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Does Quality of Life Differ for Children With Autism Spectrum Disorder and Intellectual Disability Compared to Peers Without Autism? / V. B. ARIAS in Journal of Autism and Developmental Disorders, 48-1 (January 2018)
[article]
Titre : Does Quality of Life Differ for Children With Autism Spectrum Disorder and Intellectual Disability Compared to Peers Without Autism? Type de document : Texte imprimé et/ou numérique Auteurs : V. B. ARIAS, Auteur ; L. E. GOMEZ, Auteur ; M. L. MORAN, Auteur ; M. A. ALCEDO, Auteur ; A. MONSALVE, Auteur ; Y. FONTANIL, Auteur Article en page(s) : p.123-136 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Children Gender Intellectual disability Quality of life Support needs Index. décimale : PER Périodiques Résumé : The main goal was to test if children with intellectual disability (ID) and autism spectrum disorder (ASD) show lower quality of life (QOL) in comparison to those with only ID. The KidsLife Scale was applied to 1060 children with ID, 25% of whom also had ASD, aged 4-21 years old. Those with ASD showed lower scores in several QOL domains but, when the effect of other variables was controlled, lower scores were only kept for interpersonal relationships, social inclusion, and physical wellbeing. Slightly higher scores were found for material wellbeing. ASD, Level of ID and support needs were the covariables with the greatest influence in most domains, while gender was only significant for social inclusion (girls scored lower than boys). En ligne : https://doi.org/10.1007/s10803-017-3289-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336
in Journal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.123-136[article] Does Quality of Life Differ for Children With Autism Spectrum Disorder and Intellectual Disability Compared to Peers Without Autism? [Texte imprimé et/ou numérique] / V. B. ARIAS, Auteur ; L. E. GOMEZ, Auteur ; M. L. MORAN, Auteur ; M. A. ALCEDO, Auteur ; A. MONSALVE, Auteur ; Y. FONTANIL, Auteur . - p.123-136.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.123-136
Mots-clés : Autism spectrum disorder Children Gender Intellectual disability Quality of life Support needs Index. décimale : PER Périodiques Résumé : The main goal was to test if children with intellectual disability (ID) and autism spectrum disorder (ASD) show lower quality of life (QOL) in comparison to those with only ID. The KidsLife Scale was applied to 1060 children with ID, 25% of whom also had ASD, aged 4-21 years old. Those with ASD showed lower scores in several QOL domains but, when the effect of other variables was controlled, lower scores were only kept for interpersonal relationships, social inclusion, and physical wellbeing. Slightly higher scores were found for material wellbeing. ASD, Level of ID and support needs were the covariables with the greatest influence in most domains, while gender was only significant for social inclusion (girls scored lower than boys). En ligne : https://doi.org/10.1007/s10803-017-3289-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 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