Autism and Self-Determination: Factor Analysis of Two Measures of Self-Determination / Yu-Chi CHOU in Focus on Autism and Other Developmental Disabilities, 32-3 (September 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.163-175 Titre : Autism and Self-Determination: Factor Analysis of Two Measures of Self-Determination Type de document : Texte imprimé et/ou numérique Auteurs : Yu-Chi CHOU, Auteur ; Michael L. WEHMEYER, Auteur ; Karrie A. SHOGREN, Auteur ; Susan B. PALMER, Auteur ; Jaehoon LEE, Auteur Article en page(s) : p.163-175 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the reliability and validity and hypothesized factor structure of two assessments of self-determination, the Arc?s Self-Determination Scale (SDS) and the American Institutes for Research Self-Determination Scale (AIR) in students with autism spectrum disorders (ASD). Ninety-five middle and high school students (17% female and 83% male) aged 13 through 21 years participated. Item analysis and confirmatory factor analysis were conducted separately for the SDS and AIR data. Together, the findings of this study suggest that (a) the two measures in this study show reliability and validity in the measurement of global self-determination in students with ASD and (b) the parameter estimates and the model fit statistics support the hypothesized factor structure of both instruments (with light variation for the SDS). Suggestions for future research and implications for educators are discussed. En ligne : http://dx.doi.org/10.1177/1088357615611391 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313 [article] Autism and Self-Determination: Factor Analysis of Two Measures of Self-Determination [Texte imprimé et/ou numérique] / Yu-Chi CHOU, Auteur ; Michael L. WEHMEYER, Auteur ; Karrie A. SHOGREN, Auteur ; Susan B. PALMER, Auteur ; Jaehoon LEE, Auteur . - p.163-175. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.163-175 Index. décimale : PER Périodiques Résumé : This study examined the reliability and validity and hypothesized factor structure of two assessments of self-determination, the Arc?s Self-Determination Scale (SDS) and the American Institutes for Research Self-Determination Scale (AIR) in students with autism spectrum disorders (ASD). Ninety-five middle and high school students (17% female and 83% male) aged 13 through 21 years participated. Item analysis and confirmatory factor analysis were conducted separately for the SDS and AIR data. Together, the findings of this study suggest that (a) the two measures in this study show reliability and validity in the measurement of global self-determination in students with ASD and (b) the parameter estimates and the model fit statistics support the hypothesized factor structure of both instruments (with light variation for the SDS). Suggestions for future research and implications for educators are discussed. En ligne : http://dx.doi.org/10.1177/1088357615611391 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313

Effects and Implications of Self-Management for Students With Autism: A Meta-Analysis / Suk-Hyang LEE in Focus on Autism and Other Developmental Disabilities, 22-1 (Spring 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.2-13 Titre : Effects and Implications of Self-Management for Students With Autism: A Meta-Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Suk-Hyang LEE, Auteur ; Richard L. SIMPSON, Auteur ; Karrie A. SHOGREN, Auteur Année de publication : 2007 Article en page(s) : p.2-13 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Self-management for students with autism is important both as a management tool and as a means to enhance students' quality of life by empowering them to control their own behavior. This article reports the results of an examination of the efficacy of self-management for increasing appropriate behavior of children and youth with autism. Single-subject research using self-management of students with autism as an intervention was synthesized and the impact was analyzed across intervention and participants' characteristics using the percentage of non-overlapping data (PND) metric. Average PND values suggest that self-management interventions are an effective treatment for increasing the frequency of appropriate behavior of students with autism. Implications for further research extending the use and understanding of self-management procedures for students diagnosed with autism are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220010101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=679 [article] Effects and Implications of Self-Management for Students With Autism: A Meta-Analysis [Texte imprimé et/ou numérique] / Suk-Hyang LEE, Auteur ; Richard L. SIMPSON, Auteur ; Karrie A. SHOGREN, Auteur . - 2007 . - p.2-13. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.2-13 Index. décimale : PER Périodiques Résumé : Self-management for students with autism is important both as a management tool and as a means to enhance students' quality of life by empowering them to control their own behavior. This article reports the results of an examination of the efficacy of self-management for increasing appropriate behavior of children and youth with autism. Single-subject research using self-management of students with autism as an intervention was synthesized and the impact was analyzed across intervention and participants' characteristics using the percentage of non-overlapping data (PND) metric. Average PND values suggest that self-management interventions are an effective treatment for increasing the frequency of appropriate behavior of students with autism. Implications for further research extending the use and understanding of self-management procedures for students diagnosed with autism are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220010101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=679

Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.547-555 Titre : Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training Type de document : Texte imprimé et/ou numérique Auteurs : Wendy MACHALICEK, Auteur ; Mark O'REILLY, Auteur ; Karrie A. SHOGREN, Auteur ; Russell B. LANG, Auteur ; Mandy RISPOLI, Auteur ; Jesse HETLINGER FRANCO, Auteur Année de publication : 2009 Article en page(s) : p.547-555 Langues : Anglais (eng) Mots-clés : Activity-schedule Autism Correspondence-training Picture-cues Play Playground Recess Index. décimale : PER Périodiques Résumé : We examined the effects of a teacher implemented playground intervention consisting of activity schedules and task correspondence training on the challenging behaviors and play of three school age children with moderate to severe autism. A multiple baseline design across participants was used to evaluate the intervention effects. Results indicated that each of the participants learned to use an activity schedule to follow a schedule of play activities and demonstrated improved play. Moreover, challenging behavior decreased for two participants during the intervention and remained at low levels for the third participant. The findings from this study provide support for the use of activity schedules and task correspondence training to reinforce appropriate play and decrease challenging behaviors during recess. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.11.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=710 [article] Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training [Texte imprimé et/ou numérique] / Wendy MACHALICEK, Auteur ; Mark O'REILLY, Auteur ; Karrie A. SHOGREN, Auteur ; Russell B. LANG, Auteur ; Mandy RISPOLI, Auteur ; Jesse HETLINGER FRANCO, Auteur . - 2009 . - p.547-555. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.547-555 Mots-clés : Activity-schedule Autism Correspondence-training Picture-cues Play Playground Recess Index. décimale : PER Périodiques Résumé : We examined the effects of a teacher implemented playground intervention consisting of activity schedules and task correspondence training on the challenging behaviors and play of three school age children with moderate to severe autism. A multiple baseline design across participants was used to evaluate the intervention effects. Results indicated that each of the participants learned to use an activity schedule to follow a schedule of play activities and demonstrated improved play. Moreover, challenging behavior decreased for two participants during the intervention and remained at low levels for the third participant. The findings from this study provide support for the use of activity schedules and task correspondence training to reinforce appropriate play and decrease challenging behaviors during recess. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.11.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=710

Perspectives of autistic students and their teachers on self-determination and peer support / Karrie A. SHOGREN ; LaRon SCOTT ; Delia KAN ; Barbara BOSSEN ; Kara HUME in Research in Autism Spectrum Disorders, 117 (September 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 117 (September 2024) . - p.102438 Titre : Perspectives of autistic students and their teachers on self-determination and peer support Type de document : Texte imprimé et/ou numérique Auteurs : Karrie A. SHOGREN, Auteur ; LaRon SCOTT, Auteur ; Delia KAN, Auteur ; Barbara BOSSEN, Auteur ; Kara HUME, Auteur Article en page(s) : p.102438 Langues : Anglais (eng) Mots-clés : Self-determination  Peer support  Evidence-based interventions  Students with disabilities  Self-Determined Learning Model of Instruction  Autism  Social validity Index. décimale : PER Périodiques Résumé : Autistic students may need individualized supports to meet their academic, social, and self-determination needs in inclusive classrooms. However, few evidence-based interventions have been developed to provide these supports for autistic adolescents, and little is known about the perceptions of autistic youth about these interventions in use in high schools. This study aimed to explore the perspectives of autistic students and their teachers on self-determination and peer support, as well as their thoughts about two evidence-based interventions used in their classroom settings: the Self-Determined Learning Model of Instruction and Peer Supports. An overall theme of empowerment was identified from student and teacher data collected across the interventions, which highlighted the importance of enabling students to access these interventions in inclusive environments. Autistic students experienced growth in understanding their identity and role as students, peers, and learners, and many felt empowered to set and achieve goals important to their future success. Teachers noted increased self-confidence and assertiveness in students pursuing their goals, highlighting the need for inclusive interventions that address positive in-school and post-school outcomes for secondary autistic students. En ligne : https://doi.org/10.1016/j.rasd.2024.102438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] Perspectives of autistic students and their teachers on self-determination and peer support [Texte imprimé et/ou numérique] / Karrie A. SHOGREN, Auteur ; LaRon SCOTT, Auteur ; Delia KAN, Auteur ; Barbara BOSSEN, Auteur ; Kara HUME, Auteur . - p.102438. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 117 (September 2024) . - p.102438 Mots-clés : Self-determination  Peer support  Evidence-based interventions  Students with disabilities  Self-Determined Learning Model of Instruction  Autism  Social validity Index. décimale : PER Périodiques Résumé : Autistic students may need individualized supports to meet their academic, social, and self-determination needs in inclusive classrooms. However, few evidence-based interventions have been developed to provide these supports for autistic adolescents, and little is known about the perceptions of autistic youth about these interventions in use in high schools. This study aimed to explore the perspectives of autistic students and their teachers on self-determination and peer support, as well as their thoughts about two evidence-based interventions used in their classroom settings: the Self-Determined Learning Model of Instruction and Peer Supports. An overall theme of empowerment was identified from student and teacher data collected across the interventions, which highlighted the importance of enabling students to access these interventions in inclusive environments. Autistic students experienced growth in understanding their identity and role as students, peers, and learners, and many felt empowered to set and achieve goals important to their future success. Teachers noted increased self-confidence and assertiveness in students pursuing their goals, highlighting the need for inclusive interventions that address positive in-school and post-school outcomes for secondary autistic students. En ligne : https://doi.org/10.1016/j.rasd.2024.102438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

Promoting Career Design in Youth and Young Adults with ASD: A Feasibility Study / Evan E. DEAN in Journal of Autism and Developmental Disorders, 52-6 (June 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2689-2700 Titre : Promoting Career Design in Youth and Young Adults with ASD: A Feasibility Study Type de document : Texte imprimé et/ou numérique Auteurs : Evan E. DEAN, Auteur ; Mayumi HAGIWARA, Auteur ; Karrie A. SHOGREN, Auteur ; Michael L. WEHMEYER, Auteur ; Jennifer SHRUM, Auteur Article en page(s) : p.2689-2700 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Career Design  Employment  Self-Determination Index. décimale : PER Périodiques Résumé : Recent calls by transition researchers in postsecondary transition have advocated for new approaches to transition services focused on career design, which uses career-related experiences based on a person's interests to develop goal setting and problem-solving abilities. Youth and young adults with autism spectrum disorder (ASD), who often have limited opportunity for career-related experiences, could benefit from career design intervention. This study examined the feasibility of using the Self-Determined Career Design Model (SDCDM) to enhance transition-related outcomes for twenty-five youth and young adults with ASD. Statistically significant gains were seen in goal attainment and occupational performance. This study provides preliminary evidence that the SDCDM can feasibly enhance outcomes for youth and young adults with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-05146-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] Promoting Career Design in Youth and Young Adults with ASD: A Feasibility Study [Texte imprimé et/ou numérique] / Evan E. DEAN, Auteur ; Mayumi HAGIWARA, Auteur ; Karrie A. SHOGREN, Auteur ; Michael L. WEHMEYER, Auteur ; Jennifer SHRUM, Auteur . - p.2689-2700. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2689-2700 Mots-clés : Autism Spectrum Disorder  Career Design  Employment  Self-Determination Index. décimale : PER Périodiques Résumé : Recent calls by transition researchers in postsecondary transition have advocated for new approaches to transition services focused on career design, which uses career-related experiences based on a person's interests to develop goal setting and problem-solving abilities. Youth and young adults with autism spectrum disorder (ASD), who often have limited opportunity for career-related experiences, could benefit from career design intervention. This study examined the feasibility of using the Self-Determined Career Design Model (SDCDM) to enhance transition-related outcomes for twenty-five youth and young adults with ASD. Statistically significant gains were seen in goal attainment and occupational performance. This study provides preliminary evidence that the SDCDM can feasibly enhance outcomes for youth and young adults with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-05146-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

Self-Determination and the Transition to Adulthood for Youth and Young Adults with an Autism Spectrum Disorder / Michael L. WEHMEYER

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The Support Needs of Children with Intellectual Disability and Autism: Implications for Supports Planning and Subgroup Classification / Karrie A. SHOGREN in Journal of Autism and Developmental Disorders, 47-3 (March 2017)  

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Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 3-1 (January 2009)  

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Video self-modeling to teach classroom rules to two students with Asperger's / Russell B. LANG in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

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