Bullying and Identity Development: Insights from Autistic and Non-autistic College Students / Danielle DENIGRIS in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.666-678 Titre : Bullying and Identity Development: Insights from Autistic and Non-autistic College Students Type de document : Texte imprimé et/ou numérique Auteurs : Danielle DENIGRIS, Auteur ; Patricia J. BROOKS, Auteur ; R. OBEID, Auteur ; M. ALARCON, Auteur ; C. SHANE-SIMPSON, Auteur ; K. GILLESPIE-LYNCH, Auteur Année de publication : 2018 Article en page(s) : p.666-678 Langues : Anglais (eng) Mots-clés : Autism  Bullying  College  Identity  Theory of mind  "Double empathy problem" Index. décimale : PER Périodiques Résumé : Reduced cognitive empathy may put autistic people at risk for bullying. We compared interpretations of bullying provided by 22 autistic and 15 non-autistic college students. Autistic (and non-autistic) students reported less severe bullying in college relative to earlier in development. Chronic bullying was associated with improvements in self-descriptions and self-acceptance. Autistic students who were chronically bullied were more likely to self-identify as autistic when asked to explain their disability. Autistic and non-autistic students demonstrated similar levels of cognitive empathy, providing no evidence that a "double empathy problem" contributes to bullying for all autistic individuals. Findings suggest that recovery from bullying can contribute to resilience and that autistic people gain insights about bullying and how to overcome it with development. En ligne : https://doi.org/10.1007/s10803-017-3383-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Bullying and Identity Development: Insights from Autistic and Non-autistic College Students [Texte imprimé et/ou numérique] / Danielle DENIGRIS, Auteur ; Patricia J. BROOKS, Auteur ; R. OBEID, Auteur ; M. ALARCON, Auteur ; C. SHANE-SIMPSON, Auteur ; K. GILLESPIE-LYNCH, Auteur . - 2018 . - p.666-678. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.666-678 Mots-clés : Autism  Bullying  College  Identity  Theory of mind  "Double empathy problem" Index. décimale : PER Périodiques Résumé : Reduced cognitive empathy may put autistic people at risk for bullying. We compared interpretations of bullying provided by 22 autistic and 15 non-autistic college students. Autistic (and non-autistic) students reported less severe bullying in college relative to earlier in development. Chronic bullying was associated with improvements in self-descriptions and self-acceptance. Autistic students who were chronically bullied were more likely to self-identify as autistic when asked to explain their disability. Autistic and non-autistic students demonstrated similar levels of cognitive empathy, providing no evidence that a "double empathy problem" contributes to bullying for all autistic individuals. Findings suggest that recovery from bullying can contribute to resilience and that autistic people gain insights about bullying and how to overcome it with development. En ligne : https://doi.org/10.1007/s10803-017-3383-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students / Kristen GILLESPIE-LYNCH in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1898-1912 Titre : Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students Type de document : Texte imprimé et/ou numérique Auteurs : Kristen GILLESPIE-LYNCH, Auteur ; Emily HOTEZ, Auteur ; Matthew ZAJIC, Auteur ; Ariana RICCIO, Auteur ; Danielle DENIGRIS, Auteur ; Bella KOFNER, Auteur ; Dennis BUBLITZ, Auteur ; Naomi GAGGI, Auteur ; Kavi LUCA, Auteur Article en page(s) : p.1898-1912 Langues : Anglais (eng) Mots-clés : *autism  *autistic  *college  *intelligence  *neurodiversity  *participatory  *university  *writing Index. décimale : PER Périodiques Résumé : We do not know very much about the writing skills of autistic university students. Studies with autistic children and teenagers show that some autistic young people have difficulties writing. Other autistic people are talented writers. In fact, some autistic people would rather write than speak. Good writers often imagine other people's points of view when writing. Autistic people sometimes have difficulties understanding others' points of view. Yet, autistic people often work much harder to understand others' points of view than not-autistic people do. We collaborated with autistic university student researchers to see if autistic university students are better or worse at writing than nonautistic students. Autistic university students in our study were better writers than nonautistic students. Autistic students in our study had higher nonverbal intelligence than nonautistic students. Autistic students also put themselves under more pressure to write perfectly than nonautistic students did. Autistic students did not show any difficulties understanding other minds. This study shows that some autistic university students have stronger writing skills and higher intelligence than nonautistic university students. Yet, autistic students may be too hard on themselves about their writing. Fun activities that help students explore their ideas without pressure (like theater games) may help autistic students be less hard on their writing. Teachers can help autistic students express themselves through writing by encouraging them to write about their interests, by giving them enough time to write, and by letting them write using computers if they want to. This study shows that collaborations with autistic people can help us understand strengths that can help autistic people succeed. En ligne : http://dx.doi.org/10.1177/1362361320929453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students [Texte imprimé et/ou numérique] / Kristen GILLESPIE-LYNCH, Auteur ; Emily HOTEZ, Auteur ; Matthew ZAJIC, Auteur ; Ariana RICCIO, Auteur ; Danielle DENIGRIS, Auteur ; Bella KOFNER, Auteur ; Dennis BUBLITZ, Auteur ; Naomi GAGGI, Auteur ; Kavi LUCA, Auteur . - p.1898-1912. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1898-1912 Mots-clés : *autism  *autistic  *college  *intelligence  *neurodiversity  *participatory  *university  *writing Index. décimale : PER Périodiques Résumé : We do not know very much about the writing skills of autistic university students. Studies with autistic children and teenagers show that some autistic young people have difficulties writing. Other autistic people are talented writers. In fact, some autistic people would rather write than speak. Good writers often imagine other people's points of view when writing. Autistic people sometimes have difficulties understanding others' points of view. Yet, autistic people often work much harder to understand others' points of view than not-autistic people do. We collaborated with autistic university student researchers to see if autistic university students are better or worse at writing than nonautistic students. Autistic university students in our study were better writers than nonautistic students. Autistic students in our study had higher nonverbal intelligence than nonautistic students. Autistic students also put themselves under more pressure to write perfectly than nonautistic students did. Autistic students did not show any difficulties understanding other minds. This study shows that some autistic university students have stronger writing skills and higher intelligence than nonautistic university students. Yet, autistic students may be too hard on themselves about their writing. Fun activities that help students explore their ideas without pressure (like theater games) may help autistic students be less hard on their writing. Teachers can help autistic students express themselves through writing by encouraging them to write about their interests, by giving them enough time to write, and by letting them write using computers if they want to. This study shows that collaborations with autistic people can help us understand strengths that can help autistic people succeed. En ligne : http://dx.doi.org/10.1177/1362361320929453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

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

Parents’ Strategies to Elicit Autobiographical Memories in Autism Spectrum Disorders, Developmental Language Disorders and Typically Developing Children / Sylvie GOLDMAN in Journal of Autism and Developmental Disorders, 45-5 (May 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1464-1473 Titre : Parents’ Strategies to Elicit Autobiographical Memories in Autism Spectrum Disorders, Developmental Language Disorders and Typically Developing Children Type de document : Texte imprimé et/ou numérique Auteurs : Sylvie GOLDMAN, Auteur ; Danielle DENIGRIS, Auteur Article en page(s) : p.1464-1473 Langues : Anglais (eng) Mots-clés : Autism  Parent–child conversation  Past event  Recall Index. décimale : PER Périodiques Résumé : Conversations about the past support the development of autobiographical memory. Parents’ strategies to elicit child’s participation and recall during past event conversations were compared across three school-age diagnostic groups: autism spectrum disorder (ASD, n = 11), developmental language disorders (n = 11) and typically developing (TD, n = 11). We focused on the prevalence of directives versus enrichment of events. Groups did not differ in number of events, length, and total turns. However, parents of children with ASD produced more direct questions, corrections, and unrelated turns than parents of TD children. Results highlight how parents adjusted their conversational style to their child’s communication difficulties to maximize interactions and how these strategies may affect the development of personal conversations. En ligne : http://dx.doi.org/10.1007/s10803-014-2271-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Parents’ Strategies to Elicit Autobiographical Memories in Autism Spectrum Disorders, Developmental Language Disorders and Typically Developing Children [Texte imprimé et/ou numérique] / Sylvie GOLDMAN, Auteur ; Danielle DENIGRIS, Auteur . - p.1464-1473. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1464-1473 Mots-clés : Autism  Parent–child conversation  Past event  Recall Index. décimale : PER Périodiques Résumé : Conversations about the past support the development of autobiographical memory. Parents’ strategies to elicit child’s participation and recall during past event conversations were compared across three school-age diagnostic groups: autism spectrum disorder (ASD, n = 11), developmental language disorders (n = 11) and typically developing (TD, n = 11). We focused on the prevalence of directives versus enrichment of events. Groups did not differ in number of events, length, and total turns. However, parents of children with ASD produced more direct questions, corrections, and unrelated turns than parents of TD children. Results highlight how parents adjusted their conversational style to their child’s communication difficulties to maximize interactions and how these strategies may affect the development of personal conversations. En ligne : http://dx.doi.org/10.1007/s10803-014-2271-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

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