Evaluation of a Decision-Making Curriculum for Teaching Adolescents with Disabilities to Resist Negative Peer Pressure / Ishita KHEMKA in Journal of Autism and Developmental Disorders, 46-7 (July 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2372-2384 Titre : Evaluation of a Decision-Making Curriculum for Teaching Adolescents with Disabilities to Resist Negative Peer Pressure Type de document : Texte imprimé et/ou numérique Auteurs : Ishita KHEMKA, Auteur ; Linda HICKSON, Auteur ; Sarah B. MALLORY, Auteur Article en page(s) : p.2372-2384 Langues : Anglais (eng) Mots-clés : Negative peer pressure  Curriculum intervention  Decision making  Adolescents with disabilities  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : This study was designed to assess the impact of a decision-making curriculum (PEER-DM) on the social peer relationship knowledge and self-protective decision-making skills of adolescents with disabilities in hypothetical situations involving negative peer pressure. A randomized design was used to assign students with disabilities from self-contained special education classes to an intervention group (n = 22) or a wait-list control group (n = 20). ANCOVA analyses, using pretest scores as covariates, indicated that students who were trained on PEER-DM had significantly higher effective decision-making action and correct risk perception scores, relative to participants in the control group. This study provides supporting evidence that PEER-DM is a promising intervention for students with disabilities, including those with identified autism spectrum disorders, during transition years to help them develop a better understanding of positive and negative peer relationships and learn systematic decision-making skills for improved handling of social situations in the school and community, especially situations involving negative peer pressure. The study adds credence to using systematic, strategy-based decision making interventions designed to address the cognitive, emotional and motivational processes underlying adolescent decision making in sensitive interpersonal situations involving peer pressure. The study points to the lack of preparedness to handle situations of negative peer pressure as a serious social and health risk for adolescents with disabilities that deserves urgent and concerted attention in transition services programming. Implications for future curriculum-development efforts and replication of treatment findings are discussed. Future research examining disability-specific patterns of decision-making in peer situations and comparisons with typically developing populations is recommended. En ligne : http://dx.doi.org/10.1007/s10803-016-2770-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Evaluation of a Decision-Making Curriculum for Teaching Adolescents with Disabilities to Resist Negative Peer Pressure [Texte imprimé et/ou numérique] / Ishita KHEMKA, Auteur ; Linda HICKSON, Auteur ; Sarah B. MALLORY, Auteur . - p.2372-2384. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2372-2384 Mots-clés : Negative peer pressure  Curriculum intervention  Decision making  Adolescents with disabilities  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : This study was designed to assess the impact of a decision-making curriculum (PEER-DM) on the social peer relationship knowledge and self-protective decision-making skills of adolescents with disabilities in hypothetical situations involving negative peer pressure. A randomized design was used to assign students with disabilities from self-contained special education classes to an intervention group (n = 22) or a wait-list control group (n = 20). ANCOVA analyses, using pretest scores as covariates, indicated that students who were trained on PEER-DM had significantly higher effective decision-making action and correct risk perception scores, relative to participants in the control group. This study provides supporting evidence that PEER-DM is a promising intervention for students with disabilities, including those with identified autism spectrum disorders, during transition years to help them develop a better understanding of positive and negative peer relationships and learn systematic decision-making skills for improved handling of social situations in the school and community, especially situations involving negative peer pressure. The study adds credence to using systematic, strategy-based decision making interventions designed to address the cognitive, emotional and motivational processes underlying adolescent decision making in sensitive interpersonal situations involving peer pressure. The study points to the lack of preparedness to handle situations of negative peer pressure as a serious social and health risk for adolescents with disabilities that deserves urgent and concerted attention in transition services programming. Implications for future curriculum-development efforts and replication of treatment findings are discussed. Future research examining disability-specific patterns of decision-making in peer situations and comparisons with typically developing populations is recommended. En ligne : http://dx.doi.org/10.1007/s10803-016-2770-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers / Young Seh BAE in Journal of Autism and Developmental Disorders, 45-7 (July 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2200-2208 Titre : Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers Type de document : Texte imprimé et/ou numérique Auteurs : Young Seh BAE, Auteur ; Hsu-Min CHIANG, Auteur ; Linda HICKSON, Auteur Année de publication : 2015 Article en page(s) : p.2200-2208 Langues : Anglais (eng) Mots-clés : High-functioning autism  Math word problem solving  Sentence comprehension  Computation  Everyday mathematical knowledge Index. décimale : PER Périodiques Résumé : This study examined the difference between children with autism spectrum disorders (ASD) and children with typical development (TD) in mathematical word problem solving ability and the factors associated with these children's word problem-solving ability. A total of 20 children with ASD and 20 children with TD participated in this study. Independent sample t tests and Spearman’s rho correlations were used for data analysis. This study found: (a) Children with TD had higher word problem solving ability than did children with ASD; (b) Sentence comprehension, math vocabulary, computation, and everyday mathematical knowledge were associated with word problem solving ability of children with ASD and children with TD; and (c) Children with TD had higher everyday mathematical knowledge than did children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2387-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 [article] Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers [Texte imprimé et/ou numérique] / Young Seh BAE, Auteur ; Hsu-Min CHIANG, Auteur ; Linda HICKSON, Auteur . - 2015 . - p.2200-2208. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2200-2208 Mots-clés : High-functioning autism  Math word problem solving  Sentence comprehension  Computation  Everyday mathematical knowledge Index. décimale : PER Périodiques Résumé : This study examined the difference between children with autism spectrum disorders (ASD) and children with typical development (TD) in mathematical word problem solving ability and the factors associated with these children's word problem-solving ability. A total of 20 children with ASD and 20 children with TD participated in this study. Independent sample t tests and Spearman’s rho correlations were used for data analysis. This study found: (a) Children with TD had higher word problem solving ability than did children with ASD; (b) Sentence comprehension, math vocabulary, computation, and everyday mathematical knowledge were associated with word problem solving ability of children with ASD and children with TD; and (c) Children with TD had higher everyday mathematical knowledge than did children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2387-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261

Predictive Factors of Participation in Postsecondary Education for High School Leavers with Autism / Hsu-Min CHIANG in Journal of Autism and Developmental Disorders, 42-5 (May 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-5 (May 2012) . - p.685-696 Titre : Predictive Factors of Participation in Postsecondary Education for High School Leavers with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Hsu-Min CHIANG, Auteur ; Ying Kuen CHEUNG, Auteur ; Linda HICKSON, Auteur ; Rui XIANG, Auteur ; Luke Y. TSAI, Auteur Année de publication : 2012 Article en page(s) : p.685-696 Langues : Anglais (eng) Mots-clés : Autism  Postsecondary outcomes  Participation in postsecondary education  Longitudinal study  High school  Transition Index. décimale : PER Périodiques Résumé : This exploratory study was designed to identify the factors predictive of participation in postsecondary education for high school leavers with autism. A secondary data analysis of the National Longitudinal Transition Study 2 (NLTS2) data was performed for this study. Potential predictors of participation in postsecondary education were assessed using a backward logistic regression analysis. This study found that the high school’s primary post-high school goal for the student, parental expectations, high school type, annual household income, and academic performance were significant predictors of participation in postsecondary education. The findings of this current study may provide critical information for parents of children with autism as well as educators and professionals who work with students with autism. En ligne : http://dx.doi.org/10.1007/s10803-011-1297-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Predictive Factors of Participation in Postsecondary Education for High School Leavers with Autism [Texte imprimé et/ou numérique] / Hsu-Min CHIANG, Auteur ; Ying Kuen CHEUNG, Auteur ; Linda HICKSON, Auteur ; Rui XIANG, Auteur ; Luke Y. TSAI, Auteur . - 2012 . - p.685-696. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-5 (May 2012) . - p.685-696 Mots-clés : Autism  Postsecondary outcomes  Participation in postsecondary education  Longitudinal study  High school  Transition Index. décimale : PER Périodiques Résumé : This exploratory study was designed to identify the factors predictive of participation in postsecondary education for high school leavers with autism. A secondary data analysis of the National Longitudinal Transition Study 2 (NLTS2) data was performed for this study. Potential predictors of participation in postsecondary education were assessed using a backward logistic regression analysis. This study found that the high school’s primary post-high school goal for the student, parental expectations, high school type, annual household income, and academic performance were significant predictors of participation in postsecondary education. The findings of this current study may provide critical information for parents of children with autism as well as educators and professionals who work with students with autism. En ligne : http://dx.doi.org/10.1007/s10803-011-1297-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

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