Adults’ perceptions of a child with autism / Emily LOBST in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.401-408 Titre : Adults’ perceptions of a child with autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily LOBST, Auteur ; Jonathan M. CAMPBELL, Auteur ; Laura NABORS, Auteur ; Kim ROSENZWEIG, Auteur ; Laura SRIVORAKIAT, Auteur ; Rachel CHAMPLIN, Auteur ; Matthew J. SEGALL, Auteur Année de publication : 2009 Article en page(s) : p.401-408 Langues : Anglais (eng) Mots-clés : Autism Acceptance-of-children-with-autism Index. décimale : PER Périodiques Résumé : We investigated whether different types of information influenced adults’ attitudes about a child with autism. College students (n = 288) were randomly assigned to view a videotape of a boy engaging in autistic or typical behaviors and to one of four vignette conditions: no information, explanatory information, neuropsychological information (related to brain–behavior relationships), or a combined (explanatory plus neuropsychological information) condition. Participants rated their attitudes about and acceptance of the boy on the Ratings of the Child Questionnaire. Analyses revealed main effects for presence of autism, message, and gender. Participants provided more favorable ratings of the boy portraying typical rather than autistic behaviors. Participants also provided higher ratings in the explanatory or neuropsychological information conditions compared to a combined information vignette or a no vignette condition. Women provided higher ratings than men. Future research should investigate adults’ reasons for preferring vignettes with either explanatory or neuropsychological information rather than the vignette combining both types of information. Research assessing adults’ attitudes and their interactions with children with autism will provide information to determine whether their attitudes are predictive of their behaviors during interactions. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708 [article] Adults’ perceptions of a child with autism [Texte imprimé et/ou numérique] / Emily LOBST, Auteur ; Jonathan M. CAMPBELL, Auteur ; Laura NABORS, Auteur ; Kim ROSENZWEIG, Auteur ; Laura SRIVORAKIAT, Auteur ; Rachel CHAMPLIN, Auteur ; Matthew J. SEGALL, Auteur . - 2009 . - p.401-408. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.401-408 Mots-clés : Autism Acceptance-of-children-with-autism Index. décimale : PER Périodiques Résumé : We investigated whether different types of information influenced adults’ attitudes about a child with autism. College students (n = 288) were randomly assigned to view a videotape of a boy engaging in autistic or typical behaviors and to one of four vignette conditions: no information, explanatory information, neuropsychological information (related to brain–behavior relationships), or a combined (explanatory plus neuropsychological information) condition. Participants rated their attitudes about and acceptance of the boy on the Ratings of the Child Questionnaire. Analyses revealed main effects for presence of autism, message, and gender. Participants provided more favorable ratings of the boy portraying typical rather than autistic behaviors. Participants also provided higher ratings in the explanatory or neuropsychological information conditions compared to a combined information vignette or a no vignette condition. Women provided higher ratings than men. Future research should investigate adults’ reasons for preferring vignettes with either explanatory or neuropsychological information rather than the vignette combining both types of information. Research assessing adults’ attitudes and their interactions with children with autism will provide information to determine whether their attitudes are predictive of their behaviors during interactions. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708

Factors influencing the educational placement of students with autism spectrum disorders / Matthew J. SEGALL in Research in Autism Spectrum Disorders, 8-1 (January 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-1 (January 2014) . - p.31-43 Titre : Factors influencing the educational placement of students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. SEGALL, Auteur ; Jonathan M. CAMPBELL, Auteur Article en page(s) : p.31-43 Langues : Anglais (eng) Mots-clés : Autism  Placement  Teacher attitudes Index. décimale : PER Périodiques Résumé : Abstract Due to legal and therapeutic reasons, children with autism spectrum disorders (ASD) are often educated in general education settings. As such, it is important to understand the variables that might affect a student's placement in inclusive education settings, simultaneously considering student variables (e.g., disability label) and teacher variables (e.g., knowledge of autism). Investigators experimentally manipulated the cognitive ability and diagnostic label of a student with ASD, characteristics and asked first grade teachers to provide their opinion on the student's educational placement. Results suggested that cognitive ability, but not label, significantly impacted decision making. The results hold important implications for special education decision making as well as training for educators. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220 [article] Factors influencing the educational placement of students with autism spectrum disorders [Texte imprimé et/ou numérique] / Matthew J. SEGALL, Auteur ; Jonathan M. CAMPBELL, Auteur . - p.31-43. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-1 (January 2014) . - p.31-43 Mots-clés : Autism  Placement  Teacher attitudes Index. décimale : PER Périodiques Résumé : Abstract Due to legal and therapeutic reasons, children with autism spectrum disorders (ASD) are often educated in general education settings. As such, it is important to understand the variables that might affect a student's placement in inclusive education settings, simultaneously considering student variables (e.g., disability label) and teacher variables (e.g., knowledge of autism). Investigators experimentally manipulated the cognitive ability and diagnostic label of a student with ASD, characteristics and asked first grade teachers to provide their opinion on the student's educational placement. Results suggested that cognitive ability, but not label, significantly impacted decision making. The results hold important implications for special education decision making as well as training for educators. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220

Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders / Matthew J. SEGALL in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1156-1167 Titre : Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. SEGALL, Auteur ; Jonathan M. CAMPBELL, Auteur Année de publication : 2012 Article en page(s) : p.1156-1167 Langues : Anglais (eng) Mots-clés : Autism  Inclusion  Teacher attitudes  Knowledge  Etudiant Index. décimale : PER Périodiques Résumé : It is essential to understand the current practices used to foster inclusive education for students with autism spectrum disorders (ASDs) as well as factors related to the implementation of classroom interventions. In the current study authors assess the experience, knowledge, attitudes and current practices of education professionals regarding ASD. Results suggest that special education teachers and school psychologists hold higher levels of experience, training, and knowledge as compared to general education teachers and administrators. Attitudes towards inclusive education for students with ASD were positive, in general, although attitudes were not a significant predictor of awareness or use of empirically supported interventions. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders [Texte imprimé et/ou numérique] / Matthew J. SEGALL, Auteur ; Jonathan M. CAMPBELL, Auteur . - 2012 . - p.1156-1167. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1156-1167 Mots-clés : Autism  Inclusion  Teacher attitudes  Knowledge  Etudiant Index. décimale : PER Périodiques Résumé : It is essential to understand the current practices used to foster inclusive education for students with autism spectrum disorders (ASDs) as well as factors related to the implementation of classroom interventions. In the current study authors assess the experience, knowledge, attitudes and current practices of education professionals regarding ASD. Results suggest that special education teachers and school psychologists hold higher levels of experience, training, and knowledge as compared to general education teachers and administrators. Attitudes towards inclusive education for students with ASD were positive, in general, although attitudes were not a significant predictor of awareness or use of empirically supported interventions. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

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