Brief Report: Autism Awareness: Views from a Campus Community / Leigh Ann TIPTON in Journal of Autism and Developmental Disorders, 44-2 (February 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.477-483 Titre : Brief Report: Autism Awareness: Views from a Campus Community Type de document : texte imprimé Auteurs : Leigh Ann TIPTON, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.477-483 Langues : Anglais (eng) Mots-clés : College  Community awareness  Attitudes Index. décimale : PER Périodiques Résumé : This paper reports on a college community’s views of the diagnostic characteristics and causes associated with autism spectrum disorders. An anonymous on-line survey of autism knowledge was distributed via campus server university-wide to all undergraduates, graduate students, faculty, and staff. Of the 1,057 surveys completed, 76 % of respondents had more correct answers than neutral and incorrect ones. Respondents who reported that they or someone in their immediate family had autism had significantly more correct responses than other respondents. Demographic variables of respondent sex, age, education, and role at the university independently accounted for significant, though modest, variance in autism knowledge. More accurate and widespread dissemination of information about autism may facilitate a smoother transition for college students who are on the spectrum. En ligne : http://dx.doi.org/10.1007/s10803-013-1893-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223 [article] Brief Report: Autism Awareness: Views from a Campus Community [texte imprimé] / Leigh Ann TIPTON, Auteur ; Jan BLACHER, Auteur . - p.477-483. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.477-483 Mots-clés : College  Community awareness  Attitudes Index. décimale : PER Périodiques Résumé : This paper reports on a college community’s views of the diagnostic characteristics and causes associated with autism spectrum disorders. An anonymous on-line survey of autism knowledge was distributed via campus server university-wide to all undergraduates, graduate students, faculty, and staff. Of the 1,057 surveys completed, 76 % of respondents had more correct answers than neutral and incorrect ones. Respondents who reported that they or someone in their immediate family had autism had significantly more correct responses than other respondents. Demographic variables of respondent sex, age, education, and role at the university independently accounted for significant, though modest, variance in autism knowledge. More accurate and widespread dissemination of information about autism may facilitate a smoother transition for college students who are on the spectrum. En ligne : http://dx.doi.org/10.1007/s10803-013-1893-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223

Bullying of youth with autism spectrum disorder, intellectual disability, or typical development: Victim and parent perspectives / Sasha M. ZEEDYK in Research in Autism Spectrum Disorders, 8-9 (September 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1173-1183 Titre : Bullying of youth with autism spectrum disorder, intellectual disability, or typical development: Victim and parent perspectives Type de document : texte imprimé Auteurs : Sasha M. ZEEDYK, Auteur ; Geovanna RODRIGUEZ, Auteur ; Leigh Ann TIPTON, Auteur ; Bruce L. BAKER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.1173-1183 Langues : Anglais (eng) Mots-clés : Autism  Intellectual disability  Bullying  Adolescents  Friendship Index. décimale : PER Périodiques Résumé : Abstract In-depth interviews conducted separately with 13-year-olds with autism spectrum disorder (ASD), intellectual disability (ID), or typical development (TD) and their mothers investigated the experiences of victimization in the form of bullying. Coded constructs from the interviews were utilized to compare groups on the frequency, type, and impact of victimization. Youth with ASD were victimized more frequently than their ID or TD peers, and the groups differed with regard to the type of bullying and the impact it had, with ASD youth faring the worst. Higher internalizing problems and conflict in friendships were found to be significant predictors of victimization, according to both youth- and mother-reports. These predictors were found to be more salient than ASD status alone. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Bullying of youth with autism spectrum disorder, intellectual disability, or typical development: Victim and parent perspectives [texte imprimé] / Sasha M. ZEEDYK, Auteur ; Geovanna RODRIGUEZ, Auteur ; Leigh Ann TIPTON, Auteur ; Bruce L. BAKER, Auteur ; Jan BLACHER, Auteur . - p.1173-1183. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1173-1183 Mots-clés : Autism  Intellectual disability  Bullying  Adolescents  Friendship Index. décimale : PER Périodiques Résumé : Abstract In-depth interviews conducted separately with 13-year-olds with autism spectrum disorder (ASD), intellectual disability (ID), or typical development (TD) and their mothers investigated the experiences of victimization in the form of bullying. Coded constructs from the interviews were utilized to compare groups on the frequency, type, and impact of victimization. Youth with ASD were victimized more frequently than their ID or TD peers, and the groups differed with regard to the type of bullying and the impact it had, with ASD youth faring the worst. Higher internalizing problems and conflict in friendships were found to be significant predictors of victimization, according to both youth- and mother-reports. These predictors were found to be more salient than ASD status alone. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Educational Supports for High Functioning Youth With ASD: The Postsecondary Pathway to College / Sasha M. ZEEDYK 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.37-48 Titre : Educational Supports for High Functioning Youth With ASD: The Postsecondary Pathway to College Type de document : texte imprimé Auteurs : Sasha M. ZEEDYK, Auteur ; Leigh Ann TIPTON, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.37-48 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  college  transition  education  postsecondary Index. décimale : PER Périodiques Résumé : This article provides direction for educational decision making specifically for individuals with autism spectrum disorder (ASD), who have the cognitive and adaptive capabilities required to pursue postsecondary college education. The purpose is to draw attention to the available postsecondary pathways, 2- and 4-year college options, by addressing important issues for college-bound young adults with ASD. These include living supports, practical skills, social supports, and educational accommodations. Furthermore, the role of educational and faculty supports is emphasized, as this is an area that has received little research attention. En ligne : http://dx.doi.org/10.1177/1088357614525435 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Educational Supports for High Functioning Youth With ASD: The Postsecondary Pathway to College [texte imprimé] / Sasha M. ZEEDYK, Auteur ; Leigh Ann TIPTON, Auteur ; Jan BLACHER, Auteur . - p.37-48. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.37-48 Mots-clés : autism spectrum disorder  college  transition  education  postsecondary Index. décimale : PER Périodiques Résumé : This article provides direction for educational decision making specifically for individuals with autism spectrum disorder (ASD), who have the cognitive and adaptive capabilities required to pursue postsecondary college education. The purpose is to draw attention to the available postsecondary pathways, 2- and 4-year college options, by addressing important issues for college-bound young adults with ASD. These include living supports, practical skills, social supports, and educational accommodations. Furthermore, the role of educational and faculty supports is emphasized, as this is an area that has received little research attention. En ligne : http://dx.doi.org/10.1177/1088357614525435 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

Parenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD / Ainsley LOSH in Journal of Autism and Developmental Disorders, 49-9 (September 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3582-3591 Titre : Parenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD Type de document : texte imprimé Auteurs : Ainsley LOSH, Auteur ; Leigh Ann TIPTON, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3582-3591 Langues : Anglais (eng) Mots-clés : Asd  Autism  Parent behaviors  Parent-child interaction  Student-teacher relationships Index. décimale : PER Périodiques Résumé : Student-teacher relationship (STR) quality during the early school years has important implications for student adjustment and outcomes. Studies with typically developing (TD) children have identified links between parent behaviors and STRs, but these connections remain unexplored for children with autism spectrum disorder (ASD). The present study investigated relationships between observed parent behaviors during a shared literacy task and STRs one year later for 117 children (ages 4-7) with ASD. Children whose parents displayed more intrusiveness had poorer-quality STRs. Further, parent intrusiveness mediated the predictive relationship between child spoken language skills and STR quality. These results suggest that parent intrusiveness plays an important role in the development of STRs for young children with ASD. Implications for intervention and research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04065-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Parenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD [texte imprimé] / Ainsley LOSH, Auteur ; Leigh Ann TIPTON, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.3582-3591. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3582-3591 Mots-clés : Asd  Autism  Parent behaviors  Parent-child interaction  Student-teacher relationships Index. décimale : PER Périodiques Résumé : Student-teacher relationship (STR) quality during the early school years has important implications for student adjustment and outcomes. Studies with typically developing (TD) children have identified links between parent behaviors and STRs, but these connections remain unexplored for children with autism spectrum disorder (ASD). The present study investigated relationships between observed parent behaviors during a shared literacy task and STRs one year later for 117 children (ages 4-7) with ASD. Children whose parents displayed more intrusiveness had poorer-quality STRs. Further, parent intrusiveness mediated the predictive relationship between child spoken language skills and STR quality. These results suggest that parent intrusiveness plays an important role in the development of STRs for young children with ASD. Implications for intervention and research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04065-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

---

1 (1 - 4 / 4) Par page : 25 50 100 200