Dépouillements

The Relationship Between Poverty Level and Urban African American Parents’ Awareness of Evidence-Based Interventions for Children With Autism Spectrum Disorders: Preliminary Data / Susan E. LONGTIN in Focus on Autism and Other Developmental Disabilities, 31-2 (June 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.83-91 Titre : The Relationship Between Poverty Level and Urban African American Parents’ Awareness of Evidence-Based Interventions for Children With Autism Spectrum Disorders: Preliminary Data Type de document : Texte imprimé et/ou numérique Auteurs : Susan E. LONGTIN, Auteur ; Gina-Marie PRINCIPE, Auteur Article en page(s) : p.83-91 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  poverty level  awareness  evidence-based interventions  urban African American parents Index. décimale : PER Périodiques Résumé : This preliminary investigation examined the relationship between poverty level and parental awareness of evidence-based interventions in urban African American parents of children with autism spectrum disorder (ASD). Based on responses to a survey, more parents above the Federal Poverty Level (FPL) reported awareness of the interventions than parents who were below the FPL. Similarly, poverty level was related to parental awareness of the educational and therapeutic services their child received. En ligne : http://dx.doi.org/10.1177/1088357614522293 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] The Relationship Between Poverty Level and Urban African American Parents’ Awareness of Evidence-Based Interventions for Children With Autism Spectrum Disorders: Preliminary Data [Texte imprimé et/ou numérique] / Susan E. LONGTIN, Auteur ; Gina-Marie PRINCIPE, Auteur . - p.83-91. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.83-91 Mots-clés : autism spectrum disorder  poverty level  awareness  evidence-based interventions  urban African American parents Index. décimale : PER Périodiques Résumé : This preliminary investigation examined the relationship between poverty level and parental awareness of evidence-based interventions in urban African American parents of children with autism spectrum disorder (ASD). Based on responses to a survey, more parents above the Federal Poverty Level (FPL) reported awareness of the interventions than parents who were below the FPL. Similarly, poverty level was related to parental awareness of the educational and therapeutic services their child received. En ligne : http://dx.doi.org/10.1177/1088357614522293 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

Parent Perspectives on Outcomes and Satisfaction Levels of Young Adults With Autism and Cognitive Impairments / Eve MULLER in Focus on Autism and Other Developmental Disabilities, 31-2 (June 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.92-103 Titre : Parent Perspectives on Outcomes and Satisfaction Levels of Young Adults With Autism and Cognitive Impairments Type de document : Texte imprimé et/ou numérique Auteurs : Eve MULLER, Auteur ; Lynn R. CANNON, Auteur Article en page(s) : p.92-103 Langues : Anglais (eng) Mots-clés : autism  outcomes  satisfaction  quality of life  employment  residential  social and community life Index. décimale : PER Périodiques Résumé : This study complements current research on quality of life for individuals with autism and cognitive impairments, by focusing less on objective measures (e.g., employment status, educational attainment, living arrangements) and more on subjective measures such as satisfaction levels. Twenty-three structured interviews were conducted with parents, and qualitative analysis of emergent themes is provided. In spite of limited independence on the part of young adults with autism spectrum disorders and cognitive impairments in terms of both home and community life, satisfaction levels were high across all domains and most parents ranked their children’s overall quality of life as “excellent” or “good.” En ligne : http://dx.doi.org/10.1177/1088357614528800 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] Parent Perspectives on Outcomes and Satisfaction Levels of Young Adults With Autism and Cognitive Impairments [Texte imprimé et/ou numérique] / Eve MULLER, Auteur ; Lynn R. CANNON, Auteur . - p.92-103. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.92-103 Mots-clés : autism  outcomes  satisfaction  quality of life  employment  residential  social and community life Index. décimale : PER Périodiques Résumé : This study complements current research on quality of life for individuals with autism and cognitive impairments, by focusing less on objective measures (e.g., employment status, educational attainment, living arrangements) and more on subjective measures such as satisfaction levels. Twenty-three structured interviews were conducted with parents, and qualitative analysis of emergent themes is provided. In spite of limited independence on the part of young adults with autism spectrum disorders and cognitive impairments in terms of both home and community life, satisfaction levels were high across all domains and most parents ranked their children’s overall quality of life as “excellent” or “good.” En ligne : http://dx.doi.org/10.1177/1088357614528800 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

Career Disruption: The Impact of Transitioning From a Full-Time Career Professional to the Primary Caregiver of a Child With Autism Spectrum Disorder / Julia B. STONER in Focus on Autism and Other Developmental Disabilities, 31-2 (June 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.104-114 Titre : Career Disruption: The Impact of Transitioning From a Full-Time Career Professional to the Primary Caregiver of a Child With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Julia B. STONER, Auteur ; Charles R. STONER, Auteur Article en page(s) : p.104-114 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  employment  family  parent  special education Index. décimale : PER Périodiques Résumé : For parents of children with an autism spectrum disorder (ASD), who have given their time and commitment to complete an education and have gained employment in a professional field, a career disruption can have profound effects. A qualitative methodology was used to answer the two research questions that anchored this study: (a) What is the impact of career disruption on career-oriented parents who transition to being the primary caregiver for a child with ASD? and (b) How do parents who become the primary caregivers cope with the disruption, delay, or forfeiture of their professional careers? Parent participants identified three phases: (a) the career disruption process, (b) the impact of career loss, and (c) the transition to personal significance. Discussion focuses on the impact of career disruption and the necessity of service providers to recognize and embrace the importance of parental advocacy. En ligne : http://dx.doi.org/10.1177/1088357614528798 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] Career Disruption: The Impact of Transitioning From a Full-Time Career Professional to the Primary Caregiver of a Child With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Julia B. STONER, Auteur ; Charles R. STONER, Auteur . - p.104-114. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.104-114 Mots-clés : autism spectrum disorders  employment  family  parent  special education Index. décimale : PER Périodiques Résumé : For parents of children with an autism spectrum disorder (ASD), who have given their time and commitment to complete an education and have gained employment in a professional field, a career disruption can have profound effects. A qualitative methodology was used to answer the two research questions that anchored this study: (a) What is the impact of career disruption on career-oriented parents who transition to being the primary caregiver for a child with ASD? and (b) How do parents who become the primary caregivers cope with the disruption, delay, or forfeiture of their professional careers? Parent participants identified three phases: (a) the career disruption process, (b) the impact of career loss, and (c) the transition to personal significance. Discussion focuses on the impact of career disruption and the necessity of service providers to recognize and embrace the importance of parental advocacy. En ligne : http://dx.doi.org/10.1177/1088357614528798 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

Transition to Kindergarten for Children With Autism Spectrum Disorder: A Focus Group Study With Ethnically Diverse Parents, Teachers, and Early Intervention Service Providers / Elizabeth M. STARR in Focus on Autism and Other Developmental Disabilities, 31-2 (June 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.115-128 Titre : Transition to Kindergarten for Children With Autism Spectrum Disorder: A Focus Group Study With Ethnically Diverse Parents, Teachers, and Early Intervention Service Providers Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth M. STARR, Auteur ; Tanya S. MARTINI, Auteur ; Ben C. H. KUO, Auteur Article en page(s) : p.115-128 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  parent  transition  special education  multicultural issues Index. décimale : PER Périodiques Résumé : Despite the stated importance of a successful kindergarten transition (TTK) for future school success, no research has addressed this transition for culturally/ethnically diverse families having children with autism spectrum disorders (ASD). To address this gap, six focus groups (three with ethnically diverse parents, one with kindergarten teachers, and one each with early childhood resource teachers and early intervention providers) were conducted to elicit the experiences of these stakeholders regarding TTK for children with ASD generally, and the TTK experience for ethnically diverse families specifically. Four major themes relating to TTK emerged from the focus groups: Relationship Building, Communication, Knowledge, and Support. While these themes were relevant for all groups, parents who were relatively recent immigrants and for whom English was not a first language identified unique difficulties. Results are discussed within the context of Bronfenbrenner’s Ecological Systems Theory. Recommendations to improve the experience for ethnically diverse families are explored. En ligne : http://dx.doi.org/10.1177/1088357614532497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] Transition to Kindergarten for Children With Autism Spectrum Disorder: A Focus Group Study With Ethnically Diverse Parents, Teachers, and Early Intervention Service Providers [Texte imprimé et/ou numérique] / Elizabeth M. STARR, Auteur ; Tanya S. MARTINI, Auteur ; Ben C. H. KUO, Auteur . - p.115-128. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.115-128 Mots-clés : autism spectrum disorders  parent  transition  special education  multicultural issues Index. décimale : PER Périodiques Résumé : Despite the stated importance of a successful kindergarten transition (TTK) for future school success, no research has addressed this transition for culturally/ethnically diverse families having children with autism spectrum disorders (ASD). To address this gap, six focus groups (three with ethnically diverse parents, one with kindergarten teachers, and one each with early childhood resource teachers and early intervention providers) were conducted to elicit the experiences of these stakeholders regarding TTK for children with ASD generally, and the TTK experience for ethnically diverse families specifically. Four major themes relating to TTK emerged from the focus groups: Relationship Building, Communication, Knowledge, and Support. While these themes were relevant for all groups, parents who were relatively recent immigrants and for whom English was not a first language identified unique difficulties. Results are discussed within the context of Bronfenbrenner’s Ecological Systems Theory. Recommendations to improve the experience for ethnically diverse families are explored. En ligne : http://dx.doi.org/10.1177/1088357614532497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

Using Video Prompting With Different Fading Procedures to Teach Daily Living Skills: A Preliminary Examination / Pei-Fang WU in Focus on Autism and Other Developmental Disabilities, 31-2 (June 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.129-139 Titre : Using Video Prompting With Different Fading Procedures to Teach Daily Living Skills: A Preliminary Examination Type de document : Texte imprimé et/ou numérique Auteurs : Pei-Fang WU, Auteur ; Helen I. CANNELLA-MALONE, Auteur ; Joe E. WHEATON, Auteur ; Chris A. TULLIS, Auteur Article en page(s) : p.129-139 Langues : Anglais (eng) Mots-clés : video prompting  fading  developmental disabilities  iPod Touch  daily living skills Index. décimale : PER Périodiques Résumé : Two students with developmental disabilities were taught two daily living skills using video prompting with error correction presented on an iPod Touch, and two different fading procedures were implemented. In one fading procedure, individual video clips were merged into multiple larger clips following acquisition of the entire skill. In the second fading procedure, video clips were backward “chunked” during the intervention as individual steps were mastered. A multiple probe across participants design within a reversal design was used. Results showed that video prompting with error correction was effective in teaching both daily living skills. Furthermore, fading the video prompts during the intervention resulted in more rapid learning and higher maintenance and generalization effects than fading after acquisition. En ligne : http://dx.doi.org/10.1177/1088357614533594 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] Using Video Prompting With Different Fading Procedures to Teach Daily Living Skills: A Preliminary Examination [Texte imprimé et/ou numérique] / Pei-Fang WU, Auteur ; Helen I. CANNELLA-MALONE, Auteur ; Joe E. WHEATON, Auteur ; Chris A. TULLIS, Auteur . - p.129-139. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.129-139 Mots-clés : video prompting  fading  developmental disabilities  iPod Touch  daily living skills Index. décimale : PER Périodiques Résumé : Two students with developmental disabilities were taught two daily living skills using video prompting with error correction presented on an iPod Touch, and two different fading procedures were implemented. In one fading procedure, individual video clips were merged into multiple larger clips following acquisition of the entire skill. In the second fading procedure, video clips were backward “chunked” during the intervention as individual steps were mastered. A multiple probe across participants design within a reversal design was used. Results showed that video prompting with error correction was effective in teaching both daily living skills. Furthermore, fading the video prompts during the intervention resulted in more rapid learning and higher maintenance and generalization effects than fading after acquisition. En ligne : http://dx.doi.org/10.1177/1088357614533594 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

The Effect of Parent Anxiety on Treatment Acceptability and Retention of Diagnostic Feedback / Jenny R. EVANS in Focus on Autism and Other Developmental Disabilities, 31-2 (June 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.140-151 Titre : The Effect of Parent Anxiety on Treatment Acceptability and Retention of Diagnostic Feedback Type de document : Texte imprimé et/ou numérique Auteurs : Jenny R. EVANS, Auteur ; Kristen JASTROWSKI MANO, Auteur Article en page(s) : p.140-151 Langues : Anglais (eng) Mots-clés : parents  anxiety  assessment  feedback  retention Index. décimale : PER Périodiques Résumé : This study examined the effect of parent anxiety on treatment acceptability and retention of diagnostic feedback. Mothers (N = 187) of children ages 2 to 14 years recruited primarily through online parenting groups were randomly assigned to one of four vignettes that varied on ambiguity of diagnostic label (low vs. high) and ambiguity of diagnostic feedback (low vs. high). Participants completed measures of state and trait anxiety, retention of feedback, and treatment acceptability. Mothers reporting high trait anxiety endorsed greater treatment acceptability (F = 11.57, p = .001, = .09). Those reporting high state anxiety retained more information, t(84.96) = ?5.35, p < .001, Cohen’s d = .99. A significant interaction emerged between trait anxiety and diagnostic label on parent satisfaction (F = 4.95, p = .028, = .04). Results suggest that parent anxiety may affect retention and likelihood of pursuing treatment. Future research is needed to investigate whether differences in parent anxiety translate into meaningful differences in their pursuit of treatment. En ligne : http://dx.doi.org/10.1177/1088357614537351 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] The Effect of Parent Anxiety on Treatment Acceptability and Retention of Diagnostic Feedback [Texte imprimé et/ou numérique] / Jenny R. EVANS, Auteur ; Kristen JASTROWSKI MANO, Auteur . - p.140-151. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.140-151 Mots-clés : parents  anxiety  assessment  feedback  retention Index. décimale : PER Périodiques Résumé : This study examined the effect of parent anxiety on treatment acceptability and retention of diagnostic feedback. Mothers (N = 187) of children ages 2 to 14 years recruited primarily through online parenting groups were randomly assigned to one of four vignettes that varied on ambiguity of diagnostic label (low vs. high) and ambiguity of diagnostic feedback (low vs. high). Participants completed measures of state and trait anxiety, retention of feedback, and treatment acceptability. Mothers reporting high trait anxiety endorsed greater treatment acceptability (F = 11.57, p = .001, = .09). Those reporting high state anxiety retained more information, t(84.96) = ?5.35, p < .001, Cohen’s d = .99. A significant interaction emerged between trait anxiety and diagnostic label on parent satisfaction (F = 4.95, p = .028, = .04). Results suggest that parent anxiety may affect retention and likelihood of pursuing treatment. Future research is needed to investigate whether differences in parent anxiety translate into meaningful differences in their pursuit of treatment. En ligne : http://dx.doi.org/10.1177/1088357614537351 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

Parents’ Perceptions of the Severity of Their Child’s Autistic Behaviors and Differences in Parental Stress, Family Functioning, and Social Support / Susan D. KISSEL in Focus on Autism and Other Developmental Disabilities, 31-2 (June 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.152-160 Titre : Parents’ Perceptions of the Severity of Their Child’s Autistic Behaviors and Differences in Parental Stress, Family Functioning, and Social Support Type de document : Texte imprimé et/ou numérique Auteurs : Susan D. KISSEL, Auteur ; W. Michael NELSON, Auteur Article en page(s) : p.152-160 Langues : Anglais (eng) Mots-clés : autism  severity  parental stress  family functioning  social support Index. décimale : PER Périodiques Résumé : The current study was designed to examine differences in parental stress, family functioning, and social supports among parents’ perceptions of the severity of their child’s autistic behaviors and a control group. To evaluate such differences, parental perceptions of children with autism and with typically developing children were compared. Parents of children with more severe autistic behaviors reported higher levels of parental stress and poorer ratings of their personal functioning in the family than parents of children with less severe autistic behaviors and typically developing children. The groups did not differ on the parents’ report of the functioning of the family unit or on perceived helpfulness of family social support. More research is needed on this topic. En ligne : http://dx.doi.org/10.1177/1088357614537352 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] Parents’ Perceptions of the Severity of Their Child’s Autistic Behaviors and Differences in Parental Stress, Family Functioning, and Social Support [Texte imprimé et/ou numérique] / Susan D. KISSEL, Auteur ; W. Michael NELSON, Auteur . - p.152-160. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.152-160 Mots-clés : autism  severity  parental stress  family functioning  social support Index. décimale : PER Périodiques Résumé : The current study was designed to examine differences in parental stress, family functioning, and social supports among parents’ perceptions of the severity of their child’s autistic behaviors and a control group. To evaluate such differences, parental perceptions of children with autism and with typically developing children were compared. Parents of children with more severe autistic behaviors reported higher levels of parental stress and poorer ratings of their personal functioning in the family than parents of children with less severe autistic behaviors and typically developing children. The groups did not differ on the parents’ report of the functioning of the family unit or on perceived helpfulness of family social support. More research is needed on this topic. En ligne : http://dx.doi.org/10.1177/1088357614537352 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288