‘I’m really glad this is developmental’: Autism and social comparisons – an interpretative phenomenological analysis / Jaci C. HUWS in Autism, 19-1 (January 2015)  

Public ISBD [article]  inAutism > 19-1 (January 2015) . - p.84-90 Titre : ‘I’m really glad this is developmental’: Autism and social comparisons – an interpretative phenomenological analysis Type de document : Texte imprimé et/ou numérique Auteurs : Jaci C. HUWS, Auteur ; Robert S.P. JONES, Auteur Année de publication : 2015 Article en page(s) : p.84-90 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  interpretative phenomenological analysis  qualitative  social comparison  young people Index. décimale : PER Périodiques Résumé : The present qualitative study comprised interviews with nine young people with autism (aged 16–21 years) about their perceptions of autism. Using interpretative phenomenological analysis, three underlying themes were illuminated, and all these formed the superordinate theme Making Comparisons: (a) Changes over time: ‘I’m really glad this is developmental’; (b) Degrees of autism: ‘They’ve got it really bad’; and (c) Degrees of ability: ‘I’m not really disabled-disabled’. Such comparisons were not explicitly sought at the outset of the study, and instead emerged from their conceptualisations of the autism concept. When comparing how they perceived themselves now, and how they perceived themselves in the past, the young people viewed themselves more positively in the present. In addition, when making comparisons with other people with autism, they tended to locate themselves as being in a better position than others were. The perspective of being in a more fortunate position because of heightened abilities also emerged from the comparisons made with people who did not have autism. Furthermore, similar comparisons were made when autism was compared to disability, with autism being evaluated as being more favourable than what was termed ‘proper’ disability. The results of this study are discussed in relation to the existent social comparison literature. En ligne : http://dx.doi.org/10.1177/1362361313512426 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245 [article] ‘I’m really glad this is developmental’: Autism and social comparisons – an interpretative phenomenological analysis [Texte imprimé et/ou numérique] / Jaci C. HUWS, Auteur ; Robert S.P. JONES, Auteur . - 2015 . - p.84-90. Langues : Anglais (eng) in Autism > 19-1 (January 2015) . - p.84-90 Mots-clés : autism spectrum disorder  interpretative phenomenological analysis  qualitative  social comparison  young people Index. décimale : PER Périodiques Résumé : The present qualitative study comprised interviews with nine young people with autism (aged 16–21 years) about their perceptions of autism. Using interpretative phenomenological analysis, three underlying themes were illuminated, and all these formed the superordinate theme Making Comparisons: (a) Changes over time: ‘I’m really glad this is developmental’; (b) Degrees of autism: ‘They’ve got it really bad’; and (c) Degrees of ability: ‘I’m not really disabled-disabled’. Such comparisons were not explicitly sought at the outset of the study, and instead emerged from their conceptualisations of the autism concept. When comparing how they perceived themselves now, and how they perceived themselves in the past, the young people viewed themselves more positively in the present. In addition, when making comparisons with other people with autism, they tended to locate themselves as being in a better position than others were. The perspective of being in a more fortunate position because of heightened abilities also emerged from the comparisons made with people who did not have autism. Furthermore, similar comparisons were made when autism was compared to disability, with autism being evaluated as being more favourable than what was termed ‘proper’ disability. The results of this study are discussed in relation to the existent social comparison literature. En ligne : http://dx.doi.org/10.1177/1362361313512426 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245

Working intensively with a young child with autism using applied behaviour analysis methodology / Elin WALKER-JONES in Good Autism Practice - GAP, 9-1 (May 2008)

Public ISBD [article]  inGood Autism Practice - GAP > 9-1 (May 2008) . - p.40-43 Titre : Working intensively with a young child with autism using applied behaviour analysis methodology Type de document : Texte imprimé et/ou numérique Auteurs : Elin WALKER-JONES, Auteur ; F. Charles MACE, Auteur ; Robert S.P. JONES, Auteur Année de publication : 2008 Article en page(s) : p.40-43 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper describes the work of a team of psychology undergraduates trained and supervised by an experienced clinical psychologist. They worked intensively with a young child with autism over a ten-week period using an applied behaviour analysis (ABA) approach. Results were graphed to record progress. Changes in behaviours not specifically taught, such as orientation, aggression and disruption were monitored during the programme. Significant gains were reported in ail the skills that were specifically taught. Orientation increased significantly during many programmes, the greatest gains being made during imitation programmes. Aggressive and disruptive behaviour decreased significantly during the programme too. The results are discussed in terms of practical applications for clinicians. There are many interventions recommended for young children with autism in the early years and evaluating their effectiveness is complex because children with autism often differ significantly from each other and an individual child often has a number of different inputs during the course of a day or week (as in this study where Rachel has a highly structured ABA based programme, play sessions, interactive sessions with her parents and attends a playgroup). Separating out the effects of these in addition to the effects of maturation is very difficult. The language used to describe skills and behaviours is often different too across interventions which can make comparisons between studies difficult. Nevertheless, it is important to describe and record the actions taken by adults and the responses of the children engaged in interventions in a systematic way, as this paper does, in order to develop our evaluation methods and encourage debate about practice. This paper will inspire such discussion. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131 [article] Working intensively with a young child with autism using applied behaviour analysis methodology [Texte imprimé et/ou numérique] / Elin WALKER-JONES, Auteur ; F. Charles MACE, Auteur ; Robert S.P. JONES, Auteur . - 2008 . - p.40-43. Langues : Anglais (eng) in Good Autism Practice - GAP > 9-1 (May 2008) . - p.40-43 Index. décimale : PER Périodiques Résumé : This paper describes the work of a team of psychology undergraduates trained and supervised by an experienced clinical psychologist. They worked intensively with a young child with autism over a ten-week period using an applied behaviour analysis (ABA) approach. Results were graphed to record progress. Changes in behaviours not specifically taught, such as orientation, aggression and disruption were monitored during the programme. Significant gains were reported in ail the skills that were specifically taught. Orientation increased significantly during many programmes, the greatest gains being made during imitation programmes. Aggressive and disruptive behaviour decreased significantly during the programme too. The results are discussed in terms of practical applications for clinicians. There are many interventions recommended for young children with autism in the early years and evaluating their effectiveness is complex because children with autism often differ significantly from each other and an individual child often has a number of different inputs during the course of a day or week (as in this study where Rachel has a highly structured ABA based programme, play sessions, interactive sessions with her parents and attends a playgroup). Separating out the effects of these in addition to the effects of maturation is very difficult. The language used to describe skills and behaviours is often different too across interventions which can make comparisons between studies difficult. Nevertheless, it is important to describe and record the actions taken by adults and the responses of the children engaged in interventions in a systematic way, as this paper does, in order to develop our evaluation methods and encourage debate about practice. This paper will inspire such discussion. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131

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