Dépouillements

Evaluating and Enhancing Driving Skills for Individuals With Intellectual Disabilities Through Simulator Training / Kristina N. RANDALL in Focus on Autism and Other Developmental Disabilities, 36-4 (December 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.191-200 Titre : Evaluating and Enhancing Driving Skills for Individuals With Intellectual Disabilities Through Simulator Training Type de document : Texte imprimé et/ou numérique Auteurs : Kristina N. RANDALL, Auteur ; Joseph B. RYAN, Auteur ; Jordan N. STIERLE, Auteur ; Sharon M. WALTERS, Auteur ; William BRIDGES, Auteur Article en page(s) : p.191-200 Langues : Anglais (eng) Mots-clés : community mobility  driving simulator  driving skills  intellectual disability Index. décimale : PER Périodiques Résumé : Research consistently demonstrates that attainment of a driver’s license and access to a vehicle directly and favorably influence employment outcomes, enhance one’s ability to capitalize on quality jobs, and expand one’s access to community and independent opportunities. This study used a driving simulator to provide driving lessons to 12 young adults with intellectual disabilities (IDs). The purpose was to use a safe learning environment to screen candidates for those who showed the potential to obtain a driver’s license. Instruction was provided using a set of interactive exercises focusing on controlling the vehicle via lane keeping, speed maintenance, and obstacle avoidance tasks. Results revealed that simulator training provided a safe learning environment to identify individuals demonstrating the potential to safely operate a motor vehicle. Participants demonstrated moderate to large gains in maintaining lane position, speed, braking response, and target detection. Implications and suggestions for future research are provided. En ligne : http://dx.doi.org/10.1177/1088357620985458 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Evaluating and Enhancing Driving Skills for Individuals With Intellectual Disabilities Through Simulator Training [Texte imprimé et/ou numérique] / Kristina N. RANDALL, Auteur ; Joseph B. RYAN, Auteur ; Jordan N. STIERLE, Auteur ; Sharon M. WALTERS, Auteur ; William BRIDGES, Auteur . - p.191-200. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.191-200 Mots-clés : community mobility  driving simulator  driving skills  intellectual disability Index. décimale : PER Périodiques Résumé : Research consistently demonstrates that attainment of a driver’s license and access to a vehicle directly and favorably influence employment outcomes, enhance one’s ability to capitalize on quality jobs, and expand one’s access to community and independent opportunities. This study used a driving simulator to provide driving lessons to 12 young adults with intellectual disabilities (IDs). The purpose was to use a safe learning environment to screen candidates for those who showed the potential to obtain a driver’s license. Instruction was provided using a set of interactive exercises focusing on controlling the vehicle via lane keeping, speed maintenance, and obstacle avoidance tasks. Results revealed that simulator training provided a safe learning environment to identify individuals demonstrating the potential to safely operate a motor vehicle. Participants demonstrated moderate to large gains in maintaining lane position, speed, braking response, and target detection. Implications and suggestions for future research are provided. En ligne : http://dx.doi.org/10.1177/1088357620985458 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Teaching Young Children to Make Bids to Play to Peers With Autism Spectrum Disorder / Ana D. DUEÑAS in Focus on Autism and Other Developmental Disabilities, 36-4 (December 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.201-212 Titre : Teaching Young Children to Make Bids to Play to Peers With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ana D. DUEÑAS, Auteur ; Sophia R. D’AGOSTINO, Auteur ; Joshua B. PLAVNICK, Auteur Article en page(s) : p.201-212 Langues : Anglais (eng) Mots-clés : early childhood inclusion  peer-mediated intervention  video modeling Index. décimale : PER Périodiques Résumé : Peer-mediated intervention (PMI) within the inclusive early childhood setting increases social exposure between children with autism spectrum disorder (ASD) and typically developing peers. However, PMI research to date has provided limited data on the adherence of strategies taught to typically developing peers during training. The present study examined the extent to which a packaged intervention consisting of video modeling (VM) was an effective tool to promote bids to play by typically developing peers to children with ASD during unstructured indoor and outdoor play. A multiple probe across participants design demonstrated that (a) all three typically developing peers learned to invite children with ASD to play after observing video models and (b) children with ASD increased independent responses to initiations with least-to-most prompting from an adult. En ligne : http://dx.doi.org/10.1177/10883576211023326 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Teaching Young Children to Make Bids to Play to Peers With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ana D. DUEÑAS, Auteur ; Sophia R. D’AGOSTINO, Auteur ; Joshua B. PLAVNICK, Auteur . - p.201-212. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.201-212 Mots-clés : early childhood inclusion  peer-mediated intervention  video modeling Index. décimale : PER Périodiques Résumé : Peer-mediated intervention (PMI) within the inclusive early childhood setting increases social exposure between children with autism spectrum disorder (ASD) and typically developing peers. However, PMI research to date has provided limited data on the adherence of strategies taught to typically developing peers during training. The present study examined the extent to which a packaged intervention consisting of video modeling (VM) was an effective tool to promote bids to play by typically developing peers to children with ASD during unstructured indoor and outdoor play. A multiple probe across participants design demonstrated that (a) all three typically developing peers learned to invite children with ASD to play after observing video models and (b) children with ASD increased independent responses to initiations with least-to-most prompting from an adult. En ligne : http://dx.doi.org/10.1177/10883576211023326 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools / Jennifer HAMRICK in Focus on Autism and Other Developmental Disabilities, 36-4 (December 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.213-224 Titre : Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer HAMRICK, Auteur ; Mari CERDA, Auteur ; Cyndi O’TOOLE, Auteur ; Katherine HAGEN-COLLINS, Auteur Article en page(s) : p.213-224 Langues : Anglais (eng) Mots-clés : evidence-based intervention  special education  educators  autism Index. décimale : PER Périodiques Résumé : Use of evidence-based practices is important for the success of students in special education settings in public education. In total, 255 special educators in public education were surveyed about (a) use of instructional practices, (b) preparedness to use interventions, (c) access to training, (d) influences on decision-making, and (e) areas of need related to current roles. Results indicate a research-to-practice gap as educators reported using many practices not identified as evidence-based intervention when working with individuals with autism and intellectual disabilities. Information about access to training and the types of trainings educators were currently participating in was gathered. Educators also reported feeling inadequately prepared to use interventions. En ligne : http://dx.doi.org/10.1177/1088357621989310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools [Texte imprimé et/ou numérique] / Jennifer HAMRICK, Auteur ; Mari CERDA, Auteur ; Cyndi O’TOOLE, Auteur ; Katherine HAGEN-COLLINS, Auteur . - p.213-224. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.213-224 Mots-clés : evidence-based intervention  special education  educators  autism Index. décimale : PER Périodiques Résumé : Use of evidence-based practices is important for the success of students in special education settings in public education. In total, 255 special educators in public education were surveyed about (a) use of instructional practices, (b) preparedness to use interventions, (c) access to training, (d) influences on decision-making, and (e) areas of need related to current roles. Results indicate a research-to-practice gap as educators reported using many practices not identified as evidence-based intervention when working with individuals with autism and intellectual disabilities. Information about access to training and the types of trainings educators were currently participating in was gathered. Educators also reported feeling inadequately prepared to use interventions. En ligne : http://dx.doi.org/10.1177/1088357621989310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

The Experience of Learning to Drive for People With Autism Spectrum Disorder / Priscilla VINDIN in Focus on Autism and Other Developmental Disabilities, 36-4 (December 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.225-236 Titre : The Experience of Learning to Drive for People With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Priscilla VINDIN, Auteur ; Nathan J. WILSON, Auteur ; Hoe LEE, Auteur ; Reinie CORDIER, Auteur Article en page(s) : p.225-236 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  driving training  community mobility Index. décimale : PER Périodiques Résumé : Gaining a driver’s license can be difficult for student drivers with autism spectrum disorder (ASD), yet little is known about their experiences of learning to drive. In this qualitative study, focus groups and individual interviews were employed to ascertain the perceptions of three participant groups, including people with ASD, parents of people with ASD, and driving instructors with experience teaching people with ASD to drive. Participants in each group were asked to discuss their feelings, concerns, and barriers encountered while learning to drive, along with the driving behaviors, challenges, and strategies used when supporting people with ASD to learn to drive. Grounded theory analysis was used to shed light on the experience of learning to drive for people with ASD. Five themes emerged supporting the core construct that targeted support ameliorates intrinsic driving complexities, generating success: (a) challenges that increase the complexity of learning to drive, (b) external challenges to overcome, (c) concerns about the reality of driving, (d) the need for a specialized model of training, and (e) success is possible. These findings highlight the importance of developing an autism-specific driving training intervention designed for people with ASD, their families, and driving instructors. En ligne : http://dx.doi.org/10.1177/10883576211023312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] The Experience of Learning to Drive for People With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Priscilla VINDIN, Auteur ; Nathan J. WILSON, Auteur ; Hoe LEE, Auteur ; Reinie CORDIER, Auteur . - p.225-236. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.225-236 Mots-clés : autism spectrum disorder  driving training  community mobility Index. décimale : PER Périodiques Résumé : Gaining a driver’s license can be difficult for student drivers with autism spectrum disorder (ASD), yet little is known about their experiences of learning to drive. In this qualitative study, focus groups and individual interviews were employed to ascertain the perceptions of three participant groups, including people with ASD, parents of people with ASD, and driving instructors with experience teaching people with ASD to drive. Participants in each group were asked to discuss their feelings, concerns, and barriers encountered while learning to drive, along with the driving behaviors, challenges, and strategies used when supporting people with ASD to learn to drive. Grounded theory analysis was used to shed light on the experience of learning to drive for people with ASD. Five themes emerged supporting the core construct that targeted support ameliorates intrinsic driving complexities, generating success: (a) challenges that increase the complexity of learning to drive, (b) external challenges to overcome, (c) concerns about the reality of driving, (d) the need for a specialized model of training, and (e) success is possible. These findings highlight the importance of developing an autism-specific driving training intervention designed for people with ASD, their families, and driving instructors. En ligne : http://dx.doi.org/10.1177/10883576211023312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Potential Factors of Parenting Stress in Chinese Parents of Children With Autism Spectrum Disorder: A Systematic Review / Catalina Sau Man NG in Focus on Autism and Other Developmental Disabilities, 36-4 (December 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.237-248 Titre : Potential Factors of Parenting Stress in Chinese Parents of Children With Autism Spectrum Disorder: A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : Catalina Sau Man NG, Auteur ; Yuan FANG, Auteur ; Zixin WANG, Auteur ; Mengge ZHANG, Auteur Article en page(s) : p.237-248 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  parenting stress  Chinese parents  systematic literature review Index. décimale : PER Périodiques Résumé : The sizable prevalence of autism spectrum disorder (ASD) in China has recently emerged as an urgent public health issue; however, studies investigating parenting stress in Chinese parents of children with ASD lack clarity in identifying the potential factors of stress. The aim of this systematic review was to identify and categorize the potential factors of stress based on findings in the literature. An extensive search of articles in online databases, including PubMed, Web of Science, and EBSCOhost (ERIC, MEDLINE and PsycINFO), was conducted, as a result of which 24 eligible articles published from 2007 to 2019 were identified. Four key categories of potential factors of parental stress—cultural factors, parents’ psychopathological symptoms, problem behaviors in ASD children, and caregiver burden—were identified. The impact of these potential factors on parental coping strategies and on the quality of life in affected families were also discussed. En ligne : http://dx.doi.org/10.1177/10883576211012599 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Potential Factors of Parenting Stress in Chinese Parents of Children With Autism Spectrum Disorder: A Systematic Review [Texte imprimé et/ou numérique] / Catalina Sau Man NG, Auteur ; Yuan FANG, Auteur ; Zixin WANG, Auteur ; Mengge ZHANG, Auteur . - p.237-248. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.237-248 Mots-clés : autism spectrum disorder  parenting stress  Chinese parents  systematic literature review Index. décimale : PER Périodiques Résumé : The sizable prevalence of autism spectrum disorder (ASD) in China has recently emerged as an urgent public health issue; however, studies investigating parenting stress in Chinese parents of children with ASD lack clarity in identifying the potential factors of stress. The aim of this systematic review was to identify and categorize the potential factors of stress based on findings in the literature. An extensive search of articles in online databases, including PubMed, Web of Science, and EBSCOhost (ERIC, MEDLINE and PsycINFO), was conducted, as a result of which 24 eligible articles published from 2007 to 2019 were identified. Four key categories of potential factors of parental stress—cultural factors, parents’ psychopathological symptoms, problem behaviors in ASD children, and caregiver burden—were identified. The impact of these potential factors on parental coping strategies and on the quality of life in affected families were also discussed. En ligne : http://dx.doi.org/10.1177/10883576211012599 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460