“It’s really unexplainable, but everyone here got it:” Analysis of an ASD sibling support group for emerging adults / Caitlin CALIO in Research in Autism Spectrum Disorders, 88 (October 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 88 (October 2021) . - 101857 Titre : “It’s really unexplainable, but everyone here got it:” Analysis of an ASD sibling support group for emerging adults Type de document : Texte imprimé et/ou numérique Auteurs : Caitlin CALIO, Auteur ; Ann HIGGINS-D’ALESSANDRO, Auteur Article en page(s) : 101857 Langues : Anglais (eng) Mots-clés : Autism  Siblings  TDS  Family life  Stigma  Isolation  Responsibility Index. décimale : PER Périodiques Résumé : Background While the basic and applied literature on people with autism continues to expand in helpful ways, including substantial research on their families, less research exists focused specifically on siblings, and little on older siblings during emerging adulthood. This study's intervention goal was to create a support group for emerging adults with siblings with autism and share their experiences, and then to determine whether they found the group meaningful and useful. The study's research goal was to gain a better understanding of the TDS’s perspectives on their own identity and development and their perceptions of their family’s functioning during this period. Method Six university students gave informed consent for audio-taping group discussions by the first author, a participant researcher. The support group, titled-Sibling Allies, met 5 times in Fall 2017; qualitative data from the meetings were analyzed using multi-grounded (MGT) theory analysis (Goldkuhl & Cronholm, 2010). Results Results show that sharing experiences was highly meaningful; participants' openness and comfort led to deep revelations and real friendships. Major themes were able to be identified using Multi Grounded Theory (MGT): lifelong responsibility, strong dedication to their families even as they become independent, and resilience to chronic challenges. Three theory categories emerged: Individual Experience, Family Life in Private, and Family Functioning in Public. Using MGT, thematic action paradigm models were constructed to illustrate researchable relationships among identified conditions, actions, and consequences in these domains. Conclusions In conclusion, this project shows the feasibility and value of developing intervention and research goals simultaneously. The participants reported the peer-led structured support group was meaningful and useful. MGT analysis of the recorded discussions substantiated previous findings and elaborated on themes such as the pervasive role that stigma plays in family decisions and how inseparable the sibling relationship is from the typically developing sibling’s (TDS’s) personal identity and development. En ligne : https://doi.org/10.1016/j.rasd.2021.101857 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] “It’s really unexplainable, but everyone here got it:” Analysis of an ASD sibling support group for emerging adults [Texte imprimé et/ou numérique] / Caitlin CALIO, Auteur ; Ann HIGGINS-D’ALESSANDRO, Auteur . - 101857. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 88 (October 2021) . - 101857 Mots-clés : Autism  Siblings  TDS  Family life  Stigma  Isolation  Responsibility Index. décimale : PER Périodiques Résumé : Background While the basic and applied literature on people with autism continues to expand in helpful ways, including substantial research on their families, less research exists focused specifically on siblings, and little on older siblings during emerging adulthood. This study's intervention goal was to create a support group for emerging adults with siblings with autism and share their experiences, and then to determine whether they found the group meaningful and useful. The study's research goal was to gain a better understanding of the TDS’s perspectives on their own identity and development and their perceptions of their family’s functioning during this period. Method Six university students gave informed consent for audio-taping group discussions by the first author, a participant researcher. The support group, titled-Sibling Allies, met 5 times in Fall 2017; qualitative data from the meetings were analyzed using multi-grounded (MGT) theory analysis (Goldkuhl & Cronholm, 2010). Results Results show that sharing experiences was highly meaningful; participants' openness and comfort led to deep revelations and real friendships. Major themes were able to be identified using Multi Grounded Theory (MGT): lifelong responsibility, strong dedication to their families even as they become independent, and resilience to chronic challenges. Three theory categories emerged: Individual Experience, Family Life in Private, and Family Functioning in Public. Using MGT, thematic action paradigm models were constructed to illustrate researchable relationships among identified conditions, actions, and consequences in these domains. Conclusions In conclusion, this project shows the feasibility and value of developing intervention and research goals simultaneously. The participants reported the peer-led structured support group was meaningful and useful. MGT analysis of the recorded discussions substantiated previous findings and elaborated on themes such as the pervasive role that stigma plays in family decisions and how inseparable the sibling relationship is from the typically developing sibling’s (TDS’s) personal identity and development. En ligne : https://doi.org/10.1016/j.rasd.2021.101857 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

School-Aged Functioning of Children Diagnosed with Autism Spectrum Disorder Before Age Three: Parent-Reported Diagnostic, Adaptive, Medication, and School Placement Outcomes / Patricia O. TOWLE in Journal of Autism and Developmental Disorders, 44-6 (June 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1357-1372 Titre : School-Aged Functioning of Children Diagnosed with Autism Spectrum Disorder Before Age Three: Parent-Reported Diagnostic, Adaptive, Medication, and School Placement Outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Patricia O. TOWLE, Auteur ; Karyn VACANTI-SHOVA, Auteur ; Shristi SHAH, Auteur ; Ann HIGGINS-D’ALESSANDRO, Auteur Article en page(s) : p.1357-1372 Langues : Anglais (eng) Mots-clés : Autism  ASD  Early diagnosis  Longitudinal  School-age  School placement  Adaptive behavior  Medication use Index. décimale : PER Périodiques Résumé : Eighty children with early autism spectrum disorder (ASD) diagnoses (under 36 months) were identified using a chart abstraction protocol applied to early intervention charts. Parents filled out questionnaires by mail when the children were school-aged (ages 6–16 years). Similar to previous studies, approximately 20 % no longer had ASD diagnoses; the other participants were assigned to Moderate/Severe versus Mild ASD outcome groups. These three groups were compared across several variables, including diagnostic features and functional features including adaptive behavior, social experiences, medication use, and school placement. The findings expand our knowledge about outcomes in longitudinal studies of children with ASD, as well as provide support for using relatively indirect methods (chart review, parent questionnaire) to gather this type of information. En ligne : http://dx.doi.org/10.1007/s10803-013-1997-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] School-Aged Functioning of Children Diagnosed with Autism Spectrum Disorder Before Age Three: Parent-Reported Diagnostic, Adaptive, Medication, and School Placement Outcomes [Texte imprimé et/ou numérique] / Patricia O. TOWLE, Auteur ; Karyn VACANTI-SHOVA, Auteur ; Shristi SHAH, Auteur ; Ann HIGGINS-D’ALESSANDRO, Auteur . - p.1357-1372. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1357-1372 Mots-clés : Autism  ASD  Early diagnosis  Longitudinal  School-age  School placement  Adaptive behavior  Medication use Index. décimale : PER Périodiques Résumé : Eighty children with early autism spectrum disorder (ASD) diagnoses (under 36 months) were identified using a chart abstraction protocol applied to early intervention charts. Parents filled out questionnaires by mail when the children were school-aged (ages 6–16 years). Similar to previous studies, approximately 20 % no longer had ASD diagnoses; the other participants were assigned to Moderate/Severe versus Mild ASD outcome groups. These three groups were compared across several variables, including diagnostic features and functional features including adaptive behavior, social experiences, medication use, and school placement. The findings expand our knowledge about outcomes in longitudinal studies of children with ASD, as well as provide support for using relatively indirect methods (chart review, parent questionnaire) to gather this type of information. En ligne : http://dx.doi.org/10.1007/s10803-013-1997-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Sociomoral Reasoning, Empathy, and Meeting Developmental Tasks During the Transition to Adulthood in Autism Spectrum Disorder / Amie K. SENLAND in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.3090-3105 Titre : Sociomoral Reasoning, Empathy, and Meeting Developmental Tasks During the Transition to Adulthood in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amie K. SENLAND, Auteur ; Ann HIGGINS-D’ALESSANDRO, Auteur Article en page(s) : p.3090-3105 Langues : Anglais (eng) Mots-clés : Empathy  Sociomoral reasoning  Developmental outcomes  Transition to adulthood  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : This mixed methods study investigated sociomoral reasoning, empathy, and challenging and supportive factors during the transition to adulthood in emerging adults (18–27-years-old) with autism spectrum disorder (ASD) to better understand how these variables facilitated positive developmental outcomes. Same-aged ASD (n = 22) and typically developing (TD) (n = 22) groups completed quantitative and qualitative measures assessing these constructs. Compared to the TD group, the ASD group had significantly lower sociomoral reasoning and perspective-taking, significantly higher personal distress, but similar empathic concern. Inductive content analysis showed those with ASD and better developmental outcomes more often discussed the value of informal social support and utilized perspective-taking during challenging sociomoral situations. En ligne : http://dx.doi.org/10.1007/s10803-016-2849-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Sociomoral Reasoning, Empathy, and Meeting Developmental Tasks During the Transition to Adulthood in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Amie K. SENLAND, Auteur ; Ann HIGGINS-D’ALESSANDRO, Auteur . - p.3090-3105. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.3090-3105 Mots-clés : Empathy  Sociomoral reasoning  Developmental outcomes  Transition to adulthood  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : This mixed methods study investigated sociomoral reasoning, empathy, and challenging and supportive factors during the transition to adulthood in emerging adults (18–27-years-old) with autism spectrum disorder (ASD) to better understand how these variables facilitated positive developmental outcomes. Same-aged ASD (n = 22) and typically developing (TD) (n = 22) groups completed quantitative and qualitative measures assessing these constructs. Compared to the TD group, the ASD group had significantly lower sociomoral reasoning and perspective-taking, significantly higher personal distress, but similar empathic concern. Inductive content analysis showed those with ASD and better developmental outcomes more often discussed the value of informal social support and utilized perspective-taking during challenging sociomoral situations. En ligne : http://dx.doi.org/10.1007/s10803-016-2849-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

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