Parents as a Team: Mother, Father, a Child with Autism Spectrum Disorder, and a Spinning Toy / Douglas W. MAYNARD in Journal of Autism and Developmental Disorders, 46-2 (February 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.406-423 Titre : Parents as a Team: Mother, Father, a Child with Autism Spectrum Disorder, and a Spinning Toy Type de document : Texte imprimé et/ou numérique Auteurs : Douglas W. MAYNARD, Auteur ; T. A. MCDONALD, Auteur ; Trini STICKLE, Auteur Année de publication : 2016 Article en page(s) : p.406-423 Langues : Anglais (eng) Mots-clés : Analyse de la conversation  Autism  Parent–child interactions  Conditional and accommodating interactions  Conversation analysis  Social interaction Index. décimale : PER Périodiques Résumé : This paper is a single case study involving a visit to a diagnostic clinic for autism spectrum disorder. A young boy finds a toy that he can hold with one hand and spin with another. In order to retrieve the toy and leave it in the clinic, the parents engage in a team effort. We describe this achievement in terms of two styles of practice or interactional routines with differing participation frameworks. We examine not only how the parents work as a team using these styles, but also how they improvise to extract the spinning toy from their son’s grasp with minimal protest on his part. En ligne : http://dx.doi.org/10.1007/s10803-015-2568-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 [article] Parents as a Team: Mother, Father, a Child with Autism Spectrum Disorder, and a Spinning Toy [Texte imprimé et/ou numérique] / Douglas W. MAYNARD, Auteur ; T. A. MCDONALD, Auteur ; Trini STICKLE, Auteur . - 2016 . - p.406-423. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.406-423 Mots-clés : Analyse de la conversation  Autism  Parent–child interactions  Conditional and accommodating interactions  Conversation analysis  Social interaction Index. décimale : PER Périodiques Résumé : This paper is a single case study involving a visit to a diagnostic clinic for autism spectrum disorder. A young boy finds a toy that he can hold with one hand and spin with another. In order to retrieve the toy and leave it in the clinic, the parents engage in a team effort. We describe this achievement in terms of two styles of practice or interactional routines with differing participation frameworks. We examine not only how the parents work as a team using these styles, but also how they improvise to extract the spinning toy from their son’s grasp with minimal protest on his part. En ligne : http://dx.doi.org/10.1007/s10803-015-2568-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280

Postsecondary Expectations of High-School Students With Autism Spectrum Disorders / Kristy A. ANDERSON in Focus on Autism and Other Developmental Disabilities, 31-1 (March 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.16-26 Titre : Postsecondary Expectations of High-School Students With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kristy A. ANDERSON, Auteur ; T. A. MCDONALD, Auteur ; Deirdre EDSALL, Auteur ; Leann E. SMITH, Auteur ; Julie LOUNDS TAYLOR, Auteur Article en page(s) : p.16-26 Langues : Anglais (eng) Mots-clés : autism  adolescence  transition  emerging adulthood Index. décimale : PER Périodiques Résumé : This study examined the perceptions of adulthood among 31 high-school students with autism spectrum disorder (ASD). We had two research aims: (a) to report students’ postsecondary expectations in terms of school, work, friendships, and living arrangement and (b) to describe how our sample defined adulthood. To better compare our sample’s criteria of adulthood with the criteria traditionally endorsed in secondary schools, we used a directed content analysis approach. Data were derived from a semi-structured interview that questioned students about friendships, activities, and the transition to adulthood. The majority of students expected to attain traditional markers of adulthood after high school. For some the pathways to achieving these outcomes were narrowly defined and perceived as a linear process. Independence, maturity, and personal responsibility were the most highly endorsed characteristics of adulthood, followed by chronological age and traditional markers. Implications for transition planning and adult services are discussed. En ligne : http://dx.doi.org/10.1177/1088357615610107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Postsecondary Expectations of High-School Students With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Kristy A. ANDERSON, Auteur ; T. A. MCDONALD, Auteur ; Deirdre EDSALL, Auteur ; Leann E. SMITH, Auteur ; Julie LOUNDS TAYLOR, Auteur . - p.16-26. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.16-26 Mots-clés : autism  adolescence  transition  emerging adulthood Index. décimale : PER Périodiques Résumé : This study examined the perceptions of adulthood among 31 high-school students with autism spectrum disorder (ASD). We had two research aims: (a) to report students’ postsecondary expectations in terms of school, work, friendships, and living arrangement and (b) to describe how our sample defined adulthood. To better compare our sample’s criteria of adulthood with the criteria traditionally endorsed in secondary schools, we used a directed content analysis approach. Data were derived from a semi-structured interview that questioned students about friendships, activities, and the transition to adulthood. The majority of students expected to attain traditional markers of adulthood after high school. For some the pathways to achieving these outcomes were narrowly defined and perceived as a linear process. Independence, maturity, and personal responsibility were the most highly endorsed characteristics of adulthood, followed by chronological age and traditional markers. Implications for transition planning and adult services are discussed. En ligne : http://dx.doi.org/10.1177/1088357615610107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

Systematic review of intervention research with adolescents with autism spectrum disorders / T. A. MCDONALD in Research in Autism Spectrum Disorders, 7-11 (November 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1439-1460 Titre : Systematic review of intervention research with adolescents with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : T. A. MCDONALD, Auteur ; Wendy MACHALICEK, Auteur Article en page(s) : p.1439-1460 Langues : Anglais (eng) Mots-clés : Adolescent  Autism  Intervention  Literature review  Treatment Index. décimale : PER Périodiques Résumé : Abstract A growing body of research provides effective interventions to address the core symptoms of autism spectrum disorders (ASD). However, adolescents with ASDs may face age-specific challenges necessitating the need for contextually relevant and effective interventions. This systematic review examined peer-reviewed intervention research for adolescents (ages 12–21) with ASD. Electronic database searches and ancestral searches were used to identify studies published between 1980 and 2011. 102 studies were identified. A variety of interventions were implemented in these studies to address a wide range of targeted skills and behaviors. Reviewed studies were categorized into seven domains based on the skills and behaviors targeted: (a) social skills; (b) communication skills; (c) challenging behavior; (d) academic skills; (e) vocational skills; (f) independence and self-care; and (g) physical development. Results indicate that effective interventions exist in each category. These results are discussed in relation to participant characteristics, intervention effectiveness, social validity, generalization and maintenance. Generalization, maintenance, and social validity data were gathered in only 34%, 43%, and 31% of the articles, respectively. Additionally, few studies investigated interventions addressing communication, vocational or academic skills. Recommendations for future research are provided. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215 [article] Systematic review of intervention research with adolescents with autism spectrum disorders [Texte imprimé et/ou numérique] / T. A. MCDONALD, Auteur ; Wendy MACHALICEK, Auteur . - p.1439-1460. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1439-1460 Mots-clés : Adolescent  Autism  Intervention  Literature review  Treatment Index. décimale : PER Périodiques Résumé : Abstract A growing body of research provides effective interventions to address the core symptoms of autism spectrum disorders (ASD). However, adolescents with ASDs may face age-specific challenges necessitating the need for contextually relevant and effective interventions. This systematic review examined peer-reviewed intervention research for adolescents (ages 12–21) with ASD. Electronic database searches and ancestral searches were used to identify studies published between 1980 and 2011. 102 studies were identified. A variety of interventions were implemented in these studies to address a wide range of targeted skills and behaviors. Reviewed studies were categorized into seven domains based on the skills and behaviors targeted: (a) social skills; (b) communication skills; (c) challenging behavior; (d) academic skills; (e) vocational skills; (f) independence and self-care; and (g) physical development. Results indicate that effective interventions exist in each category. These results are discussed in relation to participant characteristics, intervention effectiveness, social validity, generalization and maintenance. Generalization, maintenance, and social validity data were gathered in only 34%, 43%, and 31% of the articles, respectively. Additionally, few studies investigated interventions addressing communication, vocational or academic skills. Recommendations for future research are provided. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215

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