Dépouillements

Accelerating research on treatment and services for transition age youth and adults on the autism spectrum / Mary BAKER-ERICZEN in Autism, 22-1 (January 2018)  

Public ISBD [article]  inAutism > 22-1 (January 2018) . - p.2-5 Titre : Accelerating research on treatment and services for transition age youth and adults on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Mary BAKER-ERICZEN, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; Edward S. BRODKIN, Auteur Article en page(s) : p.2-5 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1177/1362361317738646 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334 [article] Accelerating research on treatment and services for transition age youth and adults on the autism spectrum [Texte imprimé et/ou numérique] / Mary BAKER-ERICZEN, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; Edward S. BRODKIN, Auteur . - p.2-5. Langues : Anglais (eng) in Autism > 22-1 (January 2018) . - p.2-5 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1177/1362361317738646 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334

Development of the Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills program for adults on the autism spectrum: Results of initial study / Mary BAKER-ERICZEN in Autism, 22-1 (January 2018)  

Public ISBD [article]  inAutism > 22-1 (January 2018) . - p.6-19 Titre : Development of the Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills program for adults on the autism spectrum: Results of initial study Type de document : Texte imprimé et/ou numérique Auteurs : Mary BAKER-ERICZEN, Auteur ; Meghan A FITCH, Auteur ; Mikaela KINNEAR, Auteur ; Melissa M JENKINS, Auteur ; Elizabeth W TWAMLEY, Auteur ; Linda SMITH, Auteur ; Gabriel MONTANO, Auteur ; Joshua FEDER, Auteur ; Pamela J CROOKE, Auteur ; Michelle G WINNER, Auteur ; Juan LEON, Auteur Article en page(s) : p.6-19 Langues : Anglais (eng) Mots-clés : adults with autism,executive functioning,intervention,social cognition,vocational training Index. décimale : PER Périodiques Résumé : The population of adults on the autism spectrum continues to increase, and vocational outcomes are particularly poor. Longitudinal studies of adults with autism spectrum and without intellectual disability have shown consistent and persistent deficits across cognitive, social, and vocational domains, indicating a need for effective treatments of functional disabilities as each impact employment. This initial pilot study is an open trial investigation of the feasibility, acceptability, and initial estimates of outcomes for the newly developed Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills intervention, a manualized “soft skills” curriculum, to enhance both cognitive and social development in adults with autism spectrum. A total of eight adults with autism spectrum, without intellectual disability (78% males), participated in the study. Results support the original hypothesis that adults with autism spectrum can improve both cognitive (i.e. executive functioning) and social cognitive (i.e. social thinking and social communication) abilities. Further Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills was found to be feasible, acceptable, and highly satisfactory for participants and parents. Employment rates more than doubled post-intervention, with an increase from 22% to 56% of participants employed. Conclusion is that Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills has promise as an intervention that can be easily embedded into exiting supported employment vocational training programs to improve cognitive, social, and vocational outcomes. En ligne : https://doi.org/10.1177/1362361317724294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334 [article] Development of the Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills program for adults on the autism spectrum: Results of initial study [Texte imprimé et/ou numérique] / Mary BAKER-ERICZEN, Auteur ; Meghan A FITCH, Auteur ; Mikaela KINNEAR, Auteur ; Melissa M JENKINS, Auteur ; Elizabeth W TWAMLEY, Auteur ; Linda SMITH, Auteur ; Gabriel MONTANO, Auteur ; Joshua FEDER, Auteur ; Pamela J CROOKE, Auteur ; Michelle G WINNER, Auteur ; Juan LEON, Auteur . - p.6-19. Langues : Anglais (eng) in Autism > 22-1 (January 2018) . - p.6-19 Mots-clés : adults with autism,executive functioning,intervention,social cognition,vocational training Index. décimale : PER Périodiques Résumé : The population of adults on the autism spectrum continues to increase, and vocational outcomes are particularly poor. Longitudinal studies of adults with autism spectrum and without intellectual disability have shown consistent and persistent deficits across cognitive, social, and vocational domains, indicating a need for effective treatments of functional disabilities as each impact employment. This initial pilot study is an open trial investigation of the feasibility, acceptability, and initial estimates of outcomes for the newly developed Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills intervention, a manualized “soft skills” curriculum, to enhance both cognitive and social development in adults with autism spectrum. A total of eight adults with autism spectrum, without intellectual disability (78% males), participated in the study. Results support the original hypothesis that adults with autism spectrum can improve both cognitive (i.e. executive functioning) and social cognitive (i.e. social thinking and social communication) abilities. Further Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills was found to be feasible, acceptable, and highly satisfactory for participants and parents. Employment rates more than doubled post-intervention, with an increase from 22% to 56% of participants employed. Conclusion is that Supported Employment, Comprehensive Cognitive Enhancement, and Social Skills has promise as an intervention that can be easily embedded into exiting supported employment vocational training programs to improve cognitive, social, and vocational outcomes. En ligne : https://doi.org/10.1177/1362361317724294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334

Supporting university students with autism spectrum disorder / Ashleigh HILLIER in Autism, 22-1 (January 2018)  

Public ISBD [article]  inAutism > 22-1 (January 2018) . - p.20-28 Titre : Supporting university students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ashleigh HILLIER, Auteur ; Jody GOLDSTEIN, Auteur ; Deirdra MURPHY, Auteur ; Rhoda TRIETSCH, Auteur ; Jacqueline KEEVES, Auteur ; Eva MENDES, Auteur ; Alexa QUEENAN, Auteur Article en page(s) : p.20-28 Langues : Anglais (eng) Mots-clés : adults,autism spectrum disorders,education services,interventions—psychosocial/behavioral,qualitative research Index. décimale : PER Périodiques Résumé : Increasing numbers of students with autism spectrum disorder are entering higher education. Their success can be jeopardized by organizational, social/emotional, and academic challenges if appropriate supports are not in place. Our objective was to evaluate the effectiveness of a support group model for university students with autism spectrum disorder in improving psychological and functional outcomes. A curriculum guided the weekly discussions and consisted of topics such as time and stress management, managing group work, and social communication. Efficacy was assessed through pre- and post self-report measures focused on self-esteem, loneliness, anxiety, and depression. Functional changes in academic and social skills were examined through qualitative analysis of focus groups. Findings from the self-report measures indicated significant reductions in feelings of loneliness and general anxiety, and a significant increase in self-esteem at the end of the program compared to the beginning. Five prominent themes were identified in the focus-group analysis and reflected how the program had positively impacted participants’ skills and coping: executive functioning; goal setting; academics and resources; stress and anxiety; and social. Given the cost effectiveness of “in-house” interventions and the potential for improving academic outcomes and retention of students with autism spectrum disorder, further research examining similar program models is warranted. En ligne : https://doi.org/10.1177/1362361317699584 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334 [article] Supporting university students with autism spectrum disorder [Texte imprimé et/ou numérique] / Ashleigh HILLIER, Auteur ; Jody GOLDSTEIN, Auteur ; Deirdra MURPHY, Auteur ; Rhoda TRIETSCH, Auteur ; Jacqueline KEEVES, Auteur ; Eva MENDES, Auteur ; Alexa QUEENAN, Auteur . - p.20-28. Langues : Anglais (eng) in Autism > 22-1 (January 2018) . - p.20-28 Mots-clés : adults,autism spectrum disorders,education services,interventions—psychosocial/behavioral,qualitative research Index. décimale : PER Périodiques Résumé : Increasing numbers of students with autism spectrum disorder are entering higher education. Their success can be jeopardized by organizational, social/emotional, and academic challenges if appropriate supports are not in place. Our objective was to evaluate the effectiveness of a support group model for university students with autism spectrum disorder in improving psychological and functional outcomes. A curriculum guided the weekly discussions and consisted of topics such as time and stress management, managing group work, and social communication. Efficacy was assessed through pre- and post self-report measures focused on self-esteem, loneliness, anxiety, and depression. Functional changes in academic and social skills were examined through qualitative analysis of focus groups. Findings from the self-report measures indicated significant reductions in feelings of loneliness and general anxiety, and a significant increase in self-esteem at the end of the program compared to the beginning. Five prominent themes were identified in the focus-group analysis and reflected how the program had positively impacted participants’ skills and coping: executive functioning; goal setting; academics and resources; stress and anxiety; and social. Given the cost effectiveness of “in-house” interventions and the potential for improving academic outcomes and retention of students with autism spectrum disorder, further research examining similar program models is warranted. En ligne : https://doi.org/10.1177/1362361317699584 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334

Parents’ and young adults’ perspectives on transition outcomes for young adults with autism / Collette SOSNOWY in Autism, 22-1 (January 2018)  

Public ISBD [article]  inAutism > 22-1 (January 2018) . - p.29-39 Titre : Parents’ and young adults’ perspectives on transition outcomes for young adults with autism Type de document : Texte imprimé et/ou numérique Auteurs : Collette SOSNOWY, Auteur ; Chloe SILVERMAN, Auteur ; Paul SHATTUCK, Auteur Article en page(s) : p.29-39 Langues : Anglais (eng) Mots-clés : autism,measures,outcomes,parents,quality of life,transition,young adults Index. décimale : PER Périodiques Résumé : Existing research shows that young adults with autism spectrum disorder have poorer outcomes than their peers with other developmental disabilities in the key areas of independent living, postsecondary education, and employment. However, we understand little about how young adults with autism and their families understand and value outcomes and whether these indicators match their goals and aspirations. We interviewed parents (n?=?21) and young adults with autism spectrum disorder (n?=?20) about their experiences with the transition to adulthood to understand what they consider to be desirable outcomes and how they seek to achieve them. Understanding these perspectives will help identify areas of need as well as disconnections between service objectives and the goals of young adults and their families. Participants described outcomes as more complex and nuanced than current conceptions and measures account for. They defined and evaluated outcomes in relation to their or their child’s individual abilities, needs, and desires. These findings provide important insight into challenges to and facilitators of desired outcomes, which has implications for programming, service delivery, and policy. En ligne : https://doi.org/10.1177/1362361317699585 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335 [article] Parents’ and young adults’ perspectives on transition outcomes for young adults with autism [Texte imprimé et/ou numérique] / Collette SOSNOWY, Auteur ; Chloe SILVERMAN, Auteur ; Paul SHATTUCK, Auteur . - p.29-39. Langues : Anglais (eng) in Autism > 22-1 (January 2018) . - p.29-39 Mots-clés : autism,measures,outcomes,parents,quality of life,transition,young adults Index. décimale : PER Périodiques Résumé : Existing research shows that young adults with autism spectrum disorder have poorer outcomes than their peers with other developmental disabilities in the key areas of independent living, postsecondary education, and employment. However, we understand little about how young adults with autism and their families understand and value outcomes and whether these indicators match their goals and aspirations. We interviewed parents (n?=?21) and young adults with autism spectrum disorder (n?=?20) about their experiences with the transition to adulthood to understand what they consider to be desirable outcomes and how they seek to achieve them. Understanding these perspectives will help identify areas of need as well as disconnections between service objectives and the goals of young adults and their families. Participants described outcomes as more complex and nuanced than current conceptions and measures account for. They defined and evaluated outcomes in relation to their or their child’s individual abilities, needs, and desires. These findings provide important insight into challenges to and facilitators of desired outcomes, which has implications for programming, service delivery, and policy. En ligne : https://doi.org/10.1177/1362361317699585 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335

Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder / Kara HUME in Autism, 22-1 (January 2018)  

Public ISBD [article]  inAutism > 22-1 (January 2018) . - p.40-50 Titre : Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Jessica Dykstra STEINBRENNER, Auteur ; John SIDERIS, Auteur ; Leann SMITH, Auteur ; Suzanne KUCHARCZYK, Auteur ; Kate SZIDON, Auteur Article en page(s) : p.40-50 Langues : Anglais (eng) Mots-clés : adolescent,autism,Secondary School Success Checklist,skill importance,transition Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy. En ligne : https://doi.org/10.1177/1362361317722029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335 [article] Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Jessica Dykstra STEINBRENNER, Auteur ; John SIDERIS, Auteur ; Leann SMITH, Auteur ; Suzanne KUCHARCZYK, Auteur ; Kate SZIDON, Auteur . - p.40-50. Langues : Anglais (eng) in Autism > 22-1 (January 2018) . - p.40-50 Mots-clés : adolescent,autism,Secondary School Success Checklist,skill importance,transition Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy. En ligne : https://doi.org/10.1177/1362361317722029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335

Addressing medical needs of adolescents and adults with autism spectrum disorders in a primary care setting / Youssra SAQR in Autism, 22-1 (January 2018)  

Public ISBD [article]  inAutism > 22-1 (January 2018) . - p.51-61 Titre : Addressing medical needs of adolescents and adults with autism spectrum disorders in a primary care setting Type de document : Texte imprimé et/ou numérique Auteurs : Youssra SAQR, Auteur ; Erika BRAUN, Auteur ; Kyle PORTER, Auteur ; Debra BARNETTE, Auteur ; Christopher HANKS, Auteur Article en page(s) : p.51-61 Langues : Anglais (eng) Mots-clés : adolescents,adults,autism spectrum disorders,health services,medical comorbidity Index. décimale : PER Périodiques Résumé : Little has been reported about how to improve health care access and delivery for adolescents and adults with autism spectrum disorder. To understand the contributions to the health disparities in the autism spectrum disorder population, we conducted two independent research approaches to learn about current medical needs. A retrospective chart review was performed to evaluate medical comorbidities and medication use. A focus group was also created to address barriers faced in providing medical care. Of 126 charts reviewed, 49% (n?=?62) had intellectual disability, 49% (n?=?62) had attention-deficit hyperactivity disorder, 52% (n?=?65) had anxiety, 41% (n?=?52) had obesity, 31% (n?=?39) with a history of aggressive behavior, 31% (n?=?31) had depression, 22% (n?=?28) had seizures, and 9% (n?=?11) had hypertension. A Medical Regimen Complexity Index score was determined to examine medication use trends in the autism spectrum disorder population. Medical Regimen Complexity Index scores were significantly higher for patients with intellectual disability, patients with seizures, and patients with a history of aggressive behavior. Both the focus group and our pre-visit assessment identified the waiting room and waiting time as barriers to care. Understanding the comorbidities, polypharmacy, and medical barriers should provide a better understanding of the current health care access and delivery needs of adolescents and adults with autism spectrum disorder. En ligne : https://doi.org/10.1177/1362361317709970 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335 [article] Addressing medical needs of adolescents and adults with autism spectrum disorders in a primary care setting [Texte imprimé et/ou numérique] / Youssra SAQR, Auteur ; Erika BRAUN, Auteur ; Kyle PORTER, Auteur ; Debra BARNETTE, Auteur ; Christopher HANKS, Auteur . - p.51-61. Langues : Anglais (eng) in Autism > 22-1 (January 2018) . - p.51-61 Mots-clés : adolescents,adults,autism spectrum disorders,health services,medical comorbidity Index. décimale : PER Périodiques Résumé : Little has been reported about how to improve health care access and delivery for adolescents and adults with autism spectrum disorder. To understand the contributions to the health disparities in the autism spectrum disorder population, we conducted two independent research approaches to learn about current medical needs. A retrospective chart review was performed to evaluate medical comorbidities and medication use. A focus group was also created to address barriers faced in providing medical care. Of 126 charts reviewed, 49% (n?=?62) had intellectual disability, 49% (n?=?62) had attention-deficit hyperactivity disorder, 52% (n?=?65) had anxiety, 41% (n?=?52) had obesity, 31% (n?=?39) with a history of aggressive behavior, 31% (n?=?31) had depression, 22% (n?=?28) had seizures, and 9% (n?=?11) had hypertension. A Medical Regimen Complexity Index score was determined to examine medication use trends in the autism spectrum disorder population. Medical Regimen Complexity Index scores were significantly higher for patients with intellectual disability, patients with seizures, and patients with a history of aggressive behavior. Both the focus group and our pre-visit assessment identified the waiting room and waiting time as barriers to care. Understanding the comorbidities, polypharmacy, and medical barriers should provide a better understanding of the current health care access and delivery needs of adolescents and adults with autism spectrum disorder. En ligne : https://doi.org/10.1177/1362361317709970 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335

Measuring the attitudes of novice drivers with autism spectrum disorder as an indication of apprehensive driving: Going beyond basic abilities / Veerle ROSS in Autism, 22-1 (January 2018)  

Public ISBD [article]  inAutism > 22-1 (January 2018) . - p.62-69 Titre : Measuring the attitudes of novice drivers with autism spectrum disorder as an indication of apprehensive driving: Going beyond basic abilities Type de document : Texte imprimé et/ou numérique Auteurs : Veerle ROSS, Auteur ; Daniel J. COX, Auteur ; Ron REEVE, Auteur ; Timothy BROWN, Auteur ; Matthew MONCRIEF, Auteur ; Rose SCHMITT, Auteur ; Gary GAFFNEY, Auteur Article en page(s) : p.62-69 Langues : Anglais (eng) Mots-clés : anxiety,attitudes,autism spectrum disorders,driving,driving training,virtual reality Index. décimale : PER Périodiques Résumé : For some individuals with autism spectrum disorder, driving apprehension may interfere with the acquisition and application of driving privileges. The Driving Attitude Scale Parent-Report provides an indication of novice drivers’ positive and negative attitudes toward driving. Responses were compared for parents of 66 autism spectrum disorder and 166 neuro-typical novice drivers. After the autism spectrum disorder drivers completed 3?months of driver training, 60 parents repeated the Driving Attitude Scale Parent-Report. Parents reported autism spectrum disorder drivers to have less positive and more negative attitudes toward driving than parents of neuro-typical drivers. Parents of autism spectrum disorder drivers who received driving training in a safe/low-threat virtual reality driving simulator demonstrated a significant increase in positive attitudes and reduction in negative attitudes, compared to parents of autism spectrum disorder drivers undergoing routine driver training. The reports of parents of autism spectrum disorder drivers suggest potential problems with learning to drive that can go beyond general abilities and include driving apprehension. En ligne : https://doi.org/10.1177/1362361317735959 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335 [article] Measuring the attitudes of novice drivers with autism spectrum disorder as an indication of apprehensive driving: Going beyond basic abilities [Texte imprimé et/ou numérique] / Veerle ROSS, Auteur ; Daniel J. COX, Auteur ; Ron REEVE, Auteur ; Timothy BROWN, Auteur ; Matthew MONCRIEF, Auteur ; Rose SCHMITT, Auteur ; Gary GAFFNEY, Auteur . - p.62-69. Langues : Anglais (eng) in Autism > 22-1 (January 2018) . - p.62-69 Mots-clés : anxiety,attitudes,autism spectrum disorders,driving,driving training,virtual reality Index. décimale : PER Périodiques Résumé : For some individuals with autism spectrum disorder, driving apprehension may interfere with the acquisition and application of driving privileges. The Driving Attitude Scale Parent-Report provides an indication of novice drivers’ positive and negative attitudes toward driving. Responses were compared for parents of 66 autism spectrum disorder and 166 neuro-typical novice drivers. After the autism spectrum disorder drivers completed 3?months of driver training, 60 parents repeated the Driving Attitude Scale Parent-Report. Parents reported autism spectrum disorder drivers to have less positive and more negative attitudes toward driving than parents of neuro-typical drivers. Parents of autism spectrum disorder drivers who received driving training in a safe/low-threat virtual reality driving simulator demonstrated a significant increase in positive attitudes and reduction in negative attitudes, compared to parents of autism spectrum disorder drivers undergoing routine driver training. The reports of parents of autism spectrum disorder drivers suggest potential problems with learning to drive that can go beyond general abilities and include driving apprehension. En ligne : https://doi.org/10.1177/1362361317735959 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335

Technology use as a support tool by secondary students with autism / Susan H HEDGES in Autism, 22-1 (January 2018)  

Public ISBD [article]  inAutism > 22-1 (January 2018) . - p.70-79 Titre : Technology use as a support tool by secondary students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Susan H HEDGES, Auteur ; Samuel L ODOM, Auteur ; Kara HUME, Auteur ; Ann M. SAM, Auteur Article en page(s) : p.70-79 Langues : Anglais (eng) Mots-clés : adolescents,autism,secondary school,self-report,support,technology Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as well as barriers to technology use at school. They reported using technology in school and home settings in a variety of supportive ways such as increasing their independence, reducing their anxiety, and increasing their social opportunities. Findings suggest that practitioners may benefit from learning how to integrate technology as an instructional and support tool for their students with autism spectrum disorder. Recommendations for future research are provided. En ligne : https://doi.org/10.1177/1362361317717976 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335 [article] Technology use as a support tool by secondary students with autism [Texte imprimé et/ou numérique] / Susan H HEDGES, Auteur ; Samuel L ODOM, Auteur ; Kara HUME, Auteur ; Ann M. SAM, Auteur . - p.70-79. Langues : Anglais (eng) in Autism > 22-1 (January 2018) . - p.70-79 Mots-clés : adolescents,autism,secondary school,self-report,support,technology Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as well as barriers to technology use at school. They reported using technology in school and home settings in a variety of supportive ways such as increasing their independence, reducing their anxiety, and increasing their social opportunities. Findings suggest that practitioners may benefit from learning how to integrate technology as an instructional and support tool for their students with autism spectrum disorder. Recommendations for future research are provided. En ligne : https://doi.org/10.1177/1362361317717976 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335