Analysis of three components of affective behavior in children with autism / Nidal DAOU in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.480-501 Titre : Analysis of three components of affective behavior in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Nidal DAOU, Auteur ; Susan M. VENER, Auteur ; Claire L. POULSON, Auteur Article en page(s) : p.480-501 Mots-clés : Affective behavior  Applied behavior analysis  Autism  Emotion  Facial expression  Vocal intonation Index. décimale : PER Périodiques Résumé : Affective behavior is a crucial ingredient for appropriate, sustainable social interactions. People with autism have deficits in social interaction that are apparent in nonverbal behavior. Few studies have applied behavioral procedures to increase appropriate affective responding in people with autism. This study adds to that literature by examining three components of affective behavior, thus reinforcing the notion that it is not only what the learner says (verbal responding), but also how she says it (vocal intonation); not only whether the learner makes eye contact with his conversation partner, but also how he presents himself (facial expression). A multiple-baseline design evaluated the effects of an affect-training program on the percentage of appropriate responding emitted by three children with autism. The program consisted of reinforcement, prompting, script-fading, and shaping procedures. The percentage of appropriate affective responding emitted by participants across categories increased systematically following treatment; so did performance on nonreinforced probes. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Analysis of three components of affective behavior in children with autism [Texte imprimé et/ou numérique] / Nidal DAOU, Auteur ; Susan M. VENER, Auteur ; Claire L. POULSON, Auteur . - p.480-501. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.480-501 Mots-clés : Affective behavior  Applied behavior analysis  Autism  Emotion  Facial expression  Vocal intonation Index. décimale : PER Périodiques Résumé : Affective behavior is a crucial ingredient for appropriate, sustainable social interactions. People with autism have deficits in social interaction that are apparent in nonverbal behavior. Few studies have applied behavioral procedures to increase appropriate affective responding in people with autism. This study adds to that literature by examining three components of affective behavior, thus reinforcing the notion that it is not only what the learner says (verbal responding), but also how she says it (vocal intonation); not only whether the learner makes eye contact with his conversation partner, but also how he presents himself (facial expression). A multiple-baseline design evaluated the effects of an affect-training program on the percentage of appropriate responding emitted by three children with autism. The program consisted of reinforcement, prompting, script-fading, and shaping procedures. The percentage of appropriate affective responding emitted by participants across categories increased systematically following treatment; so did performance on nonreinforced probes. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Changing College Students’ Conceptions of Autism: An Online Training to Increase Knowledge and Decrease Stigma / Kristen GILLESPIE-LYNCH 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.2553-2566 Titre : Changing College Students’ Conceptions of Autism: An Online Training to Increase Knowledge and Decrease Stigma Type de document : Texte imprimé et/ou numérique Auteurs : Kristen GILLESPIE-LYNCH, Auteur ; Patricia J. BROOKS, Auteur ; Fumio SOMEKI, Auteur ; Rita OBEID, Auteur ; Christina SHANE-SIMPSON, Auteur ; Steven K. KAPP, Auteur ; Nidal DAOU, Auteur ; David SHANE SMITH, Auteur Année de publication : 2015 Article en page(s) : p.2553-2566 Langues : Anglais (eng) Mots-clés : Stigma associated with autism  Knowledge of autism  Online training  College students  ASD Index. décimale : PER Périodiques Résumé : College students with autism may be negatively impacted by lack of understanding about autism on college campuses. Thus, we developed an online training to improve knowledge and decrease stigma associated with autism among college students. Participants (N = 365) completed a pre-test, online training, and post-test. Women reported lower stigma towards autism than men. Participation in the training was associated with decreased stigma and increased knowledge about autism. Although participants exhibited relatively high baseline knowledge of autism, misconceptions were common, particularly in open-ended responses. Participants commonly confused autism with other disorders, such as learning disabilities. This study suggests that online training may be a cost-effective way to increase college students’ understanding and acceptance of their peers with autism. En ligne : http://dx.doi.org/10.1007/s10803-015-2422-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Changing College Students’ Conceptions of Autism: An Online Training to Increase Knowledge and Decrease Stigma [Texte imprimé et/ou numérique] / Kristen GILLESPIE-LYNCH, Auteur ; Patricia J. BROOKS, Auteur ; Fumio SOMEKI, Auteur ; Rita OBEID, Auteur ; Christina SHANE-SIMPSON, Auteur ; Steven K. KAPP, Auteur ; Nidal DAOU, Auteur ; David SHANE SMITH, Auteur . - 2015 . - p.2553-2566. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2553-2566 Mots-clés : Stigma associated with autism  Knowledge of autism  Online training  College students  ASD Index. décimale : PER Périodiques Résumé : College students with autism may be negatively impacted by lack of understanding about autism on college campuses. Thus, we developed an online training to improve knowledge and decrease stigma associated with autism among college students. Participants (N = 365) completed a pre-test, online training, and post-test. Women reported lower stigma towards autism than men. Participation in the training was associated with decreased stigma and increased knowledge about autism. Although participants exhibited relatively high baseline knowledge of autism, misconceptions were common, particularly in open-ended responses. Participants commonly confused autism with other disorders, such as learning disabilities. This study suggests that online training may be a cost-effective way to increase college students’ understanding and acceptance of their peers with autism. En ligne : http://dx.doi.org/10.1007/s10803-015-2422-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

A Cross-Cultural Comparison of Knowledge and Stigma Associated with Autism Spectrum Disorder Among College Students in Lebanon and the United States / Rita OBEID in Journal of Autism and Developmental Disorders, 45-11 (November 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3520-3536 Titre : A Cross-Cultural Comparison of Knowledge and Stigma Associated with Autism Spectrum Disorder Among College Students in Lebanon and the United States Type de document : Texte imprimé et/ou numérique Auteurs : Rita OBEID, Auteur ; Nidal DAOU, Auteur ; Danielle DENIGRIS, Auteur ; Christina SHANE-SIMPSON, Auteur ; Patricia J. BROOKS, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.3520-3536 Langues : Anglais (eng) Mots-clés : Stigma  Knowledge  ASD  Online training  Cross-cultural  Lebanon Index. décimale : PER Périodiques Résumé : Although misconceptions associated with ASD are apparent worldwide, they may differ across cultures. This study compares knowledge and stigma associated with ASD in a country with limited autism resources, Lebanon, and a country with substantial autism resources, the United States (US). College students in the US (N = 346) and Lebanon (N = 329) completed assessments of knowledge and stigma associated with ASD before and after an online ASD training. Although students in the US exhibited higher overall knowledge and lower stigma towards ASD, certain misconceptions were more apparent in the US than in Lebanon. Participation in the training was associated with decreased stigma and increased knowledge in both countries. Thus, online training may be useful for increasing understanding about ASD internationally. En ligne : http://dx.doi.org/10.1007/s10803-015-2499-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] A Cross-Cultural Comparison of Knowledge and Stigma Associated with Autism Spectrum Disorder Among College Students in Lebanon and the United States [Texte imprimé et/ou numérique] / Rita OBEID, Auteur ; Nidal DAOU, Auteur ; Danielle DENIGRIS, Auteur ; Christina SHANE-SIMPSON, Auteur ; Patricia J. BROOKS, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.3520-3536. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3520-3536 Mots-clés : Stigma  Knowledge  ASD  Online training  Cross-cultural  Lebanon Index. décimale : PER Périodiques Résumé : Although misconceptions associated with ASD are apparent worldwide, they may differ across cultures. This study compares knowledge and stigma associated with ASD in a country with limited autism resources, Lebanon, and a country with substantial autism resources, the United States (US). College students in the US (N = 346) and Lebanon (N = 329) completed assessments of knowledge and stigma associated with ASD before and after an online ASD training. Although students in the US exhibited higher overall knowledge and lower stigma towards ASD, certain misconceptions were more apparent in the US than in Lebanon. Participation in the training was associated with decreased stigma and increased knowledge in both countries. Thus, online training may be useful for increasing understanding about ASD internationally. En ligne : http://dx.doi.org/10.1007/s10803-015-2499-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

The effects of coping style, social support, and behavioral problems on the well-being of mothers of children with Autism Spectrum Disorders in Lebanon / Rita OBEID in Research in Autism Spectrum Disorders, 10 (February 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 10 (February 2015) . - p.59-70 Titre : The effects of coping style, social support, and behavioral problems on the well-being of mothers of children with Autism Spectrum Disorders in Lebanon Type de document : Texte imprimé et/ou numérique Auteurs : Rita OBEID, Auteur ; Nidal DAOU, Auteur Article en page(s) : p.59-70 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorders  Behavioral problems  Coping styles  Lebanon  Social support  Maternal well-being Index. décimale : PER Périodiques Résumé : The present study examined the effects of coping styles, social support, and child's behavioral symptoms on the well-being of 65 mothers of children with Autism Spectrum Disorders (ASD) in Lebanon. Comparisons to the well-being of 98 mothers of typically developing children were also drawn. Regression analyses showed that disengagement and distraction coping predicted poor well-being, whereas cognitive reframing showed a correlation with better well-being levels. A significant correlation was found between child's behavioral problems and maternal well-being. T-test analyses revealed that mothers of children with ASD differed in terms of coping styles used. Additionally, mothers of children with ASD showed lower levels of perceived social support. Well-being was significantly better for mothers of typically developing children. Study limitations and implications are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] The effects of coping style, social support, and behavioral problems on the well-being of mothers of children with Autism Spectrum Disorders in Lebanon [Texte imprimé et/ou numérique] / Rita OBEID, Auteur ; Nidal DAOU, Auteur . - p.59-70. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 10 (February 2015) . - p.59-70 Mots-clés : Autism Spectrum Disorders  Behavioral problems  Coping styles  Lebanon  Social support  Maternal well-being Index. décimale : PER Périodiques Résumé : The present study examined the effects of coping styles, social support, and child's behavioral symptoms on the well-being of 65 mothers of children with Autism Spectrum Disorders (ASD) in Lebanon. Comparisons to the well-being of 98 mothers of typically developing children were also drawn. Regression analyses showed that disengagement and distraction coping predicted poor well-being, whereas cognitive reframing showed a correlation with better well-being levels. A significant correlation was found between child's behavioral problems and maternal well-being. T-test analyses revealed that mothers of children with ASD differed in terms of coping styles used. Additionally, mothers of children with ASD showed lower levels of perceived social support. Well-being was significantly better for mothers of typically developing children. Study limitations and implications are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

What Contributes to Stigma Towards Autistic University Students and Students with Other Diagnoses? / Kristen GILLESPIE-LYNCH in Journal of Autism and Developmental Disorders, 51-2 (February 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.459-475 Titre : What Contributes to Stigma Towards Autistic University Students and Students with Other Diagnoses? Type de document : Texte imprimé et/ou numérique Auteurs : Kristen GILLESPIE-LYNCH, Auteur ; Nidal DAOU, Auteur ; Rita OBEID, Auteur ; Siobhan REARDON, Auteur ; Spogmay KHAN, Auteur ; Emily J. GOLDKNOPF, Auteur Article en page(s) : p.459-475 Langues : Anglais (eng) Mots-clés : Adhd  Autism  College  Empathy  Learning disability  Neurodiversity  Stigma  University Index. décimale : PER Périodiques Résumé : Little remains known about the degree to which autistic university students are stigmatized relative to students with other diagnoses. We conducted an online survey with students in New York City (n?=?633) and Beirut (n?=?274). Students with diagnoses that were perceived as dangerous (e.g., psychopathy) were more stigmatized than students with diagnoses that were perceived as less dangerous (e.g., autism). Disruptive autistic behaviors (described via vignettes) evoked more stigma than withdrawn behaviors. Perceived dangerousness predicted autism stigma. Greater acceptance of inequality, less openness, and lower cognitive empathy co-occurred with heightened stigma towards most conditions. Diagnostic labels were typically less stigmatized than behaviors. Findings suggest that interventions are needed to decrease stigma towards varied diagnoses in collegiate communities. En ligne : http://dx.doi.org/10.1007/s10803-020-04556-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] What Contributes to Stigma Towards Autistic University Students and Students with Other Diagnoses? [Texte imprimé et/ou numérique] / Kristen GILLESPIE-LYNCH, Auteur ; Nidal DAOU, Auteur ; Rita OBEID, Auteur ; Siobhan REARDON, Auteur ; Spogmay KHAN, Auteur ; Emily J. GOLDKNOPF, Auteur . - p.459-475. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.459-475 Mots-clés : Adhd  Autism  College  Empathy  Learning disability  Neurodiversity  Stigma  University Index. décimale : PER Périodiques Résumé : Little remains known about the degree to which autistic university students are stigmatized relative to students with other diagnoses. We conducted an online survey with students in New York City (n?=?633) and Beirut (n?=?274). Students with diagnoses that were perceived as dangerous (e.g., psychopathy) were more stigmatized than students with diagnoses that were perceived as less dangerous (e.g., autism). Disruptive autistic behaviors (described via vignettes) evoked more stigma than withdrawn behaviors. Perceived dangerousness predicted autism stigma. Greater acceptance of inequality, less openness, and lower cognitive empathy co-occurred with heightened stigma towards most conditions. Diagnostic labels were typically less stigmatized than behaviors. Findings suggest that interventions are needed to decrease stigma towards varied diagnoses in collegiate communities. En ligne : http://dx.doi.org/10.1007/s10803-020-04556-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

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