Dépouillements

Supporting Students With Asperger Syndrome on College Campuses: Current Practices / Gena P. BARNHILL in Focus on Autism and Other Developmental Disabilities, 31-1 (March 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.3-15 Titre : Supporting Students With Asperger Syndrome on College Campuses: Current Practices Type de document : Texte imprimé et/ou numérique Auteurs : Gena P. BARNHILL, Auteur Article en page(s) : p.3-15 Langues : Anglais (eng) Mots-clés : Asperger syndrome  postsecondary education  social skills  socialization  transition  adult age Index. décimale : PER Périodiques Résumé : With the increasing number of students with Asperger syndrome (AS) and high functioning autism (HFA) enrolling in college, it has become apparent that support services are greatly needed to assist these students in navigating college life, both academically and socially. Yet, there is a dearth of research describing the specific supports needed for this population. This exploratory study sought to determine the current support practices offered on college and university campuses for students with AS. A critical focus of this study was on the specific accommodations accessed and the support services provided, including support groups, counseling, supervised social activities, and summer transition programs. Both supports that were found to be helpful and not helpful are provided. In addition, recommendations for implementing support programs are provided. En ligne : http://dx.doi.org/10.1177/1088357614523121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Supporting Students With Asperger Syndrome on College Campuses: Current Practices [Texte imprimé et/ou numérique] / Gena P. BARNHILL, Auteur . - p.3-15. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.3-15 Mots-clés : Asperger syndrome  postsecondary education  social skills  socialization  transition  adult age Index. décimale : PER Périodiques Résumé : With the increasing number of students with Asperger syndrome (AS) and high functioning autism (HFA) enrolling in college, it has become apparent that support services are greatly needed to assist these students in navigating college life, both academically and socially. Yet, there is a dearth of research describing the specific supports needed for this population. This exploratory study sought to determine the current support practices offered on college and university campuses for students with AS. A critical focus of this study was on the specific accommodations accessed and the support services provided, including support groups, counseling, supervised social activities, and summer transition programs. Both supports that were found to be helpful and not helpful are provided. In addition, recommendations for implementing support programs are provided. En ligne : http://dx.doi.org/10.1177/1088357614523121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

Postsecondary Expectations of High-School Students With Autism Spectrum Disorders / Kristy A. ANDERSON in Focus on Autism and Other Developmental Disabilities, 31-1 (March 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.16-26 Titre : Postsecondary Expectations of High-School Students With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kristy A. ANDERSON, Auteur ; T. A. MCDONALD, Auteur ; Deirdre EDSALL, Auteur ; Leann E. SMITH, Auteur ; Julie LOUNDS TAYLOR, Auteur Article en page(s) : p.16-26 Langues : Anglais (eng) Mots-clés : autism  adolescence  transition  emerging adulthood Index. décimale : PER Périodiques Résumé : This study examined the perceptions of adulthood among 31 high-school students with autism spectrum disorder (ASD). We had two research aims: (a) to report students’ postsecondary expectations in terms of school, work, friendships, and living arrangement and (b) to describe how our sample defined adulthood. To better compare our sample’s criteria of adulthood with the criteria traditionally endorsed in secondary schools, we used a directed content analysis approach. Data were derived from a semi-structured interview that questioned students about friendships, activities, and the transition to adulthood. The majority of students expected to attain traditional markers of adulthood after high school. For some the pathways to achieving these outcomes were narrowly defined and perceived as a linear process. Independence, maturity, and personal responsibility were the most highly endorsed characteristics of adulthood, followed by chronological age and traditional markers. Implications for transition planning and adult services are discussed. En ligne : http://dx.doi.org/10.1177/1088357615610107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Postsecondary Expectations of High-School Students With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Kristy A. ANDERSON, Auteur ; T. A. MCDONALD, Auteur ; Deirdre EDSALL, Auteur ; Leann E. SMITH, Auteur ; Julie LOUNDS TAYLOR, Auteur . - p.16-26. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.16-26 Mots-clés : autism  adolescence  transition  emerging adulthood Index. décimale : PER Périodiques Résumé : This study examined the perceptions of adulthood among 31 high-school students with autism spectrum disorder (ASD). We had two research aims: (a) to report students’ postsecondary expectations in terms of school, work, friendships, and living arrangement and (b) to describe how our sample defined adulthood. To better compare our sample’s criteria of adulthood with the criteria traditionally endorsed in secondary schools, we used a directed content analysis approach. Data were derived from a semi-structured interview that questioned students about friendships, activities, and the transition to adulthood. The majority of students expected to attain traditional markers of adulthood after high school. For some the pathways to achieving these outcomes were narrowly defined and perceived as a linear process. Independence, maturity, and personal responsibility were the most highly endorsed characteristics of adulthood, followed by chronological age and traditional markers. Implications for transition planning and adult services are discussed. En ligne : http://dx.doi.org/10.1177/1088357615610107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

Overview and Evaluation of a Mentorship Program for University Students With ASD / Megan E. AMES in Focus on Autism and Other Developmental Disabilities, 31-1 (March 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.27-36 Titre : Overview and Evaluation of a Mentorship Program for University Students With ASD Type de document : Texte imprimé et/ou numérique Auteurs : Megan E. AMES, Auteur ; Carly A. MCMORRIS, Auteur ; Lisa N. ALLI, Auteur ; James M. BEBKO, Auteur Article en page(s) : p.27-36 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  ASD  postsecondary education  program evaluation  peer mentoring Index. décimale : PER Périodiques Résumé : The number of students with autism spectrum disorder (ASD) pursuing postsecondary education is increasing. A mentorship program was developed to help students with ASD navigate the social and academic framework of postsecondary campus life. The present study (a) provides information about a sample of university students with ASD and (b) evaluates satisfaction with the support provided. This is the first study in Canada to report on the experience of students with ASD and to evaluate this novel approach. Students (N = 23) provided demographic information in the fall and completed surveys evaluating their satisfaction at the end of each academic year. Since beginning the program, the number of students has increased by 200%. High levels of satisfaction were reported. The majority of students reported success in achieving personal goals in part due to their participation in the program. Results better inform the development of supports for students with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Overview and Evaluation of a Mentorship Program for University Students With ASD [Texte imprimé et/ou numérique] / Megan E. AMES, Auteur ; Carly A. MCMORRIS, Auteur ; Lisa N. ALLI, Auteur ; James M. BEBKO, Auteur . - p.27-36. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.27-36 Mots-clés : autism spectrum disorder  ASD  postsecondary education  program evaluation  peer mentoring Index. décimale : PER Périodiques Résumé : The number of students with autism spectrum disorder (ASD) pursuing postsecondary education is increasing. A mentorship program was developed to help students with ASD navigate the social and academic framework of postsecondary campus life. The present study (a) provides information about a sample of university students with ASD and (b) evaluates satisfaction with the support provided. This is the first study in Canada to report on the experience of students with ASD and to evaluate this novel approach. Students (N = 23) provided demographic information in the fall and completed surveys evaluating their satisfaction at the end of each academic year. Since beginning the program, the number of students has increased by 200%. High levels of satisfaction were reported. The majority of students reported success in achieving personal goals in part due to their participation in the program. Results better inform the development of supports for students with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

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)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.37-48 Titre : Educational Supports for High Functioning Youth With ASD: The Postsecondary Pathway to College Type de document : Texte imprimé et/ou numérique Auteurs : Sasha M. ZEEDYK, Auteur ; Leigh Ann TIPTON, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.37-48 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  college  transition  education  postsecondary Index. décimale : PER Périodiques Résumé : This article provides direction for educational decision making specifically for individuals with autism spectrum disorder (ASD), who have the cognitive and adaptive capabilities required to pursue postsecondary college education. The purpose is to draw attention to the available postsecondary pathways, 2- and 4-year college options, by addressing important issues for college-bound young adults with ASD. These include living supports, practical skills, social supports, and educational accommodations. Furthermore, the role of educational and faculty supports is emphasized, as this is an area that has received little research attention. En ligne : http://dx.doi.org/10.1177/1088357614525435 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Educational Supports for High Functioning Youth With ASD: The Postsecondary Pathway to College [Texte imprimé et/ou numérique] / Sasha M. ZEEDYK, Auteur ; Leigh Ann TIPTON, Auteur ; Jan BLACHER, Auteur . - p.37-48. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.37-48 Mots-clés : autism spectrum disorder  college  transition  education  postsecondary Index. décimale : PER Périodiques Résumé : This article provides direction for educational decision making specifically for individuals with autism spectrum disorder (ASD), who have the cognitive and adaptive capabilities required to pursue postsecondary college education. The purpose is to draw attention to the available postsecondary pathways, 2- and 4-year college options, by addressing important issues for college-bound young adults with ASD. These include living supports, practical skills, social supports, and educational accommodations. Furthermore, the role of educational and faculty supports is emphasized, as this is an area that has received little research attention. En ligne : http://dx.doi.org/10.1177/1088357614525435 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

The Routines and Occupations of Families With Adolescents With Autism Spectrum Disorders / Nancy BAGATELL in Focus on Autism and Other Developmental Disabilities, 31-1 (March 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.49-59 Titre : The Routines and Occupations of Families With Adolescents With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Nancy BAGATELL, Auteur Article en page(s) : p.49-59 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  adolescents  family  routines  occupation Index. décimale : PER Périodiques Résumé : Research has consistently shown that families with young children with autism spectrum disorders (ASD) have difficulty participating in family occupations and routines. However, little is known about how families who have adolescents with ASD manage daily life. Therefore, this qualitative research study explored how families with adolescents with ASD constructed, managed, and experienced family occupations and routines. Five families with adolescents with moderate to severe autism participated. Each family engaged in two semi-structured interviews. Participant observation occurred in an activity chosen by the family. Data were analyzed using thematic coding procedures and narrative analysis. Three main inter-related themes emerged: routines as essential, the shifting of routines with the onset of puberty, and the provision of accommodations. The findings highlight the need for family-centered services for families with adolescents with ASD. Interventions that address family occupations and routines have the potential to promote family health and well-being. En ligne : http://dx.doi.org/10.1177/1088357615587503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] The Routines and Occupations of Families With Adolescents With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Nancy BAGATELL, Auteur . - p.49-59. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.49-59 Mots-clés : autism spectrum disorders  adolescents  family  routines  occupation Index. décimale : PER Périodiques Résumé : Research has consistently shown that families with young children with autism spectrum disorders (ASD) have difficulty participating in family occupations and routines. However, little is known about how families who have adolescents with ASD manage daily life. Therefore, this qualitative research study explored how families with adolescents with ASD constructed, managed, and experienced family occupations and routines. Five families with adolescents with moderate to severe autism participated. Each family engaged in two semi-structured interviews. Participant observation occurred in an activity chosen by the family. Data were analyzed using thematic coding procedures and narrative analysis. Three main inter-related themes emerged: routines as essential, the shifting of routines with the onset of puberty, and the provision of accommodations. The findings highlight the need for family-centered services for families with adolescents with ASD. Interventions that address family occupations and routines have the potential to promote family health and well-being. En ligne : http://dx.doi.org/10.1177/1088357615587503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

Lived Experiences From the Perspective of Individuals With Autism Spectrum Disorder: A Qualitative Meta-Synthesis / Anne-Marie DEPAPE in Focus on Autism and Other Developmental Disabilities, 31-1 (March 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.60-71 Titre : Lived Experiences From the Perspective of Individuals With Autism Spectrum Disorder: A Qualitative Meta-Synthesis Type de document : Texte imprimé et/ou numérique Auteurs : Anne-Marie DEPAPE, Auteur ; Sally LINDSAY, Auteur Article en page(s) : p.60-71 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  meta-synthesis  qualitative research  lived experiences Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) includes deficits in social communication and repetitive behavior. Secondhand accounts from parents suggest that ASD affects many aspects of life. However, little is known about this disorder from first-person perspective. This meta-synthesis examines children, adolescents, and adults with ASD to understand their experiences across multiple areas of life and how these experiences vary according to their developmental stage. A thematic synthesis integrating qualitative evidence was undertaken where 10 electronic databases were searched. Thirty-three articles met the inclusion criteria (n = 318 individuals) and were examined by two reviewers using a constant comparative approach. Four themes emerged: perception of self, interactions with others, experiences at school, and factors related to employment. Our findings can inform client-centered policies and practices involving individuals with ASD. Our findings can also help to identify gaps in research with first-person narratives from children and adolescents with ASD under-represented in the current literature. En ligne : http://dx.doi.org/10.1177/1088357615587504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Lived Experiences From the Perspective of Individuals With Autism Spectrum Disorder: A Qualitative Meta-Synthesis [Texte imprimé et/ou numérique] / Anne-Marie DEPAPE, Auteur ; Sally LINDSAY, Auteur . - p.60-71. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.60-71 Mots-clés : autism spectrum disorder  meta-synthesis  qualitative research  lived experiences Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) includes deficits in social communication and repetitive behavior. Secondhand accounts from parents suggest that ASD affects many aspects of life. However, little is known about this disorder from first-person perspective. This meta-synthesis examines children, adolescents, and adults with ASD to understand their experiences across multiple areas of life and how these experiences vary according to their developmental stage. A thematic synthesis integrating qualitative evidence was undertaken where 10 electronic databases were searched. Thirty-three articles met the inclusion criteria (n = 318 individuals) and were examined by two reviewers using a constant comparative approach. Four themes emerged: perception of self, interactions with others, experiences at school, and factors related to employment. Our findings can inform client-centered policies and practices involving individuals with ASD. Our findings can also help to identify gaps in research with first-person narratives from children and adolescents with ASD under-represented in the current literature. En ligne : http://dx.doi.org/10.1177/1088357615587504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

Adults’ Experience of an Asperger Syndrome Diagnosis: Analysis of Its Emotional Meaning and Effect on Participants’ Lives / Trevor POWELL in Focus on Autism and Other Developmental Disabilities, 31-1 (March 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.72-80 Titre : Adults’ Experience of an Asperger Syndrome Diagnosis: Analysis of Its Emotional Meaning and Effect on Participants’ Lives Type de document : Texte imprimé et/ou numérique Auteurs : Trevor POWELL, Auteur ; Louise ACKER, Auteur Article en page(s) : p.72-80 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Asperger syndrome  adults  diagnostic assessment  emotional reaction  effect on life Index. décimale : PER Périodiques Résumé : This study explores the impact on 74 adults attending an Asperger syndrome diagnosis clinic. Feedback forms containing quantitative and qualitative measures were completed 3 months post-assessment. Qualitative responses were analyzed using thematic content analysis. Regarding questions about their emotional response, participants reported themes of “Relief,” “Feeling better about self,” “Mixed feelings,” “No clear feelings,” and “Negative feelings.” Regarding the impact of the diagnosis on their lives, participants reported themes of “Understanding and explanation,” “Self-acceptance,” “Social interaction,” and “Support.” A “sub-clinical threshold” group reported a theme of “Diagnostic disappointment” relating to their experience of not receiving a full diagnosis. There were no differences between pre- and post-assessment on standardized measures of anxiety, depression, or satisfaction with life. However, on a self-report Likert-type scale, participants who received a full diagnosis reported a significantly more positive effect of the diagnosis on their lives, compared with those who did not. En ligne : http://dx.doi.org/10.1177/1088357615588516 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Adults’ Experience of an Asperger Syndrome Diagnosis: Analysis of Its Emotional Meaning and Effect on Participants’ Lives [Texte imprimé et/ou numérique] / Trevor POWELL, Auteur ; Louise ACKER, Auteur . - p.72-80. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.72-80 Mots-clés : Autism Spectrum Disorder  Asperger syndrome  adults  diagnostic assessment  emotional reaction  effect on life Index. décimale : PER Périodiques Résumé : This study explores the impact on 74 adults attending an Asperger syndrome diagnosis clinic. Feedback forms containing quantitative and qualitative measures were completed 3 months post-assessment. Qualitative responses were analyzed using thematic content analysis. Regarding questions about their emotional response, participants reported themes of “Relief,” “Feeling better about self,” “Mixed feelings,” “No clear feelings,” and “Negative feelings.” Regarding the impact of the diagnosis on their lives, participants reported themes of “Understanding and explanation,” “Self-acceptance,” “Social interaction,” and “Support.” A “sub-clinical threshold” group reported a theme of “Diagnostic disappointment” relating to their experience of not receiving a full diagnosis. There were no differences between pre- and post-assessment on standardized measures of anxiety, depression, or satisfaction with life. However, on a self-report Likert-type scale, participants who received a full diagnosis reported a significantly more positive effect of the diagnosis on their lives, compared with those who did not. En ligne : http://dx.doi.org/10.1177/1088357615588516 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282