Promoting Peer Acceptance of Females with Higher-functioning Autism in a Mainstream Education Setting: A Replication and Extension of the Effects of an Autism Anti-Stigma Program / Natalia J. RANSON in Journal of Autism and Developmental Disorders, 44-11 (November 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2778-2796 Titre : Promoting Peer Acceptance of Females with Higher-functioning Autism in a Mainstream Education Setting: A Replication and Extension of the Effects of an Autism Anti-Stigma Program Type de document : Texte imprimé et/ou numérique Auteurs : Natalia J. RANSON, Auteur ; Mitchell K. BYRNE, Auteur Article en page(s) : p.2778-2796 Langues : Anglais (eng) Mots-clés : Female higher-functioning autism  Peer acceptance  Anti-stigma program  Knowledge  Attitudes  Behavioural intentions Index. décimale : PER Périodiques Résumé : This study evaluated the effects of an eight-session female higher-functioning autism anti-stigma program on the knowledge, attitudes and behavioural intentions of adolescent girls. Participants were seventh-, eighth- and ninth-grade students (N = 273) in a mainstream school. Two-eighth-grade classes were randomly allocated to the intervention condition. The remaining students were either allocated to the no-intervention peer or no-intervention non-peer condition. The anti-stigma program positively influenced knowledge, attitudes and to a lesser extent behavioural intentions towards peers with higher-functioning autism within the intervention condition. Some degree of attitudinal improvement occurred across all conditions following the program suggesting some spill over effects. Overall, findings provide preliminary evidence supporting the efficacy of an anti-stigma program tailored to support females with higher-functioning autism. En ligne : http://dx.doi.org/10.1007/s10803-014-2139-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 [article] Promoting Peer Acceptance of Females with Higher-functioning Autism in a Mainstream Education Setting: A Replication and Extension of the Effects of an Autism Anti-Stigma Program [Texte imprimé et/ou numérique] / Natalia J. RANSON, Auteur ; Mitchell K. BYRNE, Auteur . - p.2778-2796. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2778-2796 Mots-clés : Female higher-functioning autism  Peer acceptance  Anti-stigma program  Knowledge  Attitudes  Behavioural intentions Index. décimale : PER Périodiques Résumé : This study evaluated the effects of an eight-session female higher-functioning autism anti-stigma program on the knowledge, attitudes and behavioural intentions of adolescent girls. Participants were seventh-, eighth- and ninth-grade students (N = 273) in a mainstream school. Two-eighth-grade classes were randomly allocated to the intervention condition. The remaining students were either allocated to the no-intervention peer or no-intervention non-peer condition. The anti-stigma program positively influenced knowledge, attitudes and to a lesser extent behavioural intentions towards peers with higher-functioning autism within the intervention condition. Some degree of attitudinal improvement occurred across all conditions following the program suggesting some spill over effects. Overall, findings provide preliminary evidence supporting the efficacy of an anti-stigma program tailored to support females with higher-functioning autism. En ligne : http://dx.doi.org/10.1007/s10803-014-2139-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241

The Effects of a Multi-Component Higher-Functioning Autism Anti-Stigma Program on Adolescent Boys / Jessica J. STANILAND in Journal of Autism and Developmental Disorders, 43-12 (December 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2816-2829 Titre : The Effects of a Multi-Component Higher-Functioning Autism Anti-Stigma Program on Adolescent Boys Type de document : Texte imprimé et/ou numérique Auteurs : Jessica J. STANILAND, Auteur ; Mitchell K. BYRNE, Auteur Article en page(s) : p.2816-2829 Langues : Anglais (eng) Mots-clés : Higher-functioning autism  Knowledge  Attitudes  Behavioural intentions  Peers Index. décimale : PER Périodiques Résumé : A six-session higher-functioning autism anti-stigma program incorporating descriptive, explanatory and directive information was delivered to adolescent boys and the impact upon knowledge, attitudes and behavioural intentions towards peers with autism was evaluated. Participants were seventh-, eighth- and ninth-grade students (N = 395) from regular classes in a mainstream school. Two-eighth-grade classes were randomly allocated to the intervention condition and all remaining students were either allocated to the no-intervention peer or no-intervention non-peer condition. The anti-stigma program improved the knowledge and attitudes, but not the behavioural intentions of participants towards their peers with autism. Knowledge and attitudinal changes were maintained at follow-up. There were no spill-over effects of the program to non-targeted students. These results provide some preliminary evidence for the effectiveness of multi-session anti-stigma programs incorporating combined information for adolescent students in inclusive educational environments. En ligne : http://dx.doi.org/10.1007/s10803-013-1829-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] The Effects of a Multi-Component Higher-Functioning Autism Anti-Stigma Program on Adolescent Boys [Texte imprimé et/ou numérique] / Jessica J. STANILAND, Auteur ; Mitchell K. BYRNE, Auteur . - p.2816-2829. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2816-2829 Mots-clés : Higher-functioning autism  Knowledge  Attitudes  Behavioural intentions  Peers Index. décimale : PER Périodiques Résumé : A six-session higher-functioning autism anti-stigma program incorporating descriptive, explanatory and directive information was delivered to adolescent boys and the impact upon knowledge, attitudes and behavioural intentions towards peers with autism was evaluated. Participants were seventh-, eighth- and ninth-grade students (N = 395) from regular classes in a mainstream school. Two-eighth-grade classes were randomly allocated to the intervention condition and all remaining students were either allocated to the no-intervention peer or no-intervention non-peer condition. The anti-stigma program improved the knowledge and attitudes, but not the behavioural intentions of participants towards their peers with autism. Knowledge and attitudinal changes were maintained at follow-up. There were no spill-over effects of the program to non-targeted students. These results provide some preliminary evidence for the effectiveness of multi-session anti-stigma programs incorporating combined information for adolescent students in inclusive educational environments. En ligne : http://dx.doi.org/10.1007/s10803-013-1829-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Understanding Our Peers with Pablo: Exploring the Merit of an Autism Spectrum Disorder De-stigmatisation Programme Targeting Peers in Irish Early Education Mainstream Settings / Sonia MORRIS in Journal of Autism and Developmental Disorders, 50-12 (December 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4385-4400 Titre : Understanding Our Peers with Pablo: Exploring the Merit of an Autism Spectrum Disorder De-stigmatisation Programme Targeting Peers in Irish Early Education Mainstream Settings Type de document : Texte imprimé et/ou numérique Auteurs : Sonia MORRIS, Auteur ; Gary O'REILLY, Auteur ; Mitchell K. BYRNE, Auteur Article en page(s) : p.4385-4400 Langues : Anglais (eng) Mots-clés : Attitudes  Autism  Behavioural intentions  Knowledge  Peer acceptance  Stigma Index. décimale : PER Périodiques Résumé : The political drive for inclusion means there are increasing numbers of children with autism spectrum disorder (ASD) being educated alongside their neurotypical peers. Pervasive victimisation has prompted the development of peer interventions targeting stigma. This study evaluated the 'Understanding Our Peers with Pablo' programme for effects on knowledge, attitudes and behavioural intentions of infant schoolchildren (N?=?222) towards autistic peers. Classes were randomly assigned to an intervention or waitlist control condition. Change over time in knowledge of autism and attitudes and behavioural intentions towards familiar and unfamiliar peers was analysed using mixed analyses of variance. The intervention condition showed gains in knowledge and increased positive attitudes towards unfamiliar autistic peers (maintained over three-months). There were significant improvements in attitudes towards familiar autistic peers, and time-limited decreases in behavioural intentions across both conditions. Overall, results support the use of this programme in early-years education. En ligne : http://dx.doi.org/10.1007/s10803-020-04464-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] Understanding Our Peers with Pablo: Exploring the Merit of an Autism Spectrum Disorder De-stigmatisation Programme Targeting Peers in Irish Early Education Mainstream Settings [Texte imprimé et/ou numérique] / Sonia MORRIS, Auteur ; Gary O'REILLY, Auteur ; Mitchell K. BYRNE, Auteur . - p.4385-4400. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4385-4400 Mots-clés : Attitudes  Autism  Behavioural intentions  Knowledge  Peer acceptance  Stigma Index. décimale : PER Périodiques Résumé : The political drive for inclusion means there are increasing numbers of children with autism spectrum disorder (ASD) being educated alongside their neurotypical peers. Pervasive victimisation has prompted the development of peer interventions targeting stigma. This study evaluated the 'Understanding Our Peers with Pablo' programme for effects on knowledge, attitudes and behavioural intentions of infant schoolchildren (N?=?222) towards autistic peers. Classes were randomly assigned to an intervention or waitlist control condition. Change over time in knowledge of autism and attitudes and behavioural intentions towards familiar and unfamiliar peers was analysed using mixed analyses of variance. The intervention condition showed gains in knowledge and increased positive attitudes towards unfamiliar autistic peers (maintained over three-months). There were significant improvements in attitudes towards familiar autistic peers, and time-limited decreases in behavioural intentions across both conditions. Overall, results support the use of this programme in early-years education. En ligne : http://dx.doi.org/10.1007/s10803-020-04464-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

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