Dépouillements

Teachers of Students With Autism Spectrum Disorder, Intellectual Disability, and Developmental Disability: Supports and Their Intent to Stay in Special Education / Selena J. LAYDEN in Focus on Autism and Other Developmental Disabilities, 40-3 (September 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-3 (September 2025) . - p.123-133 Titre : Teachers of Students With Autism Spectrum Disorder, Intellectual Disability, and Developmental Disability: Supports and Their Intent to Stay in Special Education Type de document : Texte imprimé et/ou numérique Auteurs : Selena J. LAYDEN, Auteur ; Kristin A. GANSLE, Auteur ; LaRon A. SCOTT, Auteur Article en page(s) : p.123-133 Langues : Anglais (eng) Mots-clés : teacher attrition  job satisfaction  special education teachers  autism spectrum disorder  intellectual disability Index. décimale : PER Périodiques Résumé : There is a lack of qualified special education teachers (SETs) in U.S. public schools. The literature has provided mixed results related to a variety of supports for SETs, including administrator, colleague, professional development, mentorship, and resources and their impact on retention. In addition, few studies have focused on SETs who work specifically with students with autism spectrum disorder (ASD), intellectual disability (ID), and developmental disability (DD). This study uses survey methodology with 859 SETs to determine if differences in intent to stay are seen for novice versus experienced SETs and which factors influence SETs' intention to stay or leave. We specifically focus on teachers working with students with ASD, ID, and DD and compare them to other SETs from the sample. Implications for future research and practice are discussed. En ligne : https://dx.doi.org/10.1177/10883576251349209 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Teachers of Students With Autism Spectrum Disorder, Intellectual Disability, and Developmental Disability: Supports and Their Intent to Stay in Special Education [Texte imprimé et/ou numérique] / Selena J. LAYDEN, Auteur ; Kristin A. GANSLE, Auteur ; LaRon A. SCOTT, Auteur . - p.123-133. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-3 (September 2025) . - p.123-133 Mots-clés : teacher attrition  job satisfaction  special education teachers  autism spectrum disorder  intellectual disability Index. décimale : PER Périodiques Résumé : There is a lack of qualified special education teachers (SETs) in U.S. public schools. The literature has provided mixed results related to a variety of supports for SETs, including administrator, colleague, professional development, mentorship, and resources and their impact on retention. In addition, few studies have focused on SETs who work specifically with students with autism spectrum disorder (ASD), intellectual disability (ID), and developmental disability (DD). This study uses survey methodology with 859 SETs to determine if differences in intent to stay are seen for novice versus experienced SETs and which factors influence SETs' intention to stay or leave. We specifically focus on teachers working with students with ASD, ID, and DD and compare them to other SETs from the sample. Implications for future research and practice are discussed. En ligne : https://dx.doi.org/10.1177/10883576251349209 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Using Equivalence-Based Instruction to Improve Expression and Comprehension of Emotional Metaphors for Children on the Autism Spectrum / Xiaoyi HU in Focus on Autism and Other Developmental Disabilities, 40-3 (September 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-3 (September 2025) . - p.134-144 Titre : Using Equivalence-Based Instruction to Improve Expression and Comprehension of Emotional Metaphors for Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Xiaoyi HU, Auteur ; Kezheng QU, Auteur ; Gabrielle T. LEE, Auteur ; Nicole LUKE, Auteur ; Chongying WANG, Auteur Article en page(s) : p.134-144 Langues : Anglais (eng) Mots-clés : autism  China  emotion  equivalence-based instruction  metaphor comprehension  metaphor expression Index. décimale : PER Périodiques Résumé : Metaphors are frequently used in daily life. Many children on the autism spectrum have difficulties in comprehending and generating metaphors. The purpose of this study was to evaluate an equivalence-based instruction (EBI) procedure aimed at improving comprehension and expression of emotions in metaphors. Four Chinese boys on the spectrum participated in this multiple probe design across emotions (i.e., angry, sad, happy, anxious, and fear) study. In this procedure, first, the instructor presented a picture of an emotion (A) with its commonly understood features (B) (e.g., facial expression-smile, nonverbal gestures-bouncing up and down). The child was taught the A?B relation by labeling the emotion and its corresponding features. Next, the instructor presented a picture of the stimulus used in a metaphor (C) sharing a similar feature (B) with the corresponding emotion. The child was taught the C?B relation by labeling the stimulus and its corresponding feature. After completion of the training, the untaught A?C (metaphorical expression, e.g., "What is happy like?") and C?A (metaphorical comprehension, e.g., "If I say, "She is like a bouncing ball. How does she feel?") relations were tested. Results indicated that the EBI procedure was functionally related to improved performance for metaphorical expression in three children and for metaphorical comprehension in two children. The use of EBI to facilitate the acquisition of metaphorical expression and comprehension for children on the spectrum is discussed. En ligne : https://dx.doi.org/10.1177/10883576241311124 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Using Equivalence-Based Instruction to Improve Expression and Comprehension of Emotional Metaphors for Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Xiaoyi HU, Auteur ; Kezheng QU, Auteur ; Gabrielle T. LEE, Auteur ; Nicole LUKE, Auteur ; Chongying WANG, Auteur . - p.134-144. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-3 (September 2025) . - p.134-144 Mots-clés : autism  China  emotion  equivalence-based instruction  metaphor comprehension  metaphor expression Index. décimale : PER Périodiques Résumé : Metaphors are frequently used in daily life. Many children on the autism spectrum have difficulties in comprehending and generating metaphors. The purpose of this study was to evaluate an equivalence-based instruction (EBI) procedure aimed at improving comprehension and expression of emotions in metaphors. Four Chinese boys on the spectrum participated in this multiple probe design across emotions (i.e., angry, sad, happy, anxious, and fear) study. In this procedure, first, the instructor presented a picture of an emotion (A) with its commonly understood features (B) (e.g., facial expression-smile, nonverbal gestures-bouncing up and down). The child was taught the A?B relation by labeling the emotion and its corresponding features. Next, the instructor presented a picture of the stimulus used in a metaphor (C) sharing a similar feature (B) with the corresponding emotion. The child was taught the C?B relation by labeling the stimulus and its corresponding feature. After completion of the training, the untaught A?C (metaphorical expression, e.g., "What is happy like?") and C?A (metaphorical comprehension, e.g., "If I say, "She is like a bouncing ball. How does she feel?") relations were tested. Results indicated that the EBI procedure was functionally related to improved performance for metaphorical expression in three children and for metaphorical comprehension in two children. The use of EBI to facilitate the acquisition of metaphorical expression and comprehension for children on the spectrum is discussed. En ligne : https://dx.doi.org/10.1177/10883576241311124 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Autism Screening in High-Likelihood Children in a Community Early Intervention Setting: A Hybrid Effectiveness-Implementation Study / Georgina PEREZ LIZ in Focus on Autism and Other Developmental Disabilities, 40-3 (September 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-3 (September 2025) . - p.145-153 Titre : Autism Screening in High-Likelihood Children in a Community Early Intervention Setting: A Hybrid Effectiveness-Implementation Study Type de document : Texte imprimé et/ou numérique Auteurs : Georgina PEREZ LIZ, Auteur ; Diana THAO, Auteur ; Katelyn REEB, Auteur ; Ilene GOY, Auteur ; Erin MCCURDY, Auteur ; Michael YUDELL, Auteur ; Diana L. ROBINS, Auteur Article en page(s) : p.145-153 Langues : Anglais (eng) Mots-clés : autism  autism screening  M-CHAT-R/F  early intervention  community setting  effectiveness-implementation Index. décimale : PER Périodiques Résumé : Identification of likelihood for autism in the U.S. early intervention (EI) system facilitates referrals to diagnostic assessments and targets autism-specific needs. However, performance of autism screeners in high-likelihood preschool children and barriers to implementation need to be further studied. The current effectiveness-implementation hybrid type 1 study examined the impact of administering the Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) in a sample of preschool children during the EI intake phone call. Data from 2,661 educational records showed that 42.8% of them received the M-CHAT-R. Only 14.0% of the screen-positive children completing the process to determine eligibility for EI services were referred for an autism-specific evaluation. Most of these (94.8%), regardless of screener status, received an autism diagnosis, suggesting that referrals are based on clinical judgment. Training and incorporation to current protocols within agencies are necessary to introduce a screening tool and support implementation fidelity and effective autism detection. En ligne : https://dx.doi.org/10.1177/10883576241308544 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Autism Screening in High-Likelihood Children in a Community Early Intervention Setting: A Hybrid Effectiveness-Implementation Study [Texte imprimé et/ou numérique] / Georgina PEREZ LIZ, Auteur ; Diana THAO, Auteur ; Katelyn REEB, Auteur ; Ilene GOY, Auteur ; Erin MCCURDY, Auteur ; Michael YUDELL, Auteur ; Diana L. ROBINS, Auteur . - p.145-153. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-3 (September 2025) . - p.145-153 Mots-clés : autism  autism screening  M-CHAT-R/F  early intervention  community setting  effectiveness-implementation Index. décimale : PER Périodiques Résumé : Identification of likelihood for autism in the U.S. early intervention (EI) system facilitates referrals to diagnostic assessments and targets autism-specific needs. However, performance of autism screeners in high-likelihood preschool children and barriers to implementation need to be further studied. The current effectiveness-implementation hybrid type 1 study examined the impact of administering the Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) in a sample of preschool children during the EI intake phone call. Data from 2,661 educational records showed that 42.8% of them received the M-CHAT-R. Only 14.0% of the screen-positive children completing the process to determine eligibility for EI services were referred for an autism-specific evaluation. Most of these (94.8%), regardless of screener status, received an autism diagnosis, suggesting that referrals are based on clinical judgment. Training and incorporation to current protocols within agencies are necessary to introduce a screening tool and support implementation fidelity and effective autism detection. En ligne : https://dx.doi.org/10.1177/10883576241308544 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Quality of Life Psychosocial Determinants for Parents of Children With and Without Autism Spectrum Disorders in Jordan / Tariq N. AL-DWAIKAT in Focus on Autism and Other Developmental Disabilities, 40-3 (September 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-3 (September 2025) . - p.154-164 Titre : Quality of Life Psychosocial Determinants for Parents of Children With and Without Autism Spectrum Disorders in Jordan Type de document : Texte imprimé et/ou numérique Auteurs : Tariq N. AL-DWAIKAT, Auteur ; Wafa?a TA?AN, Auteur ; Eman N. BATAINEH, Auteur ; Mohammed ALDALAYKEH, Auteur ; Mohammed ALBASHTAWY, Auteur Article en page(s) : p.154-164 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  psychological distress  quality of life  social support  parents Index. décimale : PER Périodiques Résumé : The psychological well-being and the quality of life (QoL) of parents of children with autism spectrum disorders (ASD) are adversely affected. A greater need to assess these predictors is recommended to address the Jordanian cultural gap. This study explored the relationships between sociodemographic variables, social support, psychological distress, and QoL among parents of children with and without ASD in Jordan. A descriptive cross-sectional design was used to recruit 160 participants, with 80 participants in each group of parents. Multiple regression analysis was used to build the best-fit predictive model of QoL. Parents of children with ASD reported higher depression, anxiety, and stress levels, and lower social support and QoL than parents of children without ASD. Depression, educational level, and employment status were the only significant predictors of QoL among parents of children with ASD. Interventions should target psychosocial determinants of parental QoL, taking into consideration the cultural context. En ligne : https://dx.doi.org/10.1177/10883576251349210 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Quality of Life Psychosocial Determinants for Parents of Children With and Without Autism Spectrum Disorders in Jordan [Texte imprimé et/ou numérique] / Tariq N. AL-DWAIKAT, Auteur ; Wafa?a TA?AN, Auteur ; Eman N. BATAINEH, Auteur ; Mohammed ALDALAYKEH, Auteur ; Mohammed ALBASHTAWY, Auteur . - p.154-164. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-3 (September 2025) . - p.154-164 Mots-clés : autism spectrum disorders  psychological distress  quality of life  social support  parents Index. décimale : PER Périodiques Résumé : The psychological well-being and the quality of life (QoL) of parents of children with autism spectrum disorders (ASD) are adversely affected. A greater need to assess these predictors is recommended to address the Jordanian cultural gap. This study explored the relationships between sociodemographic variables, social support, psychological distress, and QoL among parents of children with and without ASD in Jordan. A descriptive cross-sectional design was used to recruit 160 participants, with 80 participants in each group of parents. Multiple regression analysis was used to build the best-fit predictive model of QoL. Parents of children with ASD reported higher depression, anxiety, and stress levels, and lower social support and QoL than parents of children without ASD. Depression, educational level, and employment status were the only significant predictors of QoL among parents of children with ASD. Interventions should target psychosocial determinants of parental QoL, taking into consideration the cultural context. En ligne : https://dx.doi.org/10.1177/10883576251349210 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Parents' Perceptions of Anxiety Treatment for Autistic Children / Sandra L. CEPEDA in Focus on Autism and Other Developmental Disabilities, 40-3 (September 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-3 (September 2025) . - p.165-175 Titre : Parents' Perceptions of Anxiety Treatment for Autistic Children Type de document : Texte imprimé et/ou numérique Auteurs : Sandra L. CEPEDA, Auteur ; Minjee KOOK, Auteur ; Andrew G. GUZICK, Auteur ; Jill EHRENREICH-MAY, Auteur ; Sophie C. SCHNEIDER, Auteur ; Eric A. STORCH, Auteur Article en page(s) : p.165-175 Langues : Anglais (eng) Mots-clés : childhood anxiety  autism  parental perceptions  treatment interventions  acceptability Index. décimale : PER Périodiques Résumé : Despite the high prevalence of co-occurring anxiety in autistic children, little is known about parental perceptions of anxiety treatment in the context of autism. This study investigated how 101 U.S. parents perceived the acceptability, effectiveness, and willingness-to-use of four commonly available anxiety treatments for autistic youth: applied behavior analysis (ABA), cognitive-behavioral therapy (CBT), medications (e.g., selective serotonin reuptake inhibitors; SSRIs), and alternative interventions (e.g., specialized diets, nutritional supplements). While all four treatments were perceived favorably, parents rated CBT as more acceptable, more likely to be effective, and more willing-to-use over ABA or alternative interventions. Medication was also rated as likely to be effective over alternative interventions, but not over ABA or CBT. Parent perception ratings did not significantly differ between CBT and medication. Overall, CBT and, to a slightly more limited extent, SSRI medications, may be acceptable and approachable treatment options for autistic youth with co-occurring anxiety. En ligne : https://dx.doi.org/10.1177/10883576251349212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Parents' Perceptions of Anxiety Treatment for Autistic Children [Texte imprimé et/ou numérique] / Sandra L. CEPEDA, Auteur ; Minjee KOOK, Auteur ; Andrew G. GUZICK, Auteur ; Jill EHRENREICH-MAY, Auteur ; Sophie C. SCHNEIDER, Auteur ; Eric A. STORCH, Auteur . - p.165-175. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-3 (September 2025) . - p.165-175 Mots-clés : childhood anxiety  autism  parental perceptions  treatment interventions  acceptability Index. décimale : PER Périodiques Résumé : Despite the high prevalence of co-occurring anxiety in autistic children, little is known about parental perceptions of anxiety treatment in the context of autism. This study investigated how 101 U.S. parents perceived the acceptability, effectiveness, and willingness-to-use of four commonly available anxiety treatments for autistic youth: applied behavior analysis (ABA), cognitive-behavioral therapy (CBT), medications (e.g., selective serotonin reuptake inhibitors; SSRIs), and alternative interventions (e.g., specialized diets, nutritional supplements). While all four treatments were perceived favorably, parents rated CBT as more acceptable, more likely to be effective, and more willing-to-use over ABA or alternative interventions. Medication was also rated as likely to be effective over alternative interventions, but not over ABA or CBT. Parent perception ratings did not significantly differ between CBT and medication. Overall, CBT and, to a slightly more limited extent, SSRI medications, may be acceptable and approachable treatment options for autistic youth with co-occurring anxiety. En ligne : https://dx.doi.org/10.1177/10883576251349212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566