Anglo-Latino differences in parental concerns and service inequities for children at risk of autism spectrum disorder / Jan BLACHER in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1554-1562 Titre : Anglo-Latino differences in parental concerns and service inequities for children at risk of autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jan BLACHER, Auteur ; K. STAVROPOULOS, Auteur ; Yasamine BOLOURIAN, Auteur Article en page(s) : p.1554-1562 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  culture  screening Index. décimale : PER Périodiques Résumé : In an evaluation of Anglo and Latina mothers and their children at risk of autism, this study compared mother-reported child behavioral concerns to staff-observed symptoms of autism. Within Latina mothers, the impact of primary language (English/Spanish), mothers' education, and child age on ratings of developmental concerns was examined. Participants were 218 mothers (Anglo = 85; Latina = 133) of children referred to a no-cost autism screening clinic. Mothers reported on behavioral concerns, autism symptomology, and services received; children were administered the Autism Diagnostic Observation Schedule by certified staff. Results revealed that Anglo and Latino children did not differ by autism symptoms or classification. However, Anglo mothers reported significantly more concerns than Latina mothers. Within the Latina group, analyses revealed significant interaction effects of language and child age; Spanish-speaking mothers of preschoolers endorsed fewer concerns, while Spanish-speaking mothers of school-aged children endorsed more concerns. Despite these reports, Anglo children with a classification of autism spectrum disorder were receiving significantly more services than Latino children with autism spectrum disorder, suggesting early beginnings of a service divide as well as the need for improved parent education on child development and advocacy for Latino families. En ligne : http://dx.doi.org/10.1177/1362361318818327 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Anglo-Latino differences in parental concerns and service inequities for children at risk of autism spectrum disorder [Texte imprimé et/ou numérique] / Jan BLACHER, Auteur ; K. STAVROPOULOS, Auteur ; Yasamine BOLOURIAN, Auteur . - p.1554-1562. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1554-1562 Mots-clés : autism spectrum disorders  culture  screening Index. décimale : PER Périodiques Résumé : In an evaluation of Anglo and Latina mothers and their children at risk of autism, this study compared mother-reported child behavioral concerns to staff-observed symptoms of autism. Within Latina mothers, the impact of primary language (English/Spanish), mothers' education, and child age on ratings of developmental concerns was examined. Participants were 218 mothers (Anglo = 85; Latina = 133) of children referred to a no-cost autism screening clinic. Mothers reported on behavioral concerns, autism symptomology, and services received; children were administered the Autism Diagnostic Observation Schedule by certified staff. Results revealed that Anglo and Latino children did not differ by autism symptoms or classification. However, Anglo mothers reported significantly more concerns than Latina mothers. Within the Latina group, analyses revealed significant interaction effects of language and child age; Spanish-speaking mothers of preschoolers endorsed fewer concerns, while Spanish-speaking mothers of school-aged children endorsed more concerns. Despite these reports, Anglo children with a classification of autism spectrum disorder were receiving significantly more services than Latino children with autism spectrum disorder, suggesting early beginnings of a service divide as well as the need for improved parent education on child development and advocacy for Latino families. En ligne : http://dx.doi.org/10.1177/1362361318818327 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders / Yasamine BOLOURIAN in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3330-3343 Titre : Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Yasamine BOLOURIAN, Auteur ; Sasha M. ZEEDYK, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3330-3343 Langues : Anglais (eng) Mots-clés : Emerging adults  ASD  ADHD  University student  Postsecondary education Index. décimale : PER Périodiques Résumé : Relatively limited research has been devoted to understanding the postsecondary experience from the students’ perspectives. In the current study, individual interviews were conducted with university students with autism spectrum disorder (n?=?13) and students with Attention Deficit/Hyperactivity Disorder (n?=?18) to investigate likely factors impeding meaningful postsecondary experiences. Through an iterative coding process, nine themes were identified, and direct narratives exemplifying each are included. Overall, both diagnostic groups reported significant social, emotional, and academic challenges within the university setting, although there were distinctions. Findings have direct applications to higher education initiatives, such as the development of programs to increase faculty awareness and to target the efforts of university disability centers in meeting the needs of students with neurodevelopmental disorders. En ligne : https://doi.org/10.1007/s10803-018-3599-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders [Texte imprimé et/ou numérique] / Yasamine BOLOURIAN, Auteur ; Sasha M. ZEEDYK, Auteur ; Jan BLACHER, Auteur . - p.3330-3343. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3330-3343 Mots-clés : Emerging adults  ASD  ADHD  University student  Postsecondary education Index. décimale : PER Périodiques Résumé : Relatively limited research has been devoted to understanding the postsecondary experience from the students’ perspectives. In the current study, individual interviews were conducted with university students with autism spectrum disorder (n?=?13) and students with Attention Deficit/Hyperactivity Disorder (n?=?18) to investigate likely factors impeding meaningful postsecondary experiences. Through an iterative coding process, nine themes were identified, and direct narratives exemplifying each are included. Overall, both diagnostic groups reported significant social, emotional, and academic challenges within the university setting, although there were distinctions. Findings have direct applications to higher education initiatives, such as the development of programs to increase faculty awareness and to target the efforts of university disability centers in meeting the needs of students with neurodevelopmental disorders. En ligne : https://doi.org/10.1007/s10803-018-3599-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development / Jan BLACHER in Research in Autism Spectrum Disorders, 8-3 (March 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-3 (March 2014) . - p.324-333 Titre : Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development Type de document : Texte imprimé et/ou numérique Auteurs : Jan BLACHER, Auteur ; Erica HOWELL, Auteur ; Stacy LAUDERDALE-LITTIN, Auteur ; Florence D. DIGENNARO REED, Auteur ; Elizabeth A. LAUGESON, Auteur Article en page(s) : p.324-333 Langues : Anglais (eng) Mots-clés : Student–teacher relationships  Teacher conflict and closeness Index. décimale : PER Périodiques Résumé : Abstract This study examined relations among behavior problems, social skills, and student–teacher relationships within a sample of children (mean age 8) with autism spectrum disorders or ASD (n = 36) and comparison samples of children with typical development (n = 91) or with intellectual disability (n = 38.) Student–teacher relationships (STRs) for children with ASD appeared to be qualitatively different from those of similarly aged children with ID or typical development. The STRs for children with ASD were considerably poorer, with less closeness and more conflict, than in the two comparison groups. Within the group with ASD, teacher-reported child externalizing behavior and social skills accounted for significant variance in the total score on the Student Teacher Relationship Scale. Conflict was predicted only by externalizing behavior, whereas closeness was predicted by social skills; level of autistic mannerisms negatively related to the teacher's perception of closeness. Findings address the implications for transition to early schooling for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 [article] Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development [Texte imprimé et/ou numérique] / Jan BLACHER, Auteur ; Erica HOWELL, Auteur ; Stacy LAUDERDALE-LITTIN, Auteur ; Florence D. DIGENNARO REED, Auteur ; Elizabeth A. LAUGESON, Auteur . - p.324-333. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.324-333 Mots-clés : Student–teacher relationships  Teacher conflict and closeness Index. décimale : PER Périodiques Résumé : Abstract This study examined relations among behavior problems, social skills, and student–teacher relationships within a sample of children (mean age 8) with autism spectrum disorders or ASD (n = 36) and comparison samples of children with typical development (n = 91) or with intellectual disability (n = 38.) Student–teacher relationships (STRs) for children with ASD appeared to be qualitatively different from those of similarly aged children with ID or typical development. The STRs for children with ASD were considerably poorer, with less closeness and more conflict, than in the two comparison groups. Within the group with ASD, teacher-reported child externalizing behavior and social skills accounted for significant variance in the total score on the Student Teacher Relationship Scale. Conflict was predicted only by externalizing behavior, whereas closeness was predicted by social skills; level of autistic mannerisms negatively related to the teacher's perception of closeness. Findings address the implications for transition to early schooling for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224

Brief Report: Autism Awareness: Views from a Campus Community / Leigh Ann TIPTON in Journal of Autism and Developmental Disorders, 44-2 (February 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.477-483 Titre : Brief Report: Autism Awareness: Views from a Campus Community Type de document : Texte imprimé et/ou numérique Auteurs : Leigh Ann TIPTON, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.477-483 Langues : Anglais (eng) Mots-clés : College  Community awareness  Attitudes Index. décimale : PER Périodiques Résumé : This paper reports on a college community’s views of the diagnostic characteristics and causes associated with autism spectrum disorders. An anonymous on-line survey of autism knowledge was distributed via campus server university-wide to all undergraduates, graduate students, faculty, and staff. Of the 1,057 surveys completed, 76 % of respondents had more correct answers than neutral and incorrect ones. Respondents who reported that they or someone in their immediate family had autism had significantly more correct responses than other respondents. Demographic variables of respondent sex, age, education, and role at the university independently accounted for significant, though modest, variance in autism knowledge. More accurate and widespread dissemination of information about autism may facilitate a smoother transition for college students who are on the spectrum. En ligne : http://dx.doi.org/10.1007/s10803-013-1893-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223 [article] Brief Report: Autism Awareness: Views from a Campus Community [Texte imprimé et/ou numérique] / Leigh Ann TIPTON, Auteur ; Jan BLACHER, Auteur . - p.477-483. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.477-483 Mots-clés : College  Community awareness  Attitudes Index. décimale : PER Périodiques Résumé : This paper reports on a college community’s views of the diagnostic characteristics and causes associated with autism spectrum disorders. An anonymous on-line survey of autism knowledge was distributed via campus server university-wide to all undergraduates, graduate students, faculty, and staff. Of the 1,057 surveys completed, 76 % of respondents had more correct answers than neutral and incorrect ones. Respondents who reported that they or someone in their immediate family had autism had significantly more correct responses than other respondents. Demographic variables of respondent sex, age, education, and role at the university independently accounted for significant, though modest, variance in autism knowledge. More accurate and widespread dissemination of information about autism may facilitate a smoother transition for college students who are on the spectrum. En ligne : http://dx.doi.org/10.1007/s10803-013-1893-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223

Brief Report: Behavior Disorders and Social Skills in Adolescents with Autism Spectrum Disorder: Does IQ Matter? / Bruce L. BAKER in Journal of Autism and Developmental Disorders, 50-6 (June 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.2226-2233 Titre : Brief Report: Behavior Disorders and Social Skills in Adolescents with Autism Spectrum Disorder: Does IQ Matter? Type de document : Texte imprimé et/ou numérique Auteurs : Bruce L. BAKER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.2226-2233 Langues : Anglais (eng) Mots-clés : Asd  Autism spectrum disorder  Behavior disorders  Co-morbid ASD/ID  Intellectual disability  Social skills Index. décimale : PER Périodiques Résumé : Disruptive behavior disorders and social skills were assessed in 187 youth aged 13 years, with typical cognitive development (TD n?=?98), intellectual disability (ID n?=?37), autism spectrum disorder (ASD, IQ?>?=?85, n?=?26), or Autism Spectrum Disorder with ID (ASD/ID; IQ? En ligne : http://dx.doi.org/10.1007/s10803-019-03954-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 [article] Brief Report: Behavior Disorders and Social Skills in Adolescents with Autism Spectrum Disorder: Does IQ Matter? [Texte imprimé et/ou numérique] / Bruce L. BAKER, Auteur ; Jan BLACHER, Auteur . - p.2226-2233. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.2226-2233 Mots-clés : Asd  Autism spectrum disorder  Behavior disorders  Co-morbid ASD/ID  Intellectual disability  Social skills Index. décimale : PER Périodiques Résumé : Disruptive behavior disorders and social skills were assessed in 187 youth aged 13 years, with typical cognitive development (TD n?=?98), intellectual disability (ID n?=?37), autism spectrum disorder (ASD, IQ?>?=?85, n?=?26), or Autism Spectrum Disorder with ID (ASD/ID; IQ? En ligne : http://dx.doi.org/10.1007/s10803-019-03954-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425

Brief Report: Emotional and Behavioral Problems Among Young Children with ASD: An Exploratory Study of ADOS E-Codes and Child Characteristics / Megan Ledoux GALLIGAN in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

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Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder / Sarah LEVINSON in Journal of Autism and Developmental Disorders, 50-11 (November 2020)  

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Bullying of youth with autism spectrum disorder, intellectual disability, or typical development: Victim and parent perspectives / S. M. ZEEDYK in Research in Autism Spectrum Disorders, 8-9 (September 2014)  

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Collateral Effects of Youth Disruptive Behavior Disorders on Mothers' Psychological Distress: Adolescents with Autism Spectrum Disorder, Intellectual Disability, or Typical Development / Jan BLACHER in Journal of Autism and Developmental Disorders, 49-7 (July 2019)  

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Daily living skills in adolescents with autism spectrum disorder: Implications for intervention and independence / Elizabeth BAKER in Research in Autism Spectrum Disorders, 83 (May 2021)  

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Educational Supports for High Functioning Youth With ASD: The Postsecondary Pathway to College / Sasha M. ZEEDYK in Focus on Autism and Other Developmental Disabilities, 31-1 (March 2016)  

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Emotion Regulation in Young Children with Autism Spectrum Disorders / Lauren D. BERKOVITS in Journal of Autism and Developmental Disorders, 47-1 (January 2017)  

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General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies / Yasamin BOLOURIAN in Journal of Autism and Developmental Disorders, 52-9 (September 2022)  

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"I don't feel different. But then again, I wouldn't know what it feels like to be normal": Perspectives of Adolescents with Autism Spectrum Disorder / Lauren D. BERKOVITS in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

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Impact of student-teacher relationship quality on classroom behavioral engagement for young students on the autism spectrum / Ainsley LOSH in Research in Autism Spectrum Disorders, 98 (October 2022)  

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