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 'individual characteristics'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Individual characteristics of students with autism spectrum disorders and school refusal behavior / E. K. MUNKHAUGEN in Autism, 23-2 (February 2019)
[article]
Titre : Individual characteristics of students with autism spectrum disorders and school refusal behavior Type de document : Texte imprimé et/ou numérique Auteurs : E. K. MUNKHAUGEN, Auteur ; T. TORSKE, Auteur ; E. GJEVIK, Auteur ; T. NAERLAND, Auteur ; A. H. PRIPP, Auteur ; Trond H. DISETH, Auteur Article en page(s) : p.413-423 Langues : Anglais (eng) Mots-clés : autism spectrum disorder individual characteristics school refusal behavior Index. décimale : PER Périodiques Résumé : This study compared social, executive, emotional, and behavioral characteristics of students with autism spectrum disorder who did and did not display school refusal behavior. The participants were 62 students with autism spectrum disorder without intellectual disability aged 9-16 years attending inclusive schools. Parents first completed questionnaires assessing social and executive functioning as well as emotional and behavioral problems. They then documented their child's school refusal behavior for a period of 20 days. Compared to students without school refusal behavior (n = 29), students with school refusal behavior (n = 33) were significantly less socially motivated; displayed more deficits in initiating tasks or activities, in generating ideas, responses, or problem-solving strategies; and displayed more withdrawn and depressive symptoms. Assessing social and executive functioning, as well as emotional problems, may help professionals provide tailored interventions for students with autism spectrum disorder and school refusal behavior, which will further be valuable in recognizing characteristics associated with school refusal behavior. En ligne : http://dx.doi.org/10.1177/1362361317748619 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383
in Autism > 23-2 (February 2019) . - p.413-423[article] Individual characteristics of students with autism spectrum disorders and school refusal behavior [Texte imprimé et/ou numérique] / E. K. MUNKHAUGEN, Auteur ; T. TORSKE, Auteur ; E. GJEVIK, Auteur ; T. NAERLAND, Auteur ; A. H. PRIPP, Auteur ; Trond H. DISETH, Auteur . - p.413-423.
Langues : Anglais (eng)
in Autism > 23-2 (February 2019) . - p.413-423
Mots-clés : autism spectrum disorder individual characteristics school refusal behavior Index. décimale : PER Périodiques Résumé : This study compared social, executive, emotional, and behavioral characteristics of students with autism spectrum disorder who did and did not display school refusal behavior. The participants were 62 students with autism spectrum disorder without intellectual disability aged 9-16 years attending inclusive schools. Parents first completed questionnaires assessing social and executive functioning as well as emotional and behavioral problems. They then documented their child's school refusal behavior for a period of 20 days. Compared to students without school refusal behavior (n = 29), students with school refusal behavior (n = 33) were significantly less socially motivated; displayed more deficits in initiating tasks or activities, in generating ideas, responses, or problem-solving strategies; and displayed more withdrawn and depressive symptoms. Assessing social and executive functioning, as well as emotional problems, may help professionals provide tailored interventions for students with autism spectrum disorder and school refusal behavior, which will further be valuable in recognizing characteristics associated with school refusal behavior. En ligne : http://dx.doi.org/10.1177/1362361317748619 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 Characteristics of socially successful elementary school-aged children with autism / Jill LOCKE in Journal of Child Psychology and Psychiatry, 58-1 (January 2017)
[article]
Titre : Characteristics of socially successful elementary school-aged children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Justin H.G. WILLIAMS, Auteur ; Wendy SHIH, Auteur ; Connie KASARI, Auteur Article en page(s) : p.94-102 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder individual characteristics school social skills Index. décimale : PER Périodiques Résumé : Background The extant literature demonstrates that children with autism spectrum disorder (ASD) often have difficulty interacting and socially connecting with typically developing classmates. However, some children with ASD have social outcomes that are consistent with their typically developing counterparts. Little is known about this subgroup of children with ASD. This study examined the stable (unlikely to change) and malleable (changeable) characteristics of socially successful children with ASD. Methods This study used baseline data from three intervention studies performed in public schools in the Southwestern United States. A total of 148 elementary-aged children with ASD in 130 classrooms in 47 public schools participated. Measures of playground peer engagement and social network salience (inclusion in informal peer groups) were obtained. Results The results demonstrated that a number of malleable factors significantly predicted playground peer engagement (class size, autism symptom severity, peer connections) and social network salience (autism symptom severity, peer connections, received friendships). In addition, age was the only stable factor that significantly predicted social network salience. Interestingly, two malleable (i.e., peer connections and received friendships) and no stable factors (i.e., age, IQ, sex) predicted overall social success (e.g., high playground peer engagement and social network salience) in children with ASD. Conclusions School-based interventions should address malleable factors such as the number of peer connections and received friendships that predict the best social outcomes for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298
in Journal of Child Psychology and Psychiatry > 58-1 (January 2017) . - p.94-102[article] Characteristics of socially successful elementary school-aged children with autism [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Justin H.G. WILLIAMS, Auteur ; Wendy SHIH, Auteur ; Connie KASARI, Auteur . - p.94-102.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-1 (January 2017) . - p.94-102
Mots-clés : Autism spectrum disorder individual characteristics school social skills Index. décimale : PER Périodiques Résumé : Background The extant literature demonstrates that children with autism spectrum disorder (ASD) often have difficulty interacting and socially connecting with typically developing classmates. However, some children with ASD have social outcomes that are consistent with their typically developing counterparts. Little is known about this subgroup of children with ASD. This study examined the stable (unlikely to change) and malleable (changeable) characteristics of socially successful children with ASD. Methods This study used baseline data from three intervention studies performed in public schools in the Southwestern United States. A total of 148 elementary-aged children with ASD in 130 classrooms in 47 public schools participated. Measures of playground peer engagement and social network salience (inclusion in informal peer groups) were obtained. Results The results demonstrated that a number of malleable factors significantly predicted playground peer engagement (class size, autism symptom severity, peer connections) and social network salience (autism symptom severity, peer connections, received friendships). In addition, age was the only stable factor that significantly predicted social network salience. Interestingly, two malleable (i.e., peer connections and received friendships) and no stable factors (i.e., age, IQ, sex) predicted overall social success (e.g., high playground peer engagement and social network salience) in children with ASD. Conclusions School-based interventions should address malleable factors such as the number of peer connections and received friendships that predict the best social outcomes for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298