subdomains of autism spectrum disorder knowledge assessed (e.g. etiology, symptoms) and cross-cultural adaptation procedures utilized in the field. Based on these findings, the need for a cross-culturally valid and psychometrically sound measure of autism spectrum disorder knowledge is discussed and recommendations for improving current assessment methods are presented, including suggestions for measure subdomains. En ligne : http://dx.doi.org/10.1177/1362361316638786 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 Development and Psychometric Evaluation of the Autism Stigma and Knowledge Questionnaire (ASK-Q) / Ashley J. HARRISON in Journal of Autism and Developmental Disorders, 47-10 (October 2017)
[article]
Titre : Development and Psychometric Evaluation of the Autism Stigma and Knowledge Questionnaire (ASK-Q) Type de document : Texte imprimé et/ou numérique Auteurs : Ashley J. HARRISON, Auteur ; Laine P. BRADSHAW, Auteur ; Nilofer C. NAQVI, Auteur ; Madison L. PAFF, Auteur ; Jonathan M. CAMPBELL, Auteur Article en page(s) : p.3281-3295 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Knowledge Mental health literacy Psychometrics Cross-cultural assessment Index. décimale : PER Périodiques Résumé : ASD knowledge deficits contribute to disparities in the timing and quality of ASD services. To address the limitations with existing measures of ASD knowledge, we developed and examined the Autism Stigma and Knowledge Questionnaire (ASK-Q), which comprehensively assesses multiple subdomains of ASD knowledge while maintaining strong psychometric support and cross-cultural utility. ASK-Q items derived from the published research are organized into four subscales: (i) diagnosis, (ii) etiology, (iii) treatment, and (iv) stigma. ASK-Q items were selected based on ratings of face, construct, and cross-cultural validity by a group of 16 international researchers. Using Diagnostic Classification Modeling we confirmed the proposed factor structure and evaluated the statistical validity of each item among a lay sample of 617 participants. En ligne : https://doi.org/10.1007/s10803-017-3242-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=320
in Journal of Autism and Developmental Disorders > 47-10 (October 2017) . - p.3281-3295[article] Development and Psychometric Evaluation of the Autism Stigma and Knowledge Questionnaire (ASK-Q) [Texte imprimé et/ou numérique] / Ashley J. HARRISON, Auteur ; Laine P. BRADSHAW, Auteur ; Nilofer C. NAQVI, Auteur ; Madison L. PAFF, Auteur ; Jonathan M. CAMPBELL, Auteur . - p.3281-3295.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-10 (October 2017) . - p.3281-3295
Mots-clés : Autism spectrum disorder Knowledge Mental health literacy Psychometrics Cross-cultural assessment Index. décimale : PER Périodiques Résumé : ASD knowledge deficits contribute to disparities in the timing and quality of ASD services. To address the limitations with existing measures of ASD knowledge, we developed and examined the Autism Stigma and Knowledge Questionnaire (ASK-Q), which comprehensively assesses multiple subdomains of ASD knowledge while maintaining strong psychometric support and cross-cultural utility. ASK-Q items derived from the published research are organized into four subscales: (i) diagnosis, (ii) etiology, (iii) treatment, and (iv) stigma. ASK-Q items were selected based on ratings of face, construct, and cross-cultural validity by a group of 16 international researchers. Using Diagnostic Classification Modeling we confirmed the proposed factor structure and evaluated the statistical validity of each item among a lay sample of 617 participants. En ligne : https://doi.org/10.1007/s10803-017-3242-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=320