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A Qualitative Analysis of the School Experiences of Students With Asperger Syndrome / Mark SCIUTTO in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012)
[article]
Titre : A Qualitative Analysis of the School Experiences of Students With Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Mark SCIUTTO, Auteur ; Sally RICHWINE, Auteur ; Janelle MENTRIKOSKI, Auteur ; Kathryn NIEDZWIECKI, Auteur Année de publication : 2012 Article en page(s) : p.177-188 Langues : Anglais (eng) Mots-clés : Asperger syndrome qualitative methods school experiences Index. décimale : PER Périodiques Résumé : In this study, adults with Asperger syndrome (AS) and caregivers of children with AS provided firsthand accounts of school-related challenges and influential instructional practices. A total of 94 participants (59 parents, 27 adults with AS, and 8 unspecified) completed an online survey containing open-ended questions about their (or their children’s) school-related experiences. Participants identified specific areas of need (e.g., bullying, misunderstood intentions) related to understanding children with AS. In addition, participants described teacher qualities and instructional practices (e.g., strategies for communicating that the child is an asset, methods of structuring the environment for success) that had a positive impact on their (or their children’s) school experiences. Implications for teacher training and school-based interventions are highlighted. En ligne : http://dx.doi.org/10.1177/1088357612450511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179
in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.177-188[article] A Qualitative Analysis of the School Experiences of Students With Asperger Syndrome [Texte imprimé et/ou numérique] / Mark SCIUTTO, Auteur ; Sally RICHWINE, Auteur ; Janelle MENTRIKOSKI, Auteur ; Kathryn NIEDZWIECKI, Auteur . - 2012 . - p.177-188.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.177-188
Mots-clés : Asperger syndrome qualitative methods school experiences Index. décimale : PER Périodiques Résumé : In this study, adults with Asperger syndrome (AS) and caregivers of children with AS provided firsthand accounts of school-related challenges and influential instructional practices. A total of 94 participants (59 parents, 27 adults with AS, and 8 unspecified) completed an online survey containing open-ended questions about their (or their children’s) school-related experiences. Participants identified specific areas of need (e.g., bullying, misunderstood intentions) related to understanding children with AS. In addition, participants described teacher qualities and instructional practices (e.g., strategies for communicating that the child is an asset, methods of structuring the environment for success) that had a positive impact on their (or their children’s) school experiences. Implications for teacher training and school-based interventions are highlighted. En ligne : http://dx.doi.org/10.1177/1088357612450511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 Annual Research Review: Resilience – clinical implications / Michael RUTTER in Journal of Child Psychology and Psychiatry, 54-4 (April 2013)
[article]
Titre : Annual Research Review: Resilience – clinical implications Type de document : Texte imprimé et/ou numérique Auteurs : Michael RUTTER, Auteur Article en page(s) : p.474-487 Mots-clés : Stress inoculation planning school experiences self-control self-reflection turning points gene-environment interactions social relationships Index. décimale : PER Périodiques Résumé : Background: It is a universal finding that there is huge heterogeneity in people’s responses to all kinds of stress and adversity. Resilience is an interactive phenomenon that is inferred from findings indicating that some individuals have a relatively good outcome despite having experienced serious adversities. Methods: Resilience can only be inferred if there has been testing of environmental mediation of risks and quantification of the degree of risk. The use of ‘natural experiments’ to test environmental mediation is briefly discussed. The literature is then reviewed on features associated with resilience in terms of (a) those that are neutral or risky in the absence of the risk experience (such as adoption); (b) brief exposure to risks and inoculation effects; (c) mental features (such as planning, self-regulation or a sense of personal agency); (d) features that foster those mental features; (e) turning point effects; (f) gene-environment interactions; (g) social relationships and promotive effects; and (h) the biology of resilience. Results: Clinical implications are considered with respect to (a) conceptual implications; (b) prevention; and (c) treatment. Conclusion: Resilience findings do not translate into a clear programme of prevention and treatment, but they do provide numerous leads that focus on the dynamic view of what may be involved in overcoming seriously adverse experiences. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02615.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194
in Journal of Child Psychology and Psychiatry > 54-4 (April 2013) . - p.474-487[article] Annual Research Review: Resilience – clinical implications [Texte imprimé et/ou numérique] / Michael RUTTER, Auteur . - p.474-487.
in Journal of Child Psychology and Psychiatry > 54-4 (April 2013) . - p.474-487
Mots-clés : Stress inoculation planning school experiences self-control self-reflection turning points gene-environment interactions social relationships Index. décimale : PER Périodiques Résumé : Background: It is a universal finding that there is huge heterogeneity in people’s responses to all kinds of stress and adversity. Resilience is an interactive phenomenon that is inferred from findings indicating that some individuals have a relatively good outcome despite having experienced serious adversities. Methods: Resilience can only be inferred if there has been testing of environmental mediation of risks and quantification of the degree of risk. The use of ‘natural experiments’ to test environmental mediation is briefly discussed. The literature is then reviewed on features associated with resilience in terms of (a) those that are neutral or risky in the absence of the risk experience (such as adoption); (b) brief exposure to risks and inoculation effects; (c) mental features (such as planning, self-regulation or a sense of personal agency); (d) features that foster those mental features; (e) turning point effects; (f) gene-environment interactions; (g) social relationships and promotive effects; and (h) the biology of resilience. Results: Clinical implications are considered with respect to (a) conceptual implications; (b) prevention; and (c) treatment. Conclusion: Resilience findings do not translate into a clear programme of prevention and treatment, but they do provide numerous leads that focus on the dynamic view of what may be involved in overcoming seriously adverse experiences. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02615.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194