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Younger age is associated with better outcomes in autism severity, language, and adaptive skills after one school year in autism special education classes / Ronit SABAN-BEZALEL in Research in Autism Spectrum Disorders, 113 (May 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 113 (May 2024) . - p.102350 Titre : Younger age is associated with better outcomes in autism severity, language, and adaptive skills after one school year in autism special education classes Type de document : Texte imprimé et/ou numérique Auteurs : Ronit SABAN-BEZALEL, Auteur ; Ditza A. ZACHOR, Auteur ; Einat AVNI, Auteur ; Esther BEN-ITZCHAK, Auteur Article en page(s) : p.102350 Langues : Anglais (eng) Mots-clés : Autism  Age  Outcomes  Language  Adaptive skills  Symptom severity  Special education classes Index. décimale : PER Périodiques Résumé : A well-accepted hypothesis in the field of autism spectrum disorder (ASD) is that early intervention is crucial for better outcomes. However, research has noted significant variability in early intervention outcomes. This study examined the role of age in relation to outcomes in comprehensive developmental domains following one year of school in community special education classes for ASD. We compared two groups: a younger group (n = 35) aged 34-59 months and an older group (n = 38) aged 60-91 months. The groups did not differ in cognitive ability, autism severity or adaptive behavioral skills at the start of the school year. After one year, the entire study population showed significant progress in all developmental domains. However, changes in effect size were much more robust in the younger ASD group. Only younger children showed a significant decrease in the severity of communication, awareness and restricted interests and repetitive behavior subdomains and a significant increase in motor adaptive skills. Younger children also showed more remarkable improvement in the naming and expressive subdomains. Respectively, older age predicted more severe ASD symptoms at the end of the educational year. Corresponding to brain plasticity theories, our findings point to an association between age and outcomes. The findings should serve as a benchmark for policymakers regarding early intervention in young children with autism. En ligne : https://doi.org/10.1016/j.rasd.2024.102350 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 [article] Younger age is associated with better outcomes in autism severity, language, and adaptive skills after one school year in autism special education classes [Texte imprimé et/ou numérique] / Ronit SABAN-BEZALEL, Auteur ; Ditza A. ZACHOR, Auteur ; Einat AVNI, Auteur ; Esther BEN-ITZCHAK, Auteur . - p.102350. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102350 Mots-clés : Autism  Age  Outcomes  Language  Adaptive skills  Symptom severity  Special education classes Index. décimale : PER Périodiques Résumé : A well-accepted hypothesis in the field of autism spectrum disorder (ASD) is that early intervention is crucial for better outcomes. However, research has noted significant variability in early intervention outcomes. This study examined the role of age in relation to outcomes in comprehensive developmental domains following one year of school in community special education classes for ASD. We compared two groups: a younger group (n = 35) aged 34-59 months and an older group (n = 38) aged 60-91 months. The groups did not differ in cognitive ability, autism severity or adaptive behavioral skills at the start of the school year. After one year, the entire study population showed significant progress in all developmental domains. However, changes in effect size were much more robust in the younger ASD group. Only younger children showed a significant decrease in the severity of communication, awareness and restricted interests and repetitive behavior subdomains and a significant increase in motor adaptive skills. Younger children also showed more remarkable improvement in the naming and expressive subdomains. Respectively, older age predicted more severe ASD symptoms at the end of the educational year. Corresponding to brain plasticity theories, our findings point to an association between age and outcomes. The findings should serve as a benchmark for policymakers regarding early intervention in young children with autism. En ligne : https://doi.org/10.1016/j.rasd.2024.102350 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524

Self-efficacy as a mediator between involvement in intervention and quality of life in parents of children and adolescents with autism spectrum disorder / Chiara FANTE in Research in Autism Spectrum Disorders, 113 (May 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 113 (May 2024) . - p.102351 Titre : Self-efficacy as a mediator between involvement in intervention and quality of life in parents of children and adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Chiara FANTE, Auteur ; Andrea ZAGARIA, Auteur ; Barbara DIONI, Auteur ; Cinzia RAFFIN, Auteur ; Francesca CAPELLI, Auteur ; Tommaso MANARI, Auteur ; Vittorio LENZO, Auteur ; Raffaele DE LUCA PICIONE, Auteur ; Alessandro MUSETTI, Auteur Article en page(s) : p.102351 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Quality of life  Self-efficacy  Parental involvement in intervention Index. décimale : PER Périodiques Résumé : Previous studies have suggested that increased parental involvement in intervention for children with autism spectrum disorders (ASD) may be associated with improved parental Quality of Life (QoL). This study investigates the mediating role of parental self-efficacy in the relationship between involvement in intervention and QoL in parents of children and adolescents with ASD. One hundred and eighty-eight parents provided self-reported measures regarding demographics, involvement in intervention, self-efficacy, child?s functioning and QoL (i.e., overall QoL and ASD symptoms-related QoL). After controlling for child?s functioning, structural equation modelling showed that (a) self-efficacy partially mediates the association between direct involvement in intervention and overall QoL, b) after accounting for the mediator,a negative association emerges between direct involvement in intervention and overall QoL (i.e., suppression effect), (c) self-efficacy fully mediates the association between direct involvement in intervention and ASD symptoms-related QoL, (d) self-efficacy fully mediates the association between indirect involvement in intervention and ASD symptoms-related QoL. These findings extend previous literature by revealing the key role of parental self-efficacy, and are relevant to designing interventions aimed at supporting and improving family adaptation processes. En ligne : https://doi.org/10.1016/j.rasd.2024.102351 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 [article] Self-efficacy as a mediator between involvement in intervention and quality of life in parents of children and adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Chiara FANTE, Auteur ; Andrea ZAGARIA, Auteur ; Barbara DIONI, Auteur ; Cinzia RAFFIN, Auteur ; Francesca CAPELLI, Auteur ; Tommaso MANARI, Auteur ; Vittorio LENZO, Auteur ; Raffaele DE LUCA PICIONE, Auteur ; Alessandro MUSETTI, Auteur . - p.102351. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102351 Mots-clés : Autism spectrum disorder  Quality of life  Self-efficacy  Parental involvement in intervention Index. décimale : PER Périodiques Résumé : Previous studies have suggested that increased parental involvement in intervention for children with autism spectrum disorders (ASD) may be associated with improved parental Quality of Life (QoL). This study investigates the mediating role of parental self-efficacy in the relationship between involvement in intervention and QoL in parents of children and adolescents with ASD. One hundred and eighty-eight parents provided self-reported measures regarding demographics, involvement in intervention, self-efficacy, child?s functioning and QoL (i.e., overall QoL and ASD symptoms-related QoL). After controlling for child?s functioning, structural equation modelling showed that (a) self-efficacy partially mediates the association between direct involvement in intervention and overall QoL, b) after accounting for the mediator,a negative association emerges between direct involvement in intervention and overall QoL (i.e., suppression effect), (c) self-efficacy fully mediates the association between direct involvement in intervention and ASD symptoms-related QoL, (d) self-efficacy fully mediates the association between indirect involvement in intervention and ASD symptoms-related QoL. These findings extend previous literature by revealing the key role of parental self-efficacy, and are relevant to designing interventions aimed at supporting and improving family adaptation processes. En ligne : https://doi.org/10.1016/j.rasd.2024.102351 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524

A pilot mixed-methods evaluation of an intervention to reduce Korean undergraduates' stigma toward autistic people / So Yoon KIM in Research in Autism Spectrum Disorders, 113 (May 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 113 (May 2024) . - p.102355 Titre : A pilot mixed-methods evaluation of an intervention to reduce Korean undergraduates' stigma toward autistic people Type de document : Texte imprimé et/ou numérique Auteurs : So Yoon KIM, Auteur ; Kristen GILLESPIE-LYNCH, Auteur ; Wn-ho YOON, Auteur Article en page(s) : p.102355 Langues : Anglais (eng) Mots-clés : Qualitative  Autism  Stigma  Pilot intervention  Cultural adaptation  Educational psychology Index. décimale : PER Périodiques Résumé : Background Heightened stigma in South Korea may contribute to the difficulties that autistic undergraduate students experience in college. This study aimed to explore non-autistic Korean undergraduate students' stigma toward autistic people using semi-structured interviews surrounding a pilot autism anti-stigma training. Method During the pre-intervention interview, 22 Korean undergraduate students were asked to describe autism, rate their agreement with Social Distance Scale (SDS) items, which asked about their willingness to interact with autistic people, and justify their responses. Participants then completed an online autism training. The post-intervention interview asked the same series of questions but omitted the justification-related questions. We analyzed open-ended responses using content analysis and used a paired-sample t-test to compare pre- and post-intervention averaged SDS items. Results Participants reported different justifications for their desired social distance from autistic people. The types and frequency of justifications mentioned differed depending on the types of relationships expected. Intervention participation was associated with reduced stigma toward autistic people (p < .001). Participants' extreme stereotypes (e.g., savant) and perceptions of autistic individuals as living in their own world shifted toward recognizing autistic individuals as people living in the same world. Conclusions This is the first study to explore why non-autistic Korean college students may desire social distance from autistic people and to attempt to reduce heightened autism stigma in South Korea through an autism training. Future work should use a randomized control trial to examine the causal impact of training on stigma and to identify active ingredients of anti-stigma interventions across cultures. En ligne : https://doi.org/10.1016/j.rasd.2024.102355 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 [article] A pilot mixed-methods evaluation of an intervention to reduce Korean undergraduates' stigma toward autistic people [Texte imprimé et/ou numérique] / So Yoon KIM, Auteur ; Kristen GILLESPIE-LYNCH, Auteur ; Wn-ho YOON, Auteur . - p.102355. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102355 Mots-clés : Qualitative  Autism  Stigma  Pilot intervention  Cultural adaptation  Educational psychology Index. décimale : PER Périodiques Résumé : Background Heightened stigma in South Korea may contribute to the difficulties that autistic undergraduate students experience in college. This study aimed to explore non-autistic Korean undergraduate students' stigma toward autistic people using semi-structured interviews surrounding a pilot autism anti-stigma training. Method During the pre-intervention interview, 22 Korean undergraduate students were asked to describe autism, rate their agreement with Social Distance Scale (SDS) items, which asked about their willingness to interact with autistic people, and justify their responses. Participants then completed an online autism training. The post-intervention interview asked the same series of questions but omitted the justification-related questions. We analyzed open-ended responses using content analysis and used a paired-sample t-test to compare pre- and post-intervention averaged SDS items. Results Participants reported different justifications for their desired social distance from autistic people. The types and frequency of justifications mentioned differed depending on the types of relationships expected. Intervention participation was associated with reduced stigma toward autistic people (p < .001). Participants' extreme stereotypes (e.g., savant) and perceptions of autistic individuals as living in their own world shifted toward recognizing autistic individuals as people living in the same world. Conclusions This is the first study to explore why non-autistic Korean college students may desire social distance from autistic people and to attempt to reduce heightened autism stigma in South Korea through an autism training. Future work should use a randomized control trial to examine the causal impact of training on stigma and to identify active ingredients of anti-stigma interventions across cultures. En ligne : https://doi.org/10.1016/j.rasd.2024.102355 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524

A qualitative investigation on the resilience of parents of children with autism spectrum disorder in Macau / Kelly Ka Lai LAM in Research in Autism Spectrum Disorders, 113 (May 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 113 (May 2024) . - p.102357 Titre : A qualitative investigation on the resilience of parents of children with autism spectrum disorder in Macau Type de document : Texte imprimé et/ou numérique Auteurs : Kelly Ka Lai LAM, Auteur ; Chong Nga CHAN, Auteur ; Louise Ho WONG, Auteur ; Yanping HE, Auteur ; Xiuyun LIN, Auteur ; Peilian CHI, Auteur Article en page(s) : p.102357 Langues : Anglais (eng) Mots-clés : ASD  Parenting  Resilience  Stress  Qualitative study Index. décimale : PER Périodiques Résumé : Parenting a child with autism spectrum disorder (ASD) can be more stressful and discouraging than parenting a child with typical development, especially during the COVID-19 pandemic. This study aimed to unpack the factors and processes contributing to resilience among parents of children with ASD and the difficulties they faced during the COVID-19 pandemic lockdowns in a City in China (Macau SAR). We conducted individual, in-depth, semi-structured interviews with 16 parents of 13 children with ASD (11 mothers and 5 fathers; Mage = 42.36 years; 12 boys and 1 girl; Mage = 8.08 years). Data was analyzed using a qualitative thematic analysis approach. Overall, the results revealed several noteworthy themes: stressors, mental health, marital relationships, individual resources, social support, coping strategies, and resilience. The findings of this study deepen our understanding of the challenges that parents of children with ASD face, by identifying factors and processes contributing to resilience during the lockdowns enforced during the COVID-19 pandemic. This is especially relevant in a city like Mainland China where there is a dearth of various support resources for families that have children with special needs. Limitations, implications, and future directions are discussed. En ligne : https://doi.org/10.1016/j.rasd.2024.102357 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 [article] A qualitative investigation on the resilience of parents of children with autism spectrum disorder in Macau [Texte imprimé et/ou numérique] / Kelly Ka Lai LAM, Auteur ; Chong Nga CHAN, Auteur ; Louise Ho WONG, Auteur ; Yanping HE, Auteur ; Xiuyun LIN, Auteur ; Peilian CHI, Auteur . - p.102357. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102357 Mots-clés : ASD  Parenting  Resilience  Stress  Qualitative study Index. décimale : PER Périodiques Résumé : Parenting a child with autism spectrum disorder (ASD) can be more stressful and discouraging than parenting a child with typical development, especially during the COVID-19 pandemic. This study aimed to unpack the factors and processes contributing to resilience among parents of children with ASD and the difficulties they faced during the COVID-19 pandemic lockdowns in a City in China (Macau SAR). We conducted individual, in-depth, semi-structured interviews with 16 parents of 13 children with ASD (11 mothers and 5 fathers; Mage = 42.36 years; 12 boys and 1 girl; Mage = 8.08 years). Data was analyzed using a qualitative thematic analysis approach. Overall, the results revealed several noteworthy themes: stressors, mental health, marital relationships, individual resources, social support, coping strategies, and resilience. The findings of this study deepen our understanding of the challenges that parents of children with ASD face, by identifying factors and processes contributing to resilience during the lockdowns enforced during the COVID-19 pandemic. This is especially relevant in a city like Mainland China where there is a dearth of various support resources for families that have children with special needs. Limitations, implications, and future directions are discussed. En ligne : https://doi.org/10.1016/j.rasd.2024.102357 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524

Cross-lagged relations between maternal criticism and emotional and behavioral problems in children with ASD / Paul R. BENSON in Research in Autism Spectrum Disorders, 113 (May 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 113 (May 2024) . - p.102358 Titre : Cross-lagged relations between maternal criticism and emotional and behavioral problems in children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Paul R. BENSON, Auteur Article en page(s) : p.102358 Langues : Anglais (eng) Mots-clés : Expressed emotion  Parental criticism  Child emotional and behavior problems, Mothers  Autism Index. décimale : PER Périodiques Résumé : Background Few autism studies have examined the ways that family expressed emotion (EE) and its components, particularly parental criticism, affect and are affected by child emotional and behavior problems over time. As such, the primary purpose of this longitudinal study was to examine the direction of effects between maternal criticism and child problem behaviors to assess whether these relationships are predominately parent-driven, child-driven, or bidirectional. Method Data were collected over three timepoints spanning 4 years from a sample of 114 mothers of children with ASD (initial child age: 7-11 years). Structural equation modeling (SEM) was used to assess cross-lagged relations between maternal criticism and five domains of child problem behavior (conduct problems, anxiety/insecurity, hyperactivity, SIB/stereotypy, and withdrawal/isolation). Results In three of the five cross-lagged SEM models tested, findings indicated only significant child-driven effects, with increased child conduct problems, hyperactivity, and self-injury/stereotypy each predicting later increased maternal criticism. One significant parent-driven effect was also observed, with increased maternal criticism predicting later increased child withdrawal/isolation. No cross-lagged relationships between maternal criticism and child anxiety/insecurity were found. Conclusion Study results add to the limited evidence base concerning directionality of parent-child effects in autism family EE research and suggest that maternal criticism may be a more a reaction to, than a cause of, most challenging child behaviors. In addition, differing results by child behavior domain suggest the utility of disaggregating different types of child problem behaviors in these studies. En ligne : https://doi.org/10.1016/j.rasd.2024.102358 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 [article] Cross-lagged relations between maternal criticism and emotional and behavioral problems in children with ASD [Texte imprimé et/ou numérique] / Paul R. BENSON, Auteur . - p.102358. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102358 Mots-clés : Expressed emotion  Parental criticism  Child emotional and behavior problems, Mothers  Autism Index. décimale : PER Périodiques Résumé : Background Few autism studies have examined the ways that family expressed emotion (EE) and its components, particularly parental criticism, affect and are affected by child emotional and behavior problems over time. As such, the primary purpose of this longitudinal study was to examine the direction of effects between maternal criticism and child problem behaviors to assess whether these relationships are predominately parent-driven, child-driven, or bidirectional. Method Data were collected over three timepoints spanning 4 years from a sample of 114 mothers of children with ASD (initial child age: 7-11 years). Structural equation modeling (SEM) was used to assess cross-lagged relations between maternal criticism and five domains of child problem behavior (conduct problems, anxiety/insecurity, hyperactivity, SIB/stereotypy, and withdrawal/isolation). Results In three of the five cross-lagged SEM models tested, findings indicated only significant child-driven effects, with increased child conduct problems, hyperactivity, and self-injury/stereotypy each predicting later increased maternal criticism. One significant parent-driven effect was also observed, with increased maternal criticism predicting later increased child withdrawal/isolation. No cross-lagged relationships between maternal criticism and child anxiety/insecurity were found. Conclusion Study results add to the limited evidence base concerning directionality of parent-child effects in autism family EE research and suggest that maternal criticism may be a more a reaction to, than a cause of, most challenging child behaviors. In addition, differing results by child behavior domain suggest the utility of disaggregating different types of child problem behaviors in these studies. En ligne : https://doi.org/10.1016/j.rasd.2024.102358 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524

Broad autism phenotype traits and self-reported sensory processing across sensory modalities / Carly A. YADON in Research in Autism Spectrum Disorders, 113 (May 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 113 (May 2024) . - p.102359 Titre : Broad autism phenotype traits and self-reported sensory processing across sensory modalities Type de document : Texte imprimé et/ou numérique Auteurs : Carly A. YADON, Auteur ; Mary VONARX, Auteur Article en page(s) : p.102359 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Sensory processing  Broad autism phenotype  Traits Index. décimale : PER Périodiques Résumé : Background Despite a longstanding connection between sensory processing and autism, sensory processing differences did not become part of the diagnostic criteria for autism spectrum disorder (ASD) until the DSM-5. Emerging research suggests that differences in sensory processing may be related to broad autism phenotype traits in the general population. The present study adds to this literature by including a more comprehensive analysis of sensory modality and a measure of sensory gating that has not previously been related to ASD traits. Method Through Qualtrics, 152 participants met inclusion for the study and completed the Broad Autism Phenotype Questionnaire (BAPQ), Autism Spectrum Quotient (AQ), and several sensory questionnaires. Results As predicted, ASD traits were significantly related to all sensory questionnaires, suggesting that as ASD traits increased, sensory reactivity differences increased. Similarly, participants who scored over established cut-offs on the AQ and BAPQ endorsed a significantly higher number of sensory difficulties. Interestingly, some, but not all, sensory modalities, measured by the Adult Sensory Processing Scale (ASPS), predicted scores on the AQ and BAPQ. Conclusions These findings provide additional support for sensory processing being included in the broad autism phenotype and suggest that sensory processing may have consequential impacts, in both ASD and individuals without a diagnosis. En ligne : https://doi.org/10.1016/j.rasd.2024.102359 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 [article] Broad autism phenotype traits and self-reported sensory processing across sensory modalities [Texte imprimé et/ou numérique] / Carly A. YADON, Auteur ; Mary VONARX, Auteur . - p.102359. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102359 Mots-clés : Autism spectrum disorder  Sensory processing  Broad autism phenotype  Traits Index. décimale : PER Périodiques Résumé : Background Despite a longstanding connection between sensory processing and autism, sensory processing differences did not become part of the diagnostic criteria for autism spectrum disorder (ASD) until the DSM-5. Emerging research suggests that differences in sensory processing may be related to broad autism phenotype traits in the general population. The present study adds to this literature by including a more comprehensive analysis of sensory modality and a measure of sensory gating that has not previously been related to ASD traits. Method Through Qualtrics, 152 participants met inclusion for the study and completed the Broad Autism Phenotype Questionnaire (BAPQ), Autism Spectrum Quotient (AQ), and several sensory questionnaires. Results As predicted, ASD traits were significantly related to all sensory questionnaires, suggesting that as ASD traits increased, sensory reactivity differences increased. Similarly, participants who scored over established cut-offs on the AQ and BAPQ endorsed a significantly higher number of sensory difficulties. Interestingly, some, but not all, sensory modalities, measured by the Adult Sensory Processing Scale (ASPS), predicted scores on the AQ and BAPQ. Conclusions These findings provide additional support for sensory processing being included in the broad autism phenotype and suggest that sensory processing may have consequential impacts, in both ASD and individuals without a diagnosis. En ligne : https://doi.org/10.1016/j.rasd.2024.102359 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524

Social network support is associated with teacher?s perceptions of transition planning for their autistic students / Amanda DIMACHKIE NUNNALLY in Research in Autism Spectrum Disorders, 113 (May 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 113 (May 2024) . - p.102360 Titre : Social network support is associated with teacher?s perceptions of transition planning for their autistic students Type de document : Texte imprimé et/ou numérique Auteurs : Amanda DIMACHKIE NUNNALLY, Auteur ; Heather NUSKE, Auteur ; Briana BRONSTEIN, Auteur ; Fernanda CASTELLON, Auteur ; Jenny C. CHIAPPE, Auteur ; Consuelo GARCIA, Auteur ; Samantha HOCHHEIMER, Auteur ; Hyon Soo LEE, Auteur ; Nicole SPARAPANI, Auteur ; Sarah VEJNOSKA, Auteur ; Amber R. FITZGERALD, Auteur ; Lynne LEVATO, Auteur ; Jennica LI, Auteur ; Felicia JONES, Auteur ; Wendy SHIH, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Tristram SMITH, Auteur ; Aubyn STAHMER, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur Article en page(s) : p.102360 Langues : Anglais (eng) Mots-clés : School transitions  Autism spectrum disorder  Teacher perceptions  Teacher support networks Index. décimale : PER Périodiques Résumé : Background School transitions are accompanied by disruptions in routines and increased social and academic demands, creating challenges for autistic students, who often have difficulty coping with change. These transitions are also challenging for teachers, who often report feeling unprepared to guide their autistic students through the transition process. Methods This study examined teacher and student factors that contribute to teachers' perceptions of transition planning for their autistic students. At four sites (Los Angeles, Philadelphia, Rochester, and Sacramento), 126 teachers responded to survey questions regarding their perception of transition planning for their autistic students, their students' classroom behavior as they were preparing to transition, their own burnout, and a social network survey about the people they relied on to support their autistic students. Results Teachers reported being somewhat satisfied with their schools with the way that schools prepared their students for transition and that the transition planning was somewhat effective. Teachers also reported that they received little support from their schools during their students' transition planning. Results of Generalized Linear Mixed Effects models indicated that teachers with positive perceptions of their students' transition planning had larger support networks, Conclusions The findings of this study underscore that teachers' support networks play an important role in helping teachers negotiate the transition process. En ligne : https://doi.org/10.1016/j.rasd.2024.102360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 [article] Social network support is associated with teacher?s perceptions of transition planning for their autistic students [Texte imprimé et/ou numérique] / Amanda DIMACHKIE NUNNALLY, Auteur ; Heather NUSKE, Auteur ; Briana BRONSTEIN, Auteur ; Fernanda CASTELLON, Auteur ; Jenny C. CHIAPPE, Auteur ; Consuelo GARCIA, Auteur ; Samantha HOCHHEIMER, Auteur ; Hyon Soo LEE, Auteur ; Nicole SPARAPANI, Auteur ; Sarah VEJNOSKA, Auteur ; Amber R. FITZGERALD, Auteur ; Lynne LEVATO, Auteur ; Jennica LI, Auteur ; Felicia JONES, Auteur ; Wendy SHIH, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Tristram SMITH, Auteur ; Aubyn STAHMER, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur . - p.102360. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102360 Mots-clés : School transitions  Autism spectrum disorder  Teacher perceptions  Teacher support networks Index. décimale : PER Périodiques Résumé : Background School transitions are accompanied by disruptions in routines and increased social and academic demands, creating challenges for autistic students, who often have difficulty coping with change. These transitions are also challenging for teachers, who often report feeling unprepared to guide their autistic students through the transition process. Methods This study examined teacher and student factors that contribute to teachers' perceptions of transition planning for their autistic students. At four sites (Los Angeles, Philadelphia, Rochester, and Sacramento), 126 teachers responded to survey questions regarding their perception of transition planning for their autistic students, their students' classroom behavior as they were preparing to transition, their own burnout, and a social network survey about the people they relied on to support their autistic students. Results Teachers reported being somewhat satisfied with their schools with the way that schools prepared their students for transition and that the transition planning was somewhat effective. Teachers also reported that they received little support from their schools during their students' transition planning. Results of Generalized Linear Mixed Effects models indicated that teachers with positive perceptions of their students' transition planning had larger support networks, Conclusions The findings of this study underscore that teachers' support networks play an important role in helping teachers negotiate the transition process. En ligne : https://doi.org/10.1016/j.rasd.2024.102360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524