Autism Training for Law Enforcement Officers: A Scoping Review / Melissa A. SRECKOVIC in Journal of Autism and Developmental Disorders, 53-10 (October 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.3835-3846 Titre : Autism Training for Law Enforcement Officers: A Scoping Review Type de document : Texte imprimé et/ou numérique Auteurs : Melissa A. SRECKOVIC, Auteur ; Christine K. KENNEY, Auteur ; Matthew WALLACE, Auteur Article en page(s) : p.3835-3846 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Law enforcement officers are the primary individuals called and who respond to situations of heightened concern. They make split-second observations and decisions based on how best to react to given safety situations and those involved. Characteristics of autism spectrum disorders (ASD), if not properly understood and reacted to, may quickly escalate a law enforcement officer call in a negative way, making autism training for law enforcement officers imperative. To ascertain what is known about autism training for law enforcement officers, a scoping review was conducted. Five studies met final inclusion criteria. The trainees, context and development of the training, evaluation procedures, and training outcomes are synthesized to provide guidance for future training implementation teams. Areas for future research are presented. En ligne : https://doi.org/10.1007/s10803-022-05692-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] Autism Training for Law Enforcement Officers: A Scoping Review [Texte imprimé et/ou numérique] / Melissa A. SRECKOVIC, Auteur ; Christine K. KENNEY, Auteur ; Matthew WALLACE, Auteur . - p.3835-3846. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.3835-3846 Index. décimale : PER Périodiques Résumé : Law enforcement officers are the primary individuals called and who respond to situations of heightened concern. They make split-second observations and decisions based on how best to react to given safety situations and those involved. Characteristics of autism spectrum disorders (ASD), if not properly understood and reacted to, may quickly escalate a law enforcement officer call in a negative way, making autism training for law enforcement officers imperative. To ascertain what is known about autism training for law enforcement officers, a scoping review was conducted. Five studies met final inclusion criteria. The trainees, context and development of the training, evaluation procedures, and training outcomes are synthesized to provide guidance for future training implementation teams. Areas for future research are presented. En ligne : https://doi.org/10.1007/s10803-022-05692-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

Child and juvenile pornography and Autism Spectrum Disorder / Gary MESIBOV

Public ISBD in Caught in the Web of the Criminal Justice System / Lawrence A. DUBIN Titre : Child and juvenile pornography and Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Gary MESIBOV, Auteur ; Melissa A. SRECKOVIC, Auteur Année de publication : 2017 Importance : p.64-93 Langues : Anglais (eng) Index. décimale : ASP-J ASP-J - Asperger - Vie Sociale Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=424 in Caught in the Web of the Criminal Justice System / Lawrence A. DUBIN Child and juvenile pornography and Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Gary MESIBOV, Auteur ; Melissa A. SRECKOVIC, Auteur . - 2017 . - p.64-93. Langues : Anglais (eng) Index. décimale : ASP-J ASP-J - Asperger - Vie Sociale Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=424

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Examining the Efficacy of Peer Network Interventions on the Social Interactions of High School Students with Autism Spectrum Disorder / Melissa A. SRECKOVIC in Journal of Autism and Developmental Disorders, 47-8 (August 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2556-2574 Titre : Examining the Efficacy of Peer Network Interventions on the Social Interactions of High School Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Melissa A. SRECKOVIC, Auteur ; Kara HUME, Auteur ; Harriet ABLE, Auteur Article en page(s) : p.2556-2574 Langues : Anglais (eng) Mots-clés : Autism  Peer mediated intervention  Social interaction  Victimization Index. décimale : PER Périodiques Résumé : Developing positive peer relationships is important. Unfortunately, due to challenges in social communication and increased complexity of peer groups during adolescence, many secondary students with autism spectrum disorder (ASD) engage in limited positive social interactions with peers. This study examined the effects of a peer network intervention implemented with three high school students with ASD. A multiple-baseline across participants design was used to evaluate the intervention on initiations and responses to and from students with ASD. The impact on frequency of victimization of students with ASD was also explored. Results indicate peer networks are effective at increasing social interactions of secondary students with ASD and provide preliminary support for the use of peer networks to reduce rates of bullying victimization. En ligne : https://doi.org/10.1007/s10803-017-3171-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315 [article] Examining the Efficacy of Peer Network Interventions on the Social Interactions of High School Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Melissa A. SRECKOVIC, Auteur ; Kara HUME, Auteur ; Harriet ABLE, Auteur . - p.2556-2574. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2556-2574 Mots-clés : Autism  Peer mediated intervention  Social interaction  Victimization Index. décimale : PER Périodiques Résumé : Developing positive peer relationships is important. Unfortunately, due to challenges in social communication and increased complexity of peer groups during adolescence, many secondary students with autism spectrum disorder (ASD) engage in limited positive social interactions with peers. This study examined the effects of a peer network intervention implemented with three high school students with ASD. A multiple-baseline across participants design was used to evaluate the intervention on initiations and responses to and from students with ASD. The impact on frequency of victimization of students with ASD was also explored. Results indicate peer networks are effective at increasing social interactions of secondary students with ASD and provide preliminary support for the use of peer networks to reduce rates of bullying victimization. En ligne : https://doi.org/10.1007/s10803-017-3171-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315

Victimization of students with autism spectrum disorder: A review of prevalence and risk factors / Melissa A. SRECKOVIC in Research in Autism Spectrum Disorders, 8-9 (September 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1155-1172 Titre : Victimization of students with autism spectrum disorder: A review of prevalence and risk factors Type de document : Texte imprimé et/ou numérique Auteurs : Melissa A. SRECKOVIC, Auteur ; Nelson C. BRUNSTING, Auteur ; Harriet ABLE, Auteur Article en page(s) : p.1155-1172 Langues : Anglais (eng) Mots-clés : Autism  Bullying  Victimization  Risk factors Index. décimale : PER Périodiques Résumé : Abstract Bullying is a serious problem among school-aged youth. Research suggests students with autism spectrum disorder (ASD) are overrepresented as victims within the bullying dynamic. This review synthesizes 21 articles involving prevalence rates of victimization of school-age youth with ASD and factors related to the victimization of youth with ASD. Prevalence studies suggest students with ASD are frequent victims of bullying with victimization rates ranging by study methodology. Studies reporting factors related to the victimization of students with ASD include individual (i.e., characteristics of ASD, social vulnerability, behavior problems, disability, race, academic achievement, and age of student) and contextual (i.e., educational setting, school transportation, parental mental health, parental engagement and confidence, family socioeconomic status, and social support from peers and friendship) factors. Strategies for prevention and intervention are posed. Limitations and directions for future inquiry are addressed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Victimization of students with autism spectrum disorder: A review of prevalence and risk factors [Texte imprimé et/ou numérique] / Melissa A. SRECKOVIC, Auteur ; Nelson C. BRUNSTING, Auteur ; Harriet ABLE, Auteur . - p.1155-1172. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1155-1172 Mots-clés : Autism  Bullying  Victimization  Risk factors Index. décimale : PER Périodiques Résumé : Abstract Bullying is a serious problem among school-aged youth. Research suggests students with autism spectrum disorder (ASD) are overrepresented as victims within the bullying dynamic. This review synthesizes 21 articles involving prevalence rates of victimization of school-age youth with ASD and factors related to the victimization of youth with ASD. Prevalence studies suggest students with ASD are frequent victims of bullying with victimization rates ranging by study methodology. Studies reporting factors related to the victimization of students with ASD include individual (i.e., characteristics of ASD, social vulnerability, behavior problems, disability, race, academic achievement, and age of student) and contextual (i.e., educational setting, school transportation, parental mental health, parental engagement and confidence, family socioeconomic status, and social support from peers and friendship) factors. Strategies for prevention and intervention are posed. Limitations and directions for future inquiry are addressed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

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