Intellectual Ability, Self-perceived Social Competence, and Depressive Symptomatology in Children with High-functioning Autistic Spectrum Disorders / Sandy VICKERSTAFF in Journal of Autism and Developmental Disorders, 37-9 (October 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-9 (October 2007) . - p.1647-1664 Titre : Intellectual Ability, Self-perceived Social Competence, and Depressive Symptomatology in Children with High-functioning Autistic Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Sandy VICKERSTAFF, Auteur ; Sandra HERIOT, Auteur ; Michelle WONG, Auteur ; Ana LOPES, Auteur ; David DOSSETOR, Auteur Année de publication : 2007 Article en page(s) : p.1647-1664 Langues : Anglais (eng) Mots-clés : High-functioning-autistic-spectrum-disorders Self-perception Depressive-symptomatology Intellectual-ability Social-competence Index. décimale : PER Périodiques Résumé : Although social competence deficits in children with high-functioning autistic spectrum disorders (HFASD) are well documented, there is little research investigating self-perceptions of social limitations. This study replicated research showing a negative association between self-perceived social competence and intellectual ability and investigated associations between self-perceived social competence and depressive symptomatology. Participants were 22 children with HFASD, aged 7–13 years with intelligence quotient (IQ) scores of 82–141. Parent- (N = 18) and teacher- (N = 17) rated social competence was lower for children with HFASD compared with a normative sample. Higher age and IQ predicted lower levels of self-perceived social competence, and low self-perceived social competence predicted higher levels of depressive symptomatology. Almost a third of children rated themselves for depression; parent ratings suggested even higher levels. En ligne : http://dx.doi.org/10.1007/s10803-006-0292-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=174 [article] Intellectual Ability, Self-perceived Social Competence, and Depressive Symptomatology in Children with High-functioning Autistic Spectrum Disorders [Texte imprimé et/ou numérique] / Sandy VICKERSTAFF, Auteur ; Sandra HERIOT, Auteur ; Michelle WONG, Auteur ; Ana LOPES, Auteur ; David DOSSETOR, Auteur . - 2007 . - p.1647-1664. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-9 (October 2007) . - p.1647-1664 Mots-clés : High-functioning-autistic-spectrum-disorders Self-perception Depressive-symptomatology Intellectual-ability Social-competence Index. décimale : PER Périodiques Résumé : Although social competence deficits in children with high-functioning autistic spectrum disorders (HFASD) are well documented, there is little research investigating self-perceptions of social limitations. This study replicated research showing a negative association between self-perceived social competence and intellectual ability and investigated associations between self-perceived social competence and depressive symptomatology. Participants were 22 children with HFASD, aged 7–13 years with intelligence quotient (IQ) scores of 82–141. Parent- (N = 18) and teacher- (N = 17) rated social competence was lower for children with HFASD compared with a normative sample. Higher age and IQ predicted lower levels of self-perceived social competence, and low self-perceived social competence predicted higher levels of depressive symptomatology. Almost a third of children rated themselves for depression; parent ratings suggested even higher levels. En ligne : http://dx.doi.org/10.1007/s10803-006-0292-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=174

Remote versus face-to-face delivery of early intervention programs for children with autism spectrum disorders: Perceptions of rural families and service providers / Jill ASHBURNER in Research in Autism Spectrum Disorders, 23 (March 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 23 (March 2016) . - p.1-14 Titre : Remote versus face-to-face delivery of early intervention programs for children with autism spectrum disorders: Perceptions of rural families and service providers Type de document : Texte imprimé et/ou numérique Auteurs : Jill ASHBURNER, Auteur ; Sandy VICKERSTAFF, Auteur ; Julie BEETGE, Auteur ; Jodie COPLEY, Auteur Article en page(s) : p.1-14 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Remote technology  Early intervention  Telemedicine  Telehealth  Parent coaching Index. décimale : PER Périodiques Résumé : Abstract To date, research investigating the use of remote technologies to extend face-to-face early intervention services for children with autism spectrum disorder (ASD) is limited. This study explored the perceived advantages and disadvantages of a follow-up early intervention service delivered via remote technology, as compared to previous face-to-face services. The remote technology service focused on parent coaching rather than direct intervention with the child. A generic method of qualitative enquiry involving semi-structured interviews was used to explore the experiences of four rurally-based parents of children with ASD, eight rurally-based service providers, and a metropolitan-based ASD-specialist in regards to their participation in remote technology and face-to-face services. Qualitative content analysis revealed that the parents, service providers and the ASD-specialist perceived remote technologies to be beneficial in: (a) upskilling of parents and local service provider; (b) reducing cost, time and travel; (c) flexible, regular, ongoing support; (d) enabling families to access support from home, and (e) enhancing connections between team members. However, the participants were often frustrated by technical difficulties, and all agreed that remote technology should augment rather than replace face-to-face contact. This study provides preliminary support for the use of remote technologies to extend early intervention services for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.11.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Remote versus face-to-face delivery of early intervention programs for children with autism spectrum disorders: Perceptions of rural families and service providers [Texte imprimé et/ou numérique] / Jill ASHBURNER, Auteur ; Sandy VICKERSTAFF, Auteur ; Julie BEETGE, Auteur ; Jodie COPLEY, Auteur . - p.1-14. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.1-14 Mots-clés : Autism spectrum disorders  Remote technology  Early intervention  Telemedicine  Telehealth  Parent coaching Index. décimale : PER Périodiques Résumé : Abstract To date, research investigating the use of remote technologies to extend face-to-face early intervention services for children with autism spectrum disorder (ASD) is limited. This study explored the perceived advantages and disadvantages of a follow-up early intervention service delivered via remote technology, as compared to previous face-to-face services. The remote technology service focused on parent coaching rather than direct intervention with the child. A generic method of qualitative enquiry involving semi-structured interviews was used to explore the experiences of four rurally-based parents of children with ASD, eight rurally-based service providers, and a metropolitan-based ASD-specialist in regards to their participation in remote technology and face-to-face services. Qualitative content analysis revealed that the parents, service providers and the ASD-specialist perceived remote technologies to be beneficial in: (a) upskilling of parents and local service provider; (b) reducing cost, time and travel; (c) flexible, regular, ongoing support; (d) enabling families to access support from home, and (e) enhancing connections between team members. However, the participants were often frustrated by technical difficulties, and all agreed that remote technology should augment rather than replace face-to-face contact. This study provides preliminary support for the use of remote technologies to extend early intervention services for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.11.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

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