Improving Student Attitudes Toward Autistic Individuals: A Systematic Review / Elise SETTANNI in Journal of Autism and Developmental Disorders, 54-10 (October 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3719-3738 Titre : Improving Student Attitudes Toward Autistic Individuals: A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : Elise SETTANNI, Auteur ; Lee KERN, Auteur ; Alyssa M. BLASKO, Auteur Article en page(s) : p.3719-3738 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is an increasing number of autistic students being educated alongside their neurotypical peers. However, placing a student in the general education setting is not sufficient for meaningful inclusion. Historically, autistic students have had fewer friendships, been less accepted, and experienced stigmatization. Interventions to increase peer attitudes toward autism have emerged as a method for creating more inclusive environments. The purpose of this literature review was to describe the interventions to improve peer attitudes toward autism, review the quality of the research, and determine the effectiveness of interventions. Specifically, this review aimed to answer the following questions: (1) what are participant characteristics and components of interventions designed to improve attitudes toward autistic individuals? (2) What is the methodological quality of interventions designed to improve attitudes toward autistic individuals, as measured by Council for Exceptional Children standards for evidence-based practices in special education (2014) criteria? (3) What is the effectiveness of interventions to improve attitudes toward autistic individuals? A total of 13 studies were located through a systematic search. Included studies were coded for study characteristics, participant characteristics, intervention, and outcomes. Across the studies, there were a total of 2097 participants. All studies included contact (either direct, indirect, or peer-mediation) and most included an education component (k = 10). Findings indicated that interventions are effective at improving attitudes toward autism, but further research is required to determine their overall impact. En ligne : https://doi.org/10.1007/s10803-023-06082-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Improving Student Attitudes Toward Autistic Individuals: A Systematic Review [Texte imprimé et/ou numérique] / Elise SETTANNI, Auteur ; Lee KERN, Auteur ; Alyssa M. BLASKO, Auteur . - p.3719-3738. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3719-3738 Index. décimale : PER Périodiques Résumé : There is an increasing number of autistic students being educated alongside their neurotypical peers. However, placing a student in the general education setting is not sufficient for meaningful inclusion. Historically, autistic students have had fewer friendships, been less accepted, and experienced stigmatization. Interventions to increase peer attitudes toward autism have emerged as a method for creating more inclusive environments. The purpose of this literature review was to describe the interventions to improve peer attitudes toward autism, review the quality of the research, and determine the effectiveness of interventions. Specifically, this review aimed to answer the following questions: (1) what are participant characteristics and components of interventions designed to improve attitudes toward autistic individuals? (2) What is the methodological quality of interventions designed to improve attitudes toward autistic individuals, as measured by Council for Exceptional Children standards for evidence-based practices in special education (2014) criteria? (3) What is the effectiveness of interventions to improve attitudes toward autistic individuals? A total of 13 studies were located through a systematic search. Included studies were coded for study characteristics, participant characteristics, intervention, and outcomes. Across the studies, there were a total of 2097 participants. All studies included contact (either direct, indirect, or peer-mediation) and most included an education component (k = 10). Findings indicated that interventions are effective at improving attitudes toward autism, but further research is required to determine their overall impact. En ligne : https://doi.org/10.1007/s10803-023-06082-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Social Story™ Interventions for Students with Autism Spectrum Disorders: A Meta-Analysis / Anastasia KOKINA in Journal of Autism and Developmental Disorders, 40-7 (July 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.812-826 Titre : Social Story™ Interventions for Students with Autism Spectrum Disorders: A Meta-Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Anastasia KOKINA, Auteur ; Lee KERN, Auteur Année de publication : 2010 Article en page(s) : p.812-826 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Social-Stories Meta-analysis Index. décimale : PER Périodiques Résumé : A meta-analysis of single-subject research was conducted, examining the use of Social Stories™ and the role of a comprehensive set of moderator variables (intervention and participant characteristics) on intervention outcomes. While Social Stories had low to questionable overall effectiveness, they were more effective when addressing inappropriate behaviors than when teaching social skills. Social Stories also seemed to be associated with improved outcomes when used in general education settings and with target children as their own intervention agents. The role of other variables of interest, such as participants’ age, diagnosis, and skill development, the format of Social Stories, the length of the intervention, and the use of assessment (e.g., comprehension checks) also was explored. En ligne : http://dx.doi.org/10.1007/s10803-009-0931-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] Social Story™ Interventions for Students with Autism Spectrum Disorders: A Meta-Analysis [Texte imprimé et/ou numérique] / Anastasia KOKINA, Auteur ; Lee KERN, Auteur . - 2010 . - p.812-826. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.812-826 Mots-clés : Autism-spectrum-disorders Social-Stories Meta-analysis Index. décimale : PER Périodiques Résumé : A meta-analysis of single-subject research was conducted, examining the use of Social Stories™ and the role of a comprehensive set of moderator variables (intervention and participant characteristics) on intervention outcomes. While Social Stories had low to questionable overall effectiveness, they were more effective when addressing inappropriate behaviors than when teaching social skills. Social Stories also seemed to be associated with improved outcomes when used in general education settings and with target children as their own intervention agents. The role of other variables of interest, such as participants’ age, diagnosis, and skill development, the format of Social Stories, the length of the intervention, and the use of assessment (e.g., comprehension checks) also was explored. En ligne : http://dx.doi.org/10.1007/s10803-009-0931-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107

Some Characteristics of Nonaversive Intervention for Severe Behavior Problems / Glen DUNLAP

Public ISBD contenu dans Behavioral Issues in Autism / Eric SCHOPLER Titre : Some Characteristics of Nonaversive Intervention for Severe Behavior Problems Type de document : Texte imprimé et/ou numérique Auteurs : Glen DUNLAP, Auteur ; Frank R. ROBBINS, Auteur ; Lee KERN, Auteur Année de publication : 1994 Importance : p.227-245 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=962 contenu dans Behavioral Issues in Autism / Eric SCHOPLER Some Characteristics of Nonaversive Intervention for Severe Behavior Problems [Texte imprimé et/ou numérique] / Glen DUNLAP, Auteur ; Frank R. ROBBINS, Auteur ; Lee KERN, Auteur . - 1994 . - p.227-245. Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=962

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