A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success / Mark CARTER in Research in Autism Spectrum Disorders, 68 (December 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 68 (December 2019) . - p.101452 Titre : A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success Type de document : Texte imprimé et/ou numérique Auteurs : Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Trevor CLARK, Auteur ; Debra COSTLEY, Auteur ; Jon MARTIN, Auteur ; Katrina WILLIAMS, Auteur ; Susan BRUCK, Auteur ; Louise DAVIES, Auteur ; Leah BROWNE, Auteur ; Naomi SWELLER, Auteur Article en page(s) : p.101452 Langues : Anglais (eng) Mots-clés : ASD  Educational support models  School success Index. décimale : PER Périodiques Résumé : Background There is little comparative data on models of support for children with Autism spectrum disorder (ASD) in school. The objectives of this research were (1) to compare the outcomes of two service delivery models (Autism Spectrum Australia satellite support class and Autism SA consultative model) that were designed to facilitate the support of children with ASD in mainstream schools and (2) to examine factors that were associated with successful outcomes. Method A total of 90 students were followed 6-monthly for up to 7 rounds (3.5 years). Primary outcomes of interest included continuity of placement, school engagement and adjustment, perceived success of placement, and parent/teacher/principal satisfaction with service delivery. Results Continuity of placement was relatively high in both models. There were no differences in child outcome across the models but the parents in the satellite model rated placement success higher, albeit in the context of high overall ratings in both groups. Parents and principals also rated satisfaction with support higher in the satellite model but transitions from the model into regular classes were low during the period of the study. Teacher rated academic skill predicted child social skills as well as engagement and adjustment, child problem behavior negatively predicted parent and teacher rating of placement success and adaptive behavior predicted teacher and principal rating of placement success. Conclusions The present study offers insight into possible program and child related predictors of a range of outcome measures. Implications for the respective service delivery models and directions for future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2019.101452 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success [Texte imprimé et/ou numérique] / Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Trevor CLARK, Auteur ; Debra COSTLEY, Auteur ; Jon MARTIN, Auteur ; Katrina WILLIAMS, Auteur ; Susan BRUCK, Auteur ; Louise DAVIES, Auteur ; Leah BROWNE, Auteur ; Naomi SWELLER, Auteur . - p.101452. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 68 (December 2019) . - p.101452 Mots-clés : ASD  Educational support models  School success Index. décimale : PER Périodiques Résumé : Background There is little comparative data on models of support for children with Autism spectrum disorder (ASD) in school. The objectives of this research were (1) to compare the outcomes of two service delivery models (Autism Spectrum Australia satellite support class and Autism SA consultative model) that were designed to facilitate the support of children with ASD in mainstream schools and (2) to examine factors that were associated with successful outcomes. Method A total of 90 students were followed 6-monthly for up to 7 rounds (3.5 years). Primary outcomes of interest included continuity of placement, school engagement and adjustment, perceived success of placement, and parent/teacher/principal satisfaction with service delivery. Results Continuity of placement was relatively high in both models. There were no differences in child outcome across the models but the parents in the satellite model rated placement success higher, albeit in the context of high overall ratings in both groups. Parents and principals also rated satisfaction with support higher in the satellite model but transitions from the model into regular classes were low during the period of the study. Teacher rated academic skill predicted child social skills as well as engagement and adjustment, child problem behavior negatively predicted parent and teacher rating of placement success and adaptive behavior predicted teacher and principal rating of placement success. Conclusions The present study offers insight into possible program and child related predictors of a range of outcome measures. Implications for the respective service delivery models and directions for future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2019.101452 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

A Curriculum to Support Students with Autism and Special Talents and Abilities / Trevor CLARK

Public ISBD in The SAGE Handbook of Autism and Education / Rita JORDAN Titre : A Curriculum to Support Students with Autism and Special Talents and Abilities Type de document : Texte imprimé et/ou numérique Auteurs : Trevor CLARK, Auteur Année de publication : 2019 Importance : p.315-321 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 in The SAGE Handbook of Autism and Education / Rita JORDAN A Curriculum to Support Students with Autism and Special Talents and Abilities [Texte imprimé et/ou numérique] / Trevor CLARK, Auteur . - 2019 . - p.315-321. Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

Exemplaires

Code-barres	Cote	Support	Localisation	Section	Disponibilité
aucun exemplaire

Exploring Giftedness and Autism / Trevor CLARK

Public ISBD Titre : Exploring Giftedness and Autism : A study of a differentiated educational program for autistic savants Type de document : Texte imprimé et/ou numérique Auteurs : Trevor CLARK, Auteur Editeur : London, [Angleterre] : Routledge Année de publication : 2016 Présentation : ill. Format : 15,5cm x 23,5cm x 1,3cm ISBN/ISSN/EAN : 978-1-138-83954-0 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : ASP-B ASP-B - Asperger - Haut Potentiel Intellectuel Résumé : Savant and splinter skills are seen in memory, art, music or spatial skill amongst others. They can appear remarkable, but tend to be seen as 'obsessive' behaviors. Exploring Giftedness and Autism is based on a unique study which introduces and explores a differentiated curriculum and presents a combination of strategies employed in the education of gifted children and autistic children. Providing insights on the obsessive nature of savant skills, the challenging behaviors of savants and the familial link between the subject child’s savant abilities and giftedness, the author highlights how the inclusion of this curriculum is critical in promoting better school performance and post-school employment opportunities. The study has demonstrated the importance of using a ‘strengths’ rather than a ‘deficits’ approach in the education of students with a disability, and regards autistic savants as gifted students with disabilities, or as ‘twice-exceptional’ students with autism. With a practical section dedicated to putting the research into practice this book is an incredibly important read for anyone working with gifted young people with disabilities in the classroom. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=306 Exploring Giftedness and Autism : A study of a differentiated educational program for autistic savants [Texte imprimé et/ou numérique] / Trevor CLARK, Auteur . - London, [Angleterre] : Routledge, 2016 . -  : ill. ; 15,5cm x 23,5cm x 1,3cm. ISBN : 978-1-138-83954-0 Bibliogr., Index Langues : Anglais (eng) Index. décimale : ASP-B ASP-B - Asperger - Haut Potentiel Intellectuel Résumé : Savant and splinter skills are seen in memory, art, music or spatial skill amongst others. They can appear remarkable, but tend to be seen as 'obsessive' behaviors. Exploring Giftedness and Autism is based on a unique study which introduces and explores a differentiated curriculum and presents a combination of strategies employed in the education of gifted children and autistic children. Providing insights on the obsessive nature of savant skills, the challenging behaviors of savants and the familial link between the subject child’s savant abilities and giftedness, the author highlights how the inclusion of this curriculum is critical in promoting better school performance and post-school employment opportunities. The study has demonstrated the importance of using a ‘strengths’ rather than a ‘deficits’ approach in the education of students with a disability, and regards autistic savants as gifted students with disabilities, or as ‘twice-exceptional’ students with autism. With a practical section dedicated to putting the research into practice this book is an incredibly important read for anyone working with gifted young people with disabilities in the classroom. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=306

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0004154	ASP-B CLA	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	ASP - Syndrome d'Asperger - Autisme de haut niveau	Disponible

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Cartons des stratégies d'adaptation	DUFOUR, Geneviève
Autisme. Le passage à l’âge adulte	PRY, René
Mon p'tit cahier concentration	VERA, Louis P.
Questions sensorielles et perceptives dans l'Autisme et le Syndrome d'Asperger	BOGDASHINA, Olga
Analyse du comportement appliquée à l'enfant et à l'adolescent	RIVIERE, Vinca
Apprends-moi le langage	FREEMAN, Sabrina

Interventions used with an Australian sample of preschool children with autism spectrum disorders / Mark CARTER in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1033-1041 Titre : Interventions used with an Australian sample of preschool children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Mark CARTER, Auteur ; Jacqueline ROBERTS, Auteur ; Katrina WILLIAMS, Auteur ; David EVANS, Auteur ; Trevor R. PARMENTER, Auteur ; Natalie SILOVE, Auteur ; Trevor CLARK, Auteur ; Anthony WARREN, Auteur Année de publication : 2011 Article en page(s) : p.1033-1041 Langues : Anglais (eng) Mots-clés : Autism  Parents  Survey  Treatment  Education  Complementary and alternative medicine Index. décimale : PER Périodiques Résumé : This study examined the previous and current range of educational, therapy, medical and CAM interventions used by a clearly described Australian sample of 84 families of preschool-aged children with autism spectrum disorders who were enrolled in a controlled trial of early intervention services. With regard to educational and therapy interventions, the most frequently used services were speech–language pathology, preschool and childcare, generic early intervention, and occupational therapy. With the exception of preschool and childcare, the access frequency for most of these services indicated they were used at relatively low intensity. Exclusion diets, oils/fatty acids and vitamin and mineral supplements were the primary CAM interventions used by families. There was no clear evidence of a relationship between the number of interventions used by families and developmental status although this may have been due to the relatively recent diagnoses. Implications of these findings and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Interventions used with an Australian sample of preschool children with autism spectrum disorders [Texte imprimé et/ou numérique] / Mark CARTER, Auteur ; Jacqueline ROBERTS, Auteur ; Katrina WILLIAMS, Auteur ; David EVANS, Auteur ; Trevor R. PARMENTER, Auteur ; Natalie SILOVE, Auteur ; Trevor CLARK, Auteur ; Anthony WARREN, Auteur . - 2011 . - p.1033-1041. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1033-1041 Mots-clés : Autism  Parents  Survey  Treatment  Education  Complementary and alternative medicine Index. décimale : PER Périodiques Résumé : This study examined the previous and current range of educational, therapy, medical and CAM interventions used by a clearly described Australian sample of 84 families of preschool-aged children with autism spectrum disorders who were enrolled in a controlled trial of early intervention services. With regard to educational and therapy interventions, the most frequently used services were speech–language pathology, preschool and childcare, generic early intervention, and occupational therapy. With the exception of preschool and childcare, the access frequency for most of these services indicated they were used at relatively low intensity. Exclusion diets, oils/fatty acids and vitamin and mineral supplements were the primary CAM interventions used by families. There was no clear evidence of a relationship between the number of interventions used by families and developmental status although this may have been due to the relatively recent diagnoses. Implications of these findings and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

A randomised controlled trial of two early intervention programs for young children with autism: Centre-based with parent program and home-based / Jacqueline ROBERTS in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1553-1566 Titre : A randomised controlled trial of two early intervention programs for young children with autism: Centre-based with parent program and home-based Type de document : Texte imprimé et/ou numérique Auteurs : Jacqueline ROBERTS, Auteur ; Katrina WILLIAMS, Auteur ; Mark CARTER, Auteur ; David EVANS, Auteur ; Trevor R. PARMENTER, Auteur ; Natalie SILOVE, Auteur ; Trevor CLARK, Auteur ; Anthony WARREN, Auteur Année de publication : 2011 Article en page(s) : p.1553-1566 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Early-intervention  Home-based  Centre-based  Parent programs Index. décimale : PER Périodiques Résumé : This study compares outcomes of early intervention programs for young children with autism; an individualised home-based program (HB), a small group centre-based program for children combined with a parent training and support group (CB) and a non-treatment comparison group (WL). Outcome measures of interest include social and communication skill development in children, quality of life and stress for parents. Eligible (diagnosed ASD, preschool age) participants were randomised into 2 groups HB (n = 28) and CB (n = 28). A WL (n = 29) comparison group was also recruited. HB and CB groups had 12-month programs. Pre and post assessments were conducted using formal and informal measures. Children in the CB group improved significantly more than HB and WL groups on some social and communication measures. On parent measures outcomes varied with CB group parents making the most gains in perception of competence and quality of life. The small group centre-based program combined with parent program resulted in the best most cost effective outcomes for children and families however this is not an option for all. The CB program did not suit some children and families. The heterogeneity of the autism population indicates that a range of intervention options is necessary to meet the needs of children with autism and their families. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] A randomised controlled trial of two early intervention programs for young children with autism: Centre-based with parent program and home-based [Texte imprimé et/ou numérique] / Jacqueline ROBERTS, Auteur ; Katrina WILLIAMS, Auteur ; Mark CARTER, Auteur ; David EVANS, Auteur ; Trevor R. PARMENTER, Auteur ; Natalie SILOVE, Auteur ; Trevor CLARK, Auteur ; Anthony WARREN, Auteur . - 2011 . - p.1553-1566. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1553-1566 Mots-clés : Autism spectrum disorders  Early-intervention  Home-based  Centre-based  Parent programs Index. décimale : PER Périodiques Résumé : This study compares outcomes of early intervention programs for young children with autism; an individualised home-based program (HB), a small group centre-based program for children combined with a parent training and support group (CB) and a non-treatment comparison group (WL). Outcome measures of interest include social and communication skill development in children, quality of life and stress for parents. Eligible (diagnosed ASD, preschool age) participants were randomised into 2 groups HB (n = 28) and CB (n = 28). A WL (n = 29) comparison group was also recruited. HB and CB groups had 12-month programs. Pre and post assessments were conducted using formal and informal measures. Children in the CB group improved significantly more than HB and WL groups on some social and communication measures. On parent measures outcomes varied with CB group parents making the most gains in perception of competence and quality of life. The small group centre-based program combined with parent program resulted in the best most cost effective outcomes for children and families however this is not an option for all. The CB program did not suit some children and families. The heterogeneity of the autism population indicates that a range of intervention options is necessary to meet the needs of children with autism and their families. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

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