Bullying of youth with autism spectrum disorder, intellectual disability, or typical development: Victim and parent perspectives / S. 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 et/ou numérique Auteurs : S. M. ZEEDYK, Auteur ; G. RODRIGUEZ, Auteur ; L. A. 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 et/ou numérique] / S. M. ZEEDYK, Auteur ; G. RODRIGUEZ, Auteur ; L. A. 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

University life with ASD: Faculty knowledge and student needs / S. M. ZEEDYK in Autism, 23-3 (April 2019)  

Public ISBD [article]  inAutism > 23-3 (April 2019) . - p.726-736 Titre : University life with ASD: Faculty knowledge and student needs Type de document : Texte imprimé et/ou numérique Auteurs : S. M. ZEEDYK, Auteur ; Yasamine BOLOURIAN, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.726-736 Langues : Anglais (eng) Mots-clés : adulthood  autism spectrum disorder  college  mixed-methodology  postsecondary  university faculty Index. décimale : PER Périodiques Résumé : Increasingly, young adults with autism spectrum disorder are attending 4-year universities. The transition to adulthood can be challenging for these students, and university life poses its own set of demands. The present article takes a mixed-methods approach by including two studies utilizing complementary methodologies. Through in-depth interviews with students with autism spectrum disorder ( n = 13) and college professors ( n = 18), the purpose of the first study was to evaluate the experiences and needs of college students with autism spectrum disorder and identify the knowledge that faculty members possessed about working with these students. Through survey methodology with a larger sample of faculty members ( n = 132), the purpose of the second study was to obtain more information about faculty knowledge of autism spectrum disorder, and to learn whether their pedagogical practices accommodated students with autism spectrum disorder. Findings revealed that autism is often an "invisible" disability on campuses, and there are many things that professors need to know with regard to working with these students in particular. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1362361318774148 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392 [article] University life with ASD: Faculty knowledge and student needs [Texte imprimé et/ou numérique] / S. M. ZEEDYK, Auteur ; Yasamine BOLOURIAN, Auteur ; Jan BLACHER, Auteur . - p.726-736. Langues : Anglais (eng) in Autism > 23-3 (April 2019) . - p.726-736 Mots-clés : adulthood  autism spectrum disorder  college  mixed-methodology  postsecondary  university faculty Index. décimale : PER Périodiques Résumé : Increasingly, young adults with autism spectrum disorder are attending 4-year universities. The transition to adulthood can be challenging for these students, and university life poses its own set of demands. The present article takes a mixed-methods approach by including two studies utilizing complementary methodologies. Through in-depth interviews with students with autism spectrum disorder ( n = 13) and college professors ( n = 18), the purpose of the first study was to evaluate the experiences and needs of college students with autism spectrum disorder and identify the knowledge that faculty members possessed about working with these students. Through survey methodology with a larger sample of faculty members ( n = 132), the purpose of the second study was to obtain more information about faculty knowledge of autism spectrum disorder, and to learn whether their pedagogical practices accommodated students with autism spectrum disorder. Findings revealed that autism is often an "invisible" disability on campuses, and there are many things that professors need to know with regard to working with these students in particular. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1362361318774148 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392

---

1 (1 - 2 / 2)