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

Experiences of Siblings of Individuals with Autism Spectrum Disorders / Maureen E. ANGELL in Autism Research and Treatment, (January 2012)  

Public ISBD [article]  inAutism Research and Treatment > (January 2012) . - 11 p. Titre : Experiences of Siblings of Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Maureen E. ANGELL, Auteur ; Hedda MEADAN, Auteur ; Julia B. STONER, Auteur Année de publication : 2012 Article en page(s) : 11 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to explore the experiences of siblings of individuals with autism spectrum disorders (ASDs) and identify their self-reported support needs. We conducted in-person semi-structured interviews with 12 siblings aged 7 to 15 of children aged 6 to 15 with ASDs. Employing a qualitative collective case study research method, we conducted cross-case analyses to address our research questions. Three major themes emerged: (a) descriptions of the sibling subsystem (b) cohesion between and among the siblings, and (c) adaptability of the participant siblings to having family members with ASDs. Discussion of these findings and recommendations for future research contributes to the existing literature on siblings of children with disabilities. En ligne : http://dx.doi.org/10.1155/2012/949586 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] Experiences of Siblings of Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Maureen E. ANGELL, Auteur ; Hedda MEADAN, Auteur ; Julia B. STONER, Auteur . - 2012 . - 11 p. Langues : Anglais (eng) in Autism Research and Treatment > (January 2012) . - 11 p. Index. décimale : PER Périodiques Résumé : The purpose of this study was to explore the experiences of siblings of individuals with autism spectrum disorders (ASDs) and identify their self-reported support needs. We conducted in-person semi-structured interviews with 12 siblings aged 7 to 15 of children aged 6 to 15 with ASDs. Employing a qualitative collective case study research method, we conducted cross-case analyses to address our research questions. Three major themes emerged: (a) descriptions of the sibling subsystem (b) cohesion between and among the siblings, and (c) adaptability of the participant siblings to having family members with ASDs. Discussion of these findings and recommendations for future research contributes to the existing literature on siblings of children with disabilities. En ligne : http://dx.doi.org/10.1155/2012/949586 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

Parent-Implemented Social-Pragmatic Communication Intervention: A Pilot Study / Hedda MEADAN in Focus on Autism and Other Developmental Disabilities, 29-2 (June 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.95-110 Titre : Parent-Implemented Social-Pragmatic Communication Intervention: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Hedda MEADAN, Auteur ; Maureen E. ANGELL, Auteur ; Julia B. STONER, Auteur ; Marcus E. DACZEWITZ, Auteur Article en page(s) : p.95-110 Langues : Anglais (eng) Mots-clés : young children with Down syndrome  naturalistic teaching strategies  visual teaching strategies  parent interventionists Index. décimale : PER Périodiques Résumé : This pilot study investigated the feasibility and effectiveness of a home-based parent training and coaching program on the use of naturalistic and visual teaching strategies by parents of children (aged 2–5 years) with Down syndrome to promote and enhance these children’s social-pragmatic communication skills. Five parent interventionist–child dyads participated. A single-case multiple-baseline design demonstrated the feasibility and effectiveness of the parent training and coaching program on parents’ correct use of naturalistic and visual teaching strategies. Findings suggest that parents and children benefited from the intervention. Parents learned the new teaching strategies, implemented them with high fidelity, and were satisfied with intervention procedures and outcomes. In addition, parents reported improvement in their children’s social-pragmatic communication skills. Implications for practice and future research are described. En ligne : http://dx.doi.org/10.1177/1088357613517504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Parent-Implemented Social-Pragmatic Communication Intervention: A Pilot Study [Texte imprimé et/ou numérique] / Hedda MEADAN, Auteur ; Maureen E. ANGELL, Auteur ; Julia B. STONER, Auteur ; Marcus E. DACZEWITZ, Auteur . - p.95-110. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.95-110 Mots-clés : young children with Down syndrome  naturalistic teaching strategies  visual teaching strategies  parent interventionists Index. décimale : PER Périodiques Résumé : This pilot study investigated the feasibility and effectiveness of a home-based parent training and coaching program on the use of naturalistic and visual teaching strategies by parents of children (aged 2–5 years) with Down syndrome to promote and enhance these children’s social-pragmatic communication skills. Five parent interventionist–child dyads participated. A single-case multiple-baseline design demonstrated the feasibility and effectiveness of the parent training and coaching program on parents’ correct use of naturalistic and visual teaching strategies. Findings suggest that parents and children benefited from the intervention. Parents learned the new teaching strategies, implemented them with high fidelity, and were satisfied with intervention procedures and outcomes. In addition, parents reported improvement in their children’s social-pragmatic communication skills. Implications for practice and future research are described. En ligne : http://dx.doi.org/10.1177/1088357613517504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

---

1 (1 - 3 / 3)