An investigation of adherence to best practice guidelines for autism diagnosis in New Zealand / Lauren J. TAYLOR in Autism, 26-7 (October 2022)  

Public ISBD [article]  inAutism > 26-7 (October 2022) . - p.2087-2100 Titre : An investigation of adherence to best practice guidelines for autism diagnosis in New Zealand Type de document : Texte imprimé et/ou numérique Auteurs : Lauren J. TAYLOR, Auteur ; Matthew J. F. EGGLESTON, Auteur ; Hiran THABREW, Auteur ; Larah VAN DER MEER, Auteur ; Hannah WADDINGTON, Auteur ; Andrew J. O. WHITEHOUSE, Auteur ; Kiah EVANS, Auteur Article en page(s) : p.2087-2100 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Autism Spectrum Disorder  Autistic Disorder/diagnosis  Child  Humans  New Zealand  autism spectrum disorder  clinical guidelines  diagnosis  implementation Index. décimale : PER Périodiques Résumé : Many clinicians in New Zealand do not follow guidelines for best practice in autism diagnosis. In this study, we investigated the processes that health professionals in New Zealand follow when diagnosing autistic children and adults. We asked 117 health professionals from a range of services and regions in New Zealand, how they identify and diagnose autism. We found that there are differences in the way that clinicians in New Zealand diagnose autism. We identified areas in which autism diagnosis in New Zealand could be improved, for example, by establishing more services to diagnose autism in adolescents and adults, and providing more consistent support after a person is diagnosed with autism. These findings will help to improve autism diagnosis in New Zealand. En ligne : http://dx.doi.org/10.1177/13623613211015757 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] An investigation of adherence to best practice guidelines for autism diagnosis in New Zealand [Texte imprimé et/ou numérique] / Lauren J. TAYLOR, Auteur ; Matthew J. F. EGGLESTON, Auteur ; Hiran THABREW, Auteur ; Larah VAN DER MEER, Auteur ; Hannah WADDINGTON, Auteur ; Andrew J. O. WHITEHOUSE, Auteur ; Kiah EVANS, Auteur . - p.2087-2100. Langues : Anglais (eng) in Autism > 26-7 (October 2022) . - p.2087-2100 Mots-clés : Adolescent  Adult  Autism Spectrum Disorder  Autistic Disorder/diagnosis  Child  Humans  New Zealand  autism spectrum disorder  clinical guidelines  diagnosis  implementation Index. décimale : PER Périodiques Résumé : Many clinicians in New Zealand do not follow guidelines for best practice in autism diagnosis. In this study, we investigated the processes that health professionals in New Zealand follow when diagnosing autistic children and adults. We asked 117 health professionals from a range of services and regions in New Zealand, how they identify and diagnose autism. We found that there are differences in the way that clinicians in New Zealand diagnose autism. We identified areas in which autism diagnosis in New Zealand could be improved, for example, by establishing more services to diagnose autism in adolescents and adults, and providing more consistent support after a person is diagnosed with autism. These findings will help to improve autism diagnosis in New Zealand. En ligne : http://dx.doi.org/10.1177/13623613211015757 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Assistive Technology for Postsecondary Students with Disabilities / Russell LANG

Public ISBD in Assistive Technologies for People with Diverse Abilities / Giulio LANCIONI Titre : Assistive Technology for Postsecondary Students with Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Russell LANG, Auteur ; Sathiyaprakash RAMDOSS, Auteur ; Jeff SIGAFOOS, Auteur ; Vanessa A. GREEN, Auteur ; Larah VAN DER MEER, Auteur ; Amy TOSTANOSKI, Auteur ; Allyson LEE, Auteur ; Mark F. O’REILLY, Auteur Année de publication : 2014 Importance : p.53-76 Langues : Anglais (eng) Index. décimale : EDU-M EDU-M - Education - Technologies Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 in Assistive Technologies for People with Diverse Abilities / Giulio LANCIONI Assistive Technology for Postsecondary Students with Disabilities [Texte imprimé et/ou numérique] / Russell LANG, Auteur ; Sathiyaprakash RAMDOSS, Auteur ; Jeff SIGAFOOS, Auteur ; Vanessa A. GREEN, Auteur ; Larah VAN DER MEER, Auteur ; Amy TOSTANOSKI, Auteur ; Allyson LEE, Auteur ; Mark F. O’REILLY, Auteur . - 2014 . - p.53-76. Langues : Anglais (eng) Index. décimale : EDU-M EDU-M - Education - Technologies Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265

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Brief Report: Training New Zealand Well Child/Tamariki Ora Nurses on Early Autism Signs Using the Social Attention and Communication Surveillance-Revised / Hannah WADDINGTON in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.5050-5057 Titre : Brief Report: Training New Zealand Well Child/Tamariki Ora Nurses on Early Autism Signs Using the Social Attention and Communication Surveillance-Revised Type de document : Texte imprimé et/ou numérique Auteurs : Hannah WADDINGTON, Auteur ; Daniel SHEPHERD, Auteur ; Larah VAN DER MEER, Auteur ; Naomi POWELL-HECTOR, Auteur ; Eleanor WILSON, Auteur ; Josephine BARBARO, Auteur Article en page(s) : p.5050-5057 Langues : Anglais (eng) Mots-clés : Attention  Autism Spectrum Disorder/diagnosis  Autistic Disorder/diagnosis  Clinical Competence  Communication  Humans  New Zealand  Autism spectrum disorder  Developmental surveillance  Early detection  Early identification  Knowledge Index. décimale : PER Périodiques Résumé : Universal developmental surveillance is considered best practice for early identification of autism. We analysed data from 175 New Zealand Well-Child/Tamariki Ora nurses who attended a 1-day training in developmental surveillance for autism using the social attention and communication surveillance-revised (SACS-R) tool. We used a survey to measure nurses' knowledge of typical development, knowledge of early signs of autism, general autism knowledge, and confidence in identifying and discussing early signs, prior to the workshop, after the workshop, and at follow-up. We measured perceived acceptability of the SACS-R after the workshop and at follow-up. Nurses showed improvements on all measures from pre-workshop to post-workshop and pre-workshop to follow-up. Implementation of the SACS-R across different contexts appears feasible and acceptable. En ligne : http://dx.doi.org/10.1007/s10803-021-05344-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Brief Report: Training New Zealand Well Child/Tamariki Ora Nurses on Early Autism Signs Using the Social Attention and Communication Surveillance-Revised [Texte imprimé et/ou numérique] / Hannah WADDINGTON, Auteur ; Daniel SHEPHERD, Auteur ; Larah VAN DER MEER, Auteur ; Naomi POWELL-HECTOR, Auteur ; Eleanor WILSON, Auteur ; Josephine BARBARO, Auteur . - p.5050-5057. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.5050-5057 Mots-clés : Attention  Autism Spectrum Disorder/diagnosis  Autistic Disorder/diagnosis  Clinical Competence  Communication  Humans  New Zealand  Autism spectrum disorder  Developmental surveillance  Early detection  Early identification  Knowledge Index. décimale : PER Périodiques Résumé : Universal developmental surveillance is considered best practice for early identification of autism. We analysed data from 175 New Zealand Well-Child/Tamariki Ora nurses who attended a 1-day training in developmental surveillance for autism using the social attention and communication surveillance-revised (SACS-R) tool. We used a survey to measure nurses' knowledge of typical development, knowledge of early signs of autism, general autism knowledge, and confidence in identifying and discussing early signs, prior to the workshop, after the workshop, and at follow-up. We measured perceived acceptability of the SACS-R after the workshop and at follow-up. Nurses showed improvements on all measures from pre-workshop to post-workshop and pre-workshop to follow-up. Implementation of the SACS-R across different contexts appears feasible and acceptable. En ligne : http://dx.doi.org/10.1007/s10803-021-05344-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Communication assessment for individuals with Rett syndrome: A systematic review / Jeff SIGAFOOS in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.692-700 Titre : Communication assessment for individuals with Rett syndrome: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Jeff SIGAFOOS, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Vanessa A. GREEN, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Russell B. LANG, Auteur ; Mandy RISPOLI, Auteur ; Dimitrios ZISIMOPOULOS, Auteur Année de publication : 2011 Article en page(s) : p.692-700 Langues : Anglais (eng) Mots-clés : Communication assessment  Rett syndrome  Systematic review Index. décimale : PER Périodiques Résumé : We reviewed studies that aimed to determine whether behaviors, such as body movements, vocalizations, eye gaze, and facial expressions, served a communicative function for individuals with Rett syndrome. A systematic search identified eight studies, which were summarized in terms of (a) participants, (b) assessment targets, (c) assessment protocols, (d) main findings, and (e) evidence of communication. The eight studies included 41 females with Rett syndrome, ranging from 2.7 (years.months) to 36 years of age. All studies used direct behavioral observations to assess participants’ behavior. Half the studies also used standardized assessments and interviews. Evidence of communication behavior was found for at least some participants in each study, but the validity of this evidence is unknown. Still, the observation-based approaches described in these studies may enable clinicians to identify a range of potential communicative forms and functions, which could be useful for intervention planning. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.10.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Communication assessment for individuals with Rett syndrome: A systematic review [Texte imprimé et/ou numérique] / Jeff SIGAFOOS, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Vanessa A. GREEN, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Russell B. LANG, Auteur ; Mandy RISPOLI, Auteur ; Dimitrios ZISIMOPOULOS, Auteur . - 2011 . - p.692-700. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.692-700 Mots-clés : Communication assessment  Rett syndrome  Systematic review Index. décimale : PER Périodiques Résumé : We reviewed studies that aimed to determine whether behaviors, such as body movements, vocalizations, eye gaze, and facial expressions, served a communicative function for individuals with Rett syndrome. A systematic search identified eight studies, which were summarized in terms of (a) participants, (b) assessment targets, (c) assessment protocols, (d) main findings, and (e) evidence of communication. The eight studies included 41 females with Rett syndrome, ranging from 2.7 (years.months) to 36 years of age. All studies used direct behavioral observations to assess participants’ behavior. Half the studies also used standardized assessments and interviews. Evidence of communication behavior was found for at least some participants in each study, but the validity of this evidence is unknown. Still, the observation-based approaches described in these studies may enable clinicians to identify a range of potential communicative forms and functions, which could be useful for intervention planning. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.10.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Community perspectives on the appropriateness and importance of support goals for young autistic children / Hannah MINNELL ; Lee PATRICK ; Larah VAN DER MEER ; Ruth MONK ; Lisa WOODS ; Andrew JO WHITEHOUSE in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.316?326 Titre : Community perspectives on the appropriateness and importance of support goals for young autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Hannah MINNELL, Auteur ; Lee PATRICK, Auteur ; Larah VAN DER MEER, Auteur ; Ruth MONK, Auteur ; Lisa WOODS, Auteur ; Andrew JO WHITEHOUSE, Auteur Article en page(s) : p.316?326 Mots-clés : autism  early support  goals  neurodiversity Index. décimale : PER Périodiques Résumé : There is little research regarding autistic adult, parent and professional perspectives on support goals for young autistic children. A total of 87 autistic adults, 159 parents of autistic children, and 80 clinical professionals living in New Zealand and Australia completed a survey about the appropriateness and importance of common support goals for young autistic children. Goals related to the adult supporting the child, the reduction and replacement of harmful behaviours, and improving child quality of life were the highest priority across participant groups, while goals related to child autism characteristics, play and academic skills were the lowest priority. Compared to parents and/or professionals, autistic adults gave lower priority ratings for play skills, autism characteristics and participation goals and were more likely to rate these goal domains as inappropriate. More research is needed to understand the underlying reasons for these similarities and differences. Lay abstract Researchers do not know much about what autistic adults, parents and professionals think about support goals for young autistic children. People?s views of support goals might also be influenced by their beliefs about early support more generally. This survey involved 87 autistic adults, 159 parents of autistic children and 80 clinical professionals living in New Zealand and Australia. We asked participants questions about themselves and what they thought about early support for young autistic children in general. We then asked participants to rate whether different support goals were appropriate for young autistic children and, if they were appropriate, to rate their level of priority. We found that autistic adults, parents and professionals all rated goals about the adult changing to better support the child, reducing and replacing harmful behaviours and improving the child?s quality of life as the highest priorities. They all rated goals about autism characteristics, play skills and academic skills as the lowest priorities. Compared to parents and/or professionals, autistic adults gave lower priority ratings for play skills, autism characteristics and participation goals. Autistic adults were also more likely to rate goals related to play skills and autism characteristics as inappropriate. While these three participant groups generally agreed on the order of priority of early support goals for young autistic children, autistic adults found goals related to autism characteristics, play and/or participation to be an even lower priority and less appropriate than parents and professionals. En ligne : https://dx.doi.org/10.1177/13623613231168920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Community perspectives on the appropriateness and importance of support goals for young autistic children [Texte imprimé et/ou numérique] / Hannah MINNELL, Auteur ; Lee PATRICK, Auteur ; Larah VAN DER MEER, Auteur ; Ruth MONK, Auteur ; Lisa WOODS, Auteur ; Andrew JO WHITEHOUSE, Auteur . - p.316?326. in Autism > 28-2 (February 2024) . - p.316?326 Mots-clés : autism  early support  goals  neurodiversity Index. décimale : PER Périodiques Résumé : There is little research regarding autistic adult, parent and professional perspectives on support goals for young autistic children. A total of 87 autistic adults, 159 parents of autistic children, and 80 clinical professionals living in New Zealand and Australia completed a survey about the appropriateness and importance of common support goals for young autistic children. Goals related to the adult supporting the child, the reduction and replacement of harmful behaviours, and improving child quality of life were the highest priority across participant groups, while goals related to child autism characteristics, play and academic skills were the lowest priority. Compared to parents and/or professionals, autistic adults gave lower priority ratings for play skills, autism characteristics and participation goals and were more likely to rate these goal domains as inappropriate. More research is needed to understand the underlying reasons for these similarities and differences. Lay abstract Researchers do not know much about what autistic adults, parents and professionals think about support goals for young autistic children. People?s views of support goals might also be influenced by their beliefs about early support more generally. This survey involved 87 autistic adults, 159 parents of autistic children and 80 clinical professionals living in New Zealand and Australia. We asked participants questions about themselves and what they thought about early support for young autistic children in general. We then asked participants to rate whether different support goals were appropriate for young autistic children and, if they were appropriate, to rate their level of priority. We found that autistic adults, parents and professionals all rated goals about the adult changing to better support the child, reducing and replacing harmful behaviours and improving the child?s quality of life as the highest priorities. They all rated goals about autism characteristics, play skills and academic skills as the lowest priorities. Compared to parents and/or professionals, autistic adults gave lower priority ratings for play skills, autism characteristics and participation goals. Autistic adults were also more likely to rate goals related to play skills and autism characteristics as inappropriate. While these three participant groups generally agreed on the order of priority of early support goals for young autistic children, autistic adults found goals related to autism characteristics, play and/or participation to be an even lower priority and less appropriate than parents and professionals. En ligne : https://dx.doi.org/10.1177/13623613231168920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Examining parent use of specific intervention techniques during a 12-week training program based on the Early Start Denver Model / Hannah WADDINGTON in Autism, 24-2 (February 2020)  

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A further comparison of manual signing, picture exchange, and speech-generating devices as communication modes for children with autism spectrum disorders / Larah VAN DER MEER in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)  

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Rates of autism spectrum disorder diagnoses for children and adolescents in the Hutt Valley Region of New Zealand between 2012 and 2016 / Heather DRYSDALE in Research in Autism Spectrum Disorders, 73 (May 2019)  

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Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders / Donna ACHMADI in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)  

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Teaching Functional Communication to Adults with Autism Spectrum Disorders / Russell LANG

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Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices / Debora KAGOHARA in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

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Teaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad®-based speech-generating device / Jeff SIGAFOOS in Research in Autism Spectrum Disorders, 7-8 (August 2013)  

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