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Obtaining an autism spectrum disorder diagnosis and supports: New Zealand parents’ experiences / Matthew J. F. EGGLESTON in Research in Autism Spectrum Disorders, 62 (June 2019)
[article]
Titre : Obtaining an autism spectrum disorder diagnosis and supports: New Zealand parents’ experiences Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. F. EGGLESTON, Auteur ; Hiran THABREW, Auteur ; Christopher M. A. FRAMPTON, Auteur ; Katherine H. F. EGGLESTON, Auteur ; Shannon C. HENNIG, Auteur Article en page(s) : p.18-25 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Parent Satisfaction Diagnosis Supports Survey Index. décimale : PER Périodiques Résumé : Background This study explored New Zealand parents’ experiences of obtaining an autism spectrum disorder (ASD) diagnosis for their child and aimed to identify factors that predicted parent satisfaction. Method Parents of ASD parent support groups were invited by email to participate in an anonymous online survey. Parents were asked to rate their satisfaction with a number of key aspects of the diagnostic process for ASD. Correlation analysis and ANOVA were utilized to explore possible associations between parent satisfaction and putative demographic and clinical factors and experiences. Multiple regression analysis was used to identify key predictor variables of parent satisfaction and stress. Results Parent (n?=?516) satisfaction with the diagnostic process for ASD was endorsed by 53.1%. The strongest predictor was satisfaction with the diagnostic assessment report, followed by higher levels of parent stress. Higher satisfaction was also predicted by spending less time on a wait-list for assessment, multi-disciplinary assessment and the absence of concurrent ADHD. Most parents found the diagnostic process stressful. Only 23% of parents were satisfied with post-diagnostic supports, and just 19% their coordination. Conclusions Just over half of New Zealand parents are satisfied with the diagnostic process for ASD, despite most finding the process stressful. Streamlining referral pathways, reducing assessment wait-times and increasing rates of multi-disciplinary team assessment may raise satisfaction rates further. Receiving a satisfactory diagnostic assessment report appears to be of particular importance to parents. The very low rate of satisfaction with post-diagnostic supports indicates that further development of these services is a priority for NZ. En ligne : https://doi.org/10.1016/j.rasd.2019.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389
in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.18-25[article] Obtaining an autism spectrum disorder diagnosis and supports: New Zealand parents’ experiences [Texte imprimé et/ou numérique] / Matthew J. F. EGGLESTON, Auteur ; Hiran THABREW, Auteur ; Christopher M. A. FRAMPTON, Auteur ; Katherine H. F. EGGLESTON, Auteur ; Shannon C. HENNIG, Auteur . - p.18-25.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.18-25
Mots-clés : Autism spectrum disorder Parent Satisfaction Diagnosis Supports Survey Index. décimale : PER Périodiques Résumé : Background This study explored New Zealand parents’ experiences of obtaining an autism spectrum disorder (ASD) diagnosis for their child and aimed to identify factors that predicted parent satisfaction. Method Parents of ASD parent support groups were invited by email to participate in an anonymous online survey. Parents were asked to rate their satisfaction with a number of key aspects of the diagnostic process for ASD. Correlation analysis and ANOVA were utilized to explore possible associations between parent satisfaction and putative demographic and clinical factors and experiences. Multiple regression analysis was used to identify key predictor variables of parent satisfaction and stress. Results Parent (n?=?516) satisfaction with the diagnostic process for ASD was endorsed by 53.1%. The strongest predictor was satisfaction with the diagnostic assessment report, followed by higher levels of parent stress. Higher satisfaction was also predicted by spending less time on a wait-list for assessment, multi-disciplinary assessment and the absence of concurrent ADHD. Most parents found the diagnostic process stressful. Only 23% of parents were satisfied with post-diagnostic supports, and just 19% their coordination. Conclusions Just over half of New Zealand parents are satisfied with the diagnostic process for ASD, despite most finding the process stressful. Streamlining referral pathways, reducing assessment wait-times and increasing rates of multi-disciplinary team assessment may raise satisfaction rates further. Receiving a satisfactory diagnostic assessment report appears to be of particular importance to parents. The very low rate of satisfaction with post-diagnostic supports indicates that further development of these services is a priority for NZ. En ligne : https://doi.org/10.1016/j.rasd.2019.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 A systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education / Mariya T. DAVIS in Research in Autism Spectrum Disorders, 84 (June 2021)
[article]
Titre : A systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education Type de document : Texte imprimé et/ou numérique Auteurs : Mariya T. DAVIS, Auteur ; Gavin W. WATTS, Auteur ; Eric J. LOPEZ, Auteur Article en page(s) : 101769 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder ASD College Higher education Experiences Supports Index. décimale : PER Périodiques Résumé : Background As students with autism spectrum disorder (ASD) are increasingly enrolling at institutions of higher education, their new experiences and offered supports impact their success in this realm. The current review extends previous syntheses of literature related to support systems for students with ASD in higher education, as well as their first-hand experiences. Method This review systematically considered experiences of students with ASD in higher education and supports offered to them in both academic and non-academic realms as reported by students themselves. Of the 2,354 screened studies, 24 met inclusion criteria for review. Results Students with ASD experience high rates of mental health issues, sensory challenges, and social, academic, and communication difficulties. Academic supports, which were infrequently reported, include tutoring, accommodations, and coursework modifications. Non-academic supports included social skills training, peer-mediated interventions, counseling, and other university disability services. Although available, these supports may not be fully utilized due to students’ nondisclosure of their ASD diagnosis. Conclusions Non-academic supports for students with ASD are increasing along with this population’s enrollment in higher education, yet the development of academic supports appears to be less prevalent. These findings suggest institutions of higher education focus on the development and accessibility of academic supports, and additionally, provide faculty and staff with effective professional development to address the stigmatization of seeking out and utilizing available support systems. En ligne : https://doi.org/10.1016/j.rasd.2021.101769 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446
in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101769[article] A systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education [Texte imprimé et/ou numérique] / Mariya T. DAVIS, Auteur ; Gavin W. WATTS, Auteur ; Eric J. LOPEZ, Auteur . - 101769.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101769
Mots-clés : Autism spectrum disorder ASD College Higher education Experiences Supports Index. décimale : PER Périodiques Résumé : Background As students with autism spectrum disorder (ASD) are increasingly enrolling at institutions of higher education, their new experiences and offered supports impact their success in this realm. The current review extends previous syntheses of literature related to support systems for students with ASD in higher education, as well as their first-hand experiences. Method This review systematically considered experiences of students with ASD in higher education and supports offered to them in both academic and non-academic realms as reported by students themselves. Of the 2,354 screened studies, 24 met inclusion criteria for review. Results Students with ASD experience high rates of mental health issues, sensory challenges, and social, academic, and communication difficulties. Academic supports, which were infrequently reported, include tutoring, accommodations, and coursework modifications. Non-academic supports included social skills training, peer-mediated interventions, counseling, and other university disability services. Although available, these supports may not be fully utilized due to students’ nondisclosure of their ASD diagnosis. Conclusions Non-academic supports for students with ASD are increasing along with this population’s enrollment in higher education, yet the development of academic supports appears to be less prevalent. These findings suggest institutions of higher education focus on the development and accessibility of academic supports, and additionally, provide faculty and staff with effective professional development to address the stigmatization of seeking out and utilizing available support systems. En ligne : https://doi.org/10.1016/j.rasd.2021.101769 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 Barriers and facilitators to supporting Canadian autistic postsecondary students: Experiences of accessible learning staff and administrators / Jonathan VINCENT ; Carly A. MCMORRIS ; Megan E. AMES in Research in Autism Spectrum Disorders, 109 (November 2023)
[article]
Titre : Barriers and facilitators to supporting Canadian autistic postsecondary students: Experiences of accessible learning staff and administrators Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan VINCENT, Auteur ; Carly A. MCMORRIS, Auteur ; Megan E. AMES, Auteur Article en page(s) : 102260 Langues : Anglais (eng) Mots-clés : Autism Higher education Postsecondary education Supports Academic staff Index. décimale : PER Périodiques Résumé : Background Specific supports like social skills training, support groups, and mentorship programs can improve autistic postsecondary students' chances of success. To improve inclusion practices, it is vital to understand the experiences of key staff and administrators who support autistic students during their postsecondary education. This mixed-methods study provides insight into the scope, strengths, and weaknesses of autism-specific services among Canadian universities from the perspective of university staff and administrators associated with accessibility services. Method Thirty-six staff and administrators (N = 36) from publicly-funded Canadian universities responded to an online survey, and eight participated in a follow-up semi-structured interview. Descriptive statistics and reflexive thematic analysis were conducted. Results Half of the participants endorsed having support for autistic students; the most common being for transition to university. Main obstacles to providing autism-specific supports included a need for more funding, knowledgeable staff, and institutional support. In the interviews, participants reported a strong desire to support autistic students; however, noted several barriers, including under-resourced challenges faced by staff and limitations to funding. Conclusions Findings highlight financial and practical challenges to supporting autistic students on postsecondary campuses. We advocate for the implementation and evaluation of wrap-around services for autistic students to enhance their success and promote social inclusion. Achieving this will require changes at all levels of the university system, including leadership and policy decisions involving autistic advocates' perspectives. En ligne : https://doi.org/10.1016/j.rasd.2023.102260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=517
in Research in Autism Spectrum Disorders > 109 (November 2023) . - 102260[article] Barriers and facilitators to supporting Canadian autistic postsecondary students: Experiences of accessible learning staff and administrators [Texte imprimé et/ou numérique] / Jonathan VINCENT, Auteur ; Carly A. MCMORRIS, Auteur ; Megan E. AMES, Auteur . - 102260.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 109 (November 2023) . - 102260
Mots-clés : Autism Higher education Postsecondary education Supports Academic staff Index. décimale : PER Périodiques Résumé : Background Specific supports like social skills training, support groups, and mentorship programs can improve autistic postsecondary students' chances of success. To improve inclusion practices, it is vital to understand the experiences of key staff and administrators who support autistic students during their postsecondary education. This mixed-methods study provides insight into the scope, strengths, and weaknesses of autism-specific services among Canadian universities from the perspective of university staff and administrators associated with accessibility services. Method Thirty-six staff and administrators (N = 36) from publicly-funded Canadian universities responded to an online survey, and eight participated in a follow-up semi-structured interview. Descriptive statistics and reflexive thematic analysis were conducted. Results Half of the participants endorsed having support for autistic students; the most common being for transition to university. Main obstacles to providing autism-specific supports included a need for more funding, knowledgeable staff, and institutional support. In the interviews, participants reported a strong desire to support autistic students; however, noted several barriers, including under-resourced challenges faced by staff and limitations to funding. Conclusions Findings highlight financial and practical challenges to supporting autistic students on postsecondary campuses. We advocate for the implementation and evaluation of wrap-around services for autistic students to enhance their success and promote social inclusion. Achieving this will require changes at all levels of the university system, including leadership and policy decisions involving autistic advocates' perspectives. En ligne : https://doi.org/10.1016/j.rasd.2023.102260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=517 Getting ready for national service: A preliminary investigation of the perspectives of young autistic pre-enlistees and their caregivers on national service / Pei Yun CHAY in Research in Autism Spectrum Disorders, 69 (January 2020)
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Titre : Getting ready for national service: A preliminary investigation of the perspectives of young autistic pre-enlistees and their caregivers on national service Type de document : Texte imprimé et/ou numérique Auteurs : Pei Yun CHAY, Auteur ; Sin Yean YAM, Auteur ; Christopher Cheng Soon CHEOK, Auteur ; Iliana MAGIATI, Auteur Article en page(s) : p.101451 Langues : Anglais (eng) Mots-clés : Autism Autism spectrum disorder National service Military Perspectives Experiences Transition Adults Enlistees Conscription Supports Index. décimale : PER Périodiques Résumé : As global rates of diagnoses of autism spectrum disorder (ASD) rise, so too will the number of young adults with ASD who are conscripted into National Service (NS) programs. Given the current lack of studies investigating how NS programs can support and cater to such individuals, and how young people can be supported and prepared for NS, this preliminary cross-sectional mixed methods study aimed to: (a) examine the perspectives on NS of young autistic men prior to their enlistment; and (b) investigate the expected roles of family, schools and NS organisations in supporting individuals with ASD before and during NS. Participants were 13 Singaporean male pre-enlistees with ASD (aged 15-17) and 34 caregivers. Thematic analyses were conducted on participant responses to open ended questions. Overall, autistic participants reported feeling both unprepared and reluctant to serve NS. The thematic analysis identified two main subthemes for both young pre-enlistees and their caregivers: one relating to anticipated opportunities (organized in two subthemes of personal development and social contributions/ relationships); and one focusing on possible anticipated challenges (organized into common NS and ASD-related challenges). Participants hope and expect family, schools and NS organisations to play a substantial role in supporting autistic individuals in preparation for NS and provided several specific recommendations to create an inter-connected network of preparation and support, with NS organisations playing a primary role. Recommendations to improve how NS programs can better support individuals with ASD are provided. En ligne : https://doi.org/10.1016/j.rasd.2019.101451 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412
in Research in Autism Spectrum Disorders > 69 (January 2020) . - p.101451[article] Getting ready for national service: A preliminary investigation of the perspectives of young autistic pre-enlistees and their caregivers on national service [Texte imprimé et/ou numérique] / Pei Yun CHAY, Auteur ; Sin Yean YAM, Auteur ; Christopher Cheng Soon CHEOK, Auteur ; Iliana MAGIATI, Auteur . - p.101451.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 69 (January 2020) . - p.101451
Mots-clés : Autism Autism spectrum disorder National service Military Perspectives Experiences Transition Adults Enlistees Conscription Supports Index. décimale : PER Périodiques Résumé : As global rates of diagnoses of autism spectrum disorder (ASD) rise, so too will the number of young adults with ASD who are conscripted into National Service (NS) programs. Given the current lack of studies investigating how NS programs can support and cater to such individuals, and how young people can be supported and prepared for NS, this preliminary cross-sectional mixed methods study aimed to: (a) examine the perspectives on NS of young autistic men prior to their enlistment; and (b) investigate the expected roles of family, schools and NS organisations in supporting individuals with ASD before and during NS. Participants were 13 Singaporean male pre-enlistees with ASD (aged 15-17) and 34 caregivers. Thematic analyses were conducted on participant responses to open ended questions. Overall, autistic participants reported feeling both unprepared and reluctant to serve NS. The thematic analysis identified two main subthemes for both young pre-enlistees and their caregivers: one relating to anticipated opportunities (organized in two subthemes of personal development and social contributions/ relationships); and one focusing on possible anticipated challenges (organized into common NS and ASD-related challenges). Participants hope and expect family, schools and NS organisations to play a substantial role in supporting autistic individuals in preparation for NS and provided several specific recommendations to create an inter-connected network of preparation and support, with NS organisations playing a primary role. Recommendations to improve how NS programs can better support individuals with ASD are provided. En ligne : https://doi.org/10.1016/j.rasd.2019.101451 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412 Leveled Texts for Adults With Intellectual or Developmental Disabilities: A Pilot Study / Meredith SALETTA in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)
[article]
Titre : Leveled Texts for Adults With Intellectual or Developmental Disabilities: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Meredith SALETTA, Auteur ; Jennifer WINBERG, Auteur Article en page(s) : p.118-127 Langues : Anglais (eng) Mots-clés : adult age literacy special education educational evidence-based practices supports visuals Index. décimale : PER Périodiques Résumé : There is a dearth of appropriate reading material for adults with intellectual or developmental disabilities (IDDs). Often, a book’s content is relevant to younger audiences, or its reading level is inaccessible. In this pilot study, we determined which factors facilitate reading accuracy and comprehension for this population. We wrote and tested leveled texts that manipulated three variables: (a) complex versus simple words and syntax, (b) a single illustration versus symbols accompanying each word, and (c) engaging single versus multiple modalities when answering comprehension questions. Twenty adult readers with IDD participated. Readers made more errors while reading the complex and the symbol support books. Our manipulations did not facilitate reading comprehension. These results support the use of straightforward text and illustrations in books for adults with IDD. Following up on this pilot study through more focused research will help us to create material that is accessible and enjoyable to this community. En ligne : http://dx.doi.org/10.1177/1088357618803332 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397
in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.118-127[article] Leveled Texts for Adults With Intellectual or Developmental Disabilities: A Pilot Study [Texte imprimé et/ou numérique] / Meredith SALETTA, Auteur ; Jennifer WINBERG, Auteur . - p.118-127.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.118-127
Mots-clés : adult age literacy special education educational evidence-based practices supports visuals Index. décimale : PER Périodiques Résumé : There is a dearth of appropriate reading material for adults with intellectual or developmental disabilities (IDDs). Often, a book’s content is relevant to younger audiences, or its reading level is inaccessible. In this pilot study, we determined which factors facilitate reading accuracy and comprehension for this population. We wrote and tested leveled texts that manipulated three variables: (a) complex versus simple words and syntax, (b) a single illustration versus symbols accompanying each word, and (c) engaging single versus multiple modalities when answering comprehension questions. Twenty adult readers with IDD participated. Readers made more errors while reading the complex and the symbol support books. Our manipulations did not facilitate reading comprehension. These results support the use of straightforward text and illustrations in books for adults with IDD. Following up on this pilot study through more focused research will help us to create material that is accessible and enjoyable to this community. En ligne : http://dx.doi.org/10.1177/1088357618803332 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 La rééducation de la conscience phonologique / Guillemette BERTIN-STREMSDOERFER in Rééducation Orthophonique, 229 (Mars 2007)
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