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 Auteurs : Kara HUME, Auteur ; Jessica R. 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] / Kara HUME, Auteur ; Jessica R. 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

Research in Autism Education: Current Issues and Future Directions / Brian A. BOYD

Public ISBD in The SAGE Handbook of Autism and Education / Rita JORDAN Titre : Research in Autism Education: Current Issues and Future Directions Type de document : texte imprimé Auteurs : Brian A. BOYD, Auteur ; Jessica R. DYKSTRA STEINBRENNER, Auteur ; Stephanie S. RESZKA, Auteur ; Abigail CARROLL, Auteur Année de publication : 2019 Importance : p.593-605 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 in The SAGE Handbook of Autism and Education / Rita JORDAN Research in Autism Education: Current Issues and Future Directions [texte imprimé] / Brian A. BOYD, Auteur ; Jessica R. DYKSTRA STEINBRENNER, Auteur ; Stephanie S. RESZKA, Auteur ; Abigail CARROLL, Auteur . - 2019 . - p.593-605. Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

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Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder / Leann S. DAWALT in Autism Research, 13-12 (December 2020)  

Public ISBD [article]  inAutism Research > 13-12 (December 2020) . - p.2155-2163 Titre : Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Leann S. DAWALT, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Somer L. BISHOP, Auteur ; Laura J. HALL, Auteur ; Jessica R. DYKSTRA STEINBRENNER, Auteur ; Bonnie KRAEMER, Auteur ; Kara A. HUME, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.2155-2163 Langues : Anglais (eng) Mots-clés : adolescence  autism spectrum disorder  sex differences  social interactions Index. décimale : PER Périodiques Résumé : There is lack of consensus in the literature regarding sex differences in social outcomes for individuals on the autism spectrum. Furthermore, little research has focused on the social experiences of high school students with autism spectrum disorder (ASD) during the school day. Using a large racially/ethnically diverse sample of high school students with ASD receiving special education services (n = 547; 76 females, 471 males), we examined sex differences in social interactions of youth both during and after school. We also tested for sex differences in background and phenotypic characteristics including autism severity, IQ, adaptive behavior, and mental health. Results indicated few statistically significant differences between males and females in social interactions and phenotypic characteristics (including raw scores of autism symptom severity). However, analysis of standardized scores of autism symptoms suggested that symptom scores for females with ASD diverged more from same-sex peers in the normed sample than scores of males with ASD. Lack of sex difference in social participation for youth with ASD in this study stands in contrast to patterns of sex differences in the general population. Findings suggest that few differences between males and females with ASD, both in social participation and autism symptom severity, might result in females with ASD being more dissimilar to their same-sex peers than males with ASD. Implications of findings for understanding sex differences in ASD across the life course are discussed. LAY SUMMARY: The present study examined sex differences in social participation in a large, diverse sample of high school students with autism spectrum disorder (ASD). Males and females were very similar in their social interactions both at school and outside of school, based on reports by teachers and parents. Level of autism symptoms was also similar for males and females. However, standardized scores of autism symptoms, which take into account age and sex specific norms, suggested that females with ASD may have behaviors that are more divergent from their same-sex peers than males with ASD. En ligne : http://dx.doi.org/10.1002/aur.2348 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder [texte imprimé] / Leann S. DAWALT, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Somer L. BISHOP, Auteur ; Laura J. HALL, Auteur ; Jessica R. DYKSTRA STEINBRENNER, Auteur ; Bonnie KRAEMER, Auteur ; Kara A. HUME, Auteur ; Samuel L ODOM, Auteur . - p.2155-2163. Langues : Anglais (eng) in Autism Research > 13-12 (December 2020) . - p.2155-2163 Mots-clés : adolescence  autism spectrum disorder  sex differences  social interactions Index. décimale : PER Périodiques Résumé : There is lack of consensus in the literature regarding sex differences in social outcomes for individuals on the autism spectrum. Furthermore, little research has focused on the social experiences of high school students with autism spectrum disorder (ASD) during the school day. Using a large racially/ethnically diverse sample of high school students with ASD receiving special education services (n = 547; 76 females, 471 males), we examined sex differences in social interactions of youth both during and after school. We also tested for sex differences in background and phenotypic characteristics including autism severity, IQ, adaptive behavior, and mental health. Results indicated few statistically significant differences between males and females in social interactions and phenotypic characteristics (including raw scores of autism symptom severity). However, analysis of standardized scores of autism symptoms suggested that symptom scores for females with ASD diverged more from same-sex peers in the normed sample than scores of males with ASD. Lack of sex difference in social participation for youth with ASD in this study stands in contrast to patterns of sex differences in the general population. Findings suggest that few differences between males and females with ASD, both in social participation and autism symptom severity, might result in females with ASD being more dissimilar to their same-sex peers than males with ASD. Implications of findings for understanding sex differences in ASD across the life course are discussed. LAY SUMMARY: The present study examined sex differences in social participation in a large, diverse sample of high school students with autism spectrum disorder (ASD). Males and females were very similar in their social interactions both at school and outside of school, based on reports by teachers and parents. Level of autism symptoms was also similar for males and females. However, standardized scores of autism symptoms, which take into account age and sex specific norms, suggested that females with ASD may have behaviors that are more divergent from their same-sex peers than males with ASD. En ligne : http://dx.doi.org/10.1002/aur.2348 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors / Jessica R. DYKSTRA STEINBRENNER in Journal of Autism and Developmental Disorders, 45-8 (August 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2392-2410 Titre : Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors Type de document : texte imprimé Auteurs : Jessica R. DYKSTRA STEINBRENNER, Auteur ; Linda R. WATSON, Auteur Année de publication : 2015 Article en page(s) : p.2392-2410 Langues : Anglais (eng) Mots-clés : Autism  ASD  Engagement  School-aged  Classroom Index. décimale : PER Périodiques Résumé : Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student characteristics. The sample included 25 elementary and middle school students with ASD. Mixed level modeling was used to examine relationships between joint engagement and classroom factors and student characteristics. Joint engagement was significantly related to group size, use of student-directed practices, autism severity, and expressive communication skills. These findings have important implications for educational policies and practices and future research related to engagement and effective interventions for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2406-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors [texte imprimé] / Jessica R. DYKSTRA STEINBRENNER, Auteur ; Linda R. WATSON, Auteur . - 2015 . - p.2392-2410. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2392-2410 Mots-clés : Autism  ASD  Engagement  School-aged  Classroom Index. décimale : PER Périodiques Résumé : Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student characteristics. The sample included 25 elementary and middle school students with ASD. Mixed level modeling was used to examine relationships between joint engagement and classroom factors and student characteristics. Joint engagement was significantly related to group size, use of student-directed practices, autism severity, and expressive communication skills. These findings have important implications for educational policies and practices and future research related to engagement and effective interventions for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2406-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder / Samuel L ODOM in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3805-3819 Titre : Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Samuel L ODOM, Auteur ; Julie L. THOMPSON, Auteur ; Susan HEDGES, Auteur ; Brian A. BOYD, Auteur ; Jessica R. DYKSTRA, Auteur ; Michelle A. DUDA, Auteur ; Kathrine L. SZIDON, Auteur ; Leann E. SMITH, Auteur ; Aimee BORD, Auteur Année de publication : 2015 Article en page(s) : p.3805-3819 Langues : Anglais (eng) Mots-clés : Technology  Autism spectrum disorder  Adolescents  Natural settings Index. décimale : PER Périodiques Résumé : The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics, adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills. En ligne : http://dx.doi.org/10.1007/s10803-014-2320-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 [article] Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder [texte imprimé] / Samuel L ODOM, Auteur ; Julie L. THOMPSON, Auteur ; Susan HEDGES, Auteur ; Brian A. BOYD, Auteur ; Jessica R. DYKSTRA, Auteur ; Michelle A. DUDA, Auteur ; Kathrine L. SZIDON, Auteur ; Leann E. SMITH, Auteur ; Aimee BORD, Auteur . - 2015 . - p.3805-3819. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3805-3819 Mots-clés : Technology  Autism spectrum disorder  Adolescents  Natural settings Index. décimale : PER Périodiques Résumé : The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics, adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills. En ligne : http://dx.doi.org/10.1007/s10803-014-2320-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273

The First Year Inventory: Retrospective Parent Responses to a Questionnaire Designed to Identify One-Year-Olds at Risk for Autism / Linda R. WATSON in Journal of Autism and Developmental Disorders, 37-1 (January 2007)  

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The impact of the Advancing Social-communication And Play (ASAP) intervention on preschoolers with autism spectrum disorder / Jessica R. DYKSTRA in Autism, 16-1 (January 2012)  

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Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders / Jessica R. DYKSTRA in Autism, 17-5 (September 2013)  

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