Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder / Vedrana BOLIC BARIC in Autism, 20-2 (February 2016)  

Public ISBD [article]  inAutism > 20-2 (February 2016) . - p.183-195 Titre : Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder Type de document : Texte imprimé et/ou numérique Auteurs : Vedrana BOLIC BARIC, Auteur ; Kristina HELLBERG, Auteur ; Anette KJELLBERG, Auteur ; Helena HEMMINGSSON, Auteur Article en page(s) : p.183-195 Langues : Anglais (eng) Mots-clés : attention deficit hyperactivity disorder/attention deficit disorder  autism spectrum disorders  education  educational provision  psychosocial support  qualitative research  services  special needs students Index. décimale : PER Périodiques Résumé : The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger’s disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people’s experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger’s disorder and attention deficit hyperactivity disorder. En ligne : http://dx.doi.org/10.1177/1362361315574582 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Support for learning goes beyond academic support: Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder [Texte imprimé et/ou numérique] / Vedrana BOLIC BARIC, Auteur ; Kristina HELLBERG, Auteur ; Anette KJELLBERG, Auteur ; Helena HEMMINGSSON, Auteur . - p.183-195. Langues : Anglais (eng) in Autism > 20-2 (February 2016) . - p.183-195 Mots-clés : attention deficit hyperactivity disorder/attention deficit disorder  autism spectrum disorders  education  educational provision  psychosocial support  qualitative research  services  special needs students Index. décimale : PER Périodiques Résumé : The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger’s disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people’s experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger’s disorder and attention deficit hyperactivity disorder. En ligne : http://dx.doi.org/10.1177/1362361315574582 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Teachers' use of augmented input and responsive strategies in schools for students with intellectual disability: A multiple case study of a communication partner intervention / Sofia WALLIN in Autism & Developmental Language Impairments, 9 (January-December 2024)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 9 (January-December 2024) Titre : Teachers' use of augmented input and responsive strategies in schools for students with intellectual disability: A multiple case study of a communication partner intervention Type de document : Texte imprimé et/ou numérique Auteurs : Sofia WALLIN, Auteur ; Gunilla THUNBERG, Auteur ; Helena HEMMINGSSON, Auteur ; Jenny WILDER, Auteur Langues : Anglais (eng) Mots-clés : Augmentative and alternative communication  teachers  intervention/therapy  interaction Index. décimale : PER Périodiques Résumé : Background and aims Teachers serve as critical communication partners for students with intellectual disability (ID) who face communication difficulties. However, teachers may lack sufficient training in using communication partner strategies and augmentative and alternative communication (AAC) in the classroom. This study aimed to explore teacher application of a communication partner intervention (AKKtiv ComPal) in schools for students with ID. Methods Video observations were conducted at four schools during a teacher-led group activity at pre- and postintervention, with follow-up 7 months later, focusing on communication partner strategies and AAC use applied as a universal approach in the classroom. Differences and similarities in intervention application and contextual factors that may influence teacher application were investigated using a multiple case study approach, in which the four teachers and their contexts served as the four examined cases. Results All cases increased the access to communication boards in the classroom and used more augmented input and responsive strategies following intervention. Follow-up measures revealed variability in augmented input and sustained or more use of responsive strategies. Despite increased strategy use, access to communication boards remained inconsistent, and augmented input was used with variability across observation minutes. Influencing factors to teacher application seemed to be classroom setups (such as having a table), previous AAC skills, student characteristics, and postintervention efforts such as repeating the intervention or participating in follow-up sessions. Conclusions This study demonstrates that classroom teachers for students with ID can use augmented input and responsive strategies as a universal design approach in the classroom following the AKKtiv ComPal intervention. However, teachers may utilize the strategies somewhat differently, partly influenced by their contextual factors. Implications The findings suggest that while teachers for students with ID can successfully use communication partner strategies in the classroom, their use of augmented input should be nurtured over time to ensure sustained use and possibly improve consistency. Additionally, adapting to the physical environment of the classroom is crucial to optimize the application of these strategies. En ligne : https://dx.doi.org/10.1177/23969415241290419 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538 [article] Teachers' use of augmented input and responsive strategies in schools for students with intellectual disability: A multiple case study of a communication partner intervention [Texte imprimé et/ou numérique] / Sofia WALLIN, Auteur ; Gunilla THUNBERG, Auteur ; Helena HEMMINGSSON, Auteur ; Jenny WILDER, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 9 (January-December 2024) Mots-clés : Augmentative and alternative communication  teachers  intervention/therapy  interaction Index. décimale : PER Périodiques Résumé : Background and aims Teachers serve as critical communication partners for students with intellectual disability (ID) who face communication difficulties. However, teachers may lack sufficient training in using communication partner strategies and augmentative and alternative communication (AAC) in the classroom. This study aimed to explore teacher application of a communication partner intervention (AKKtiv ComPal) in schools for students with ID. Methods Video observations were conducted at four schools during a teacher-led group activity at pre- and postintervention, with follow-up 7 months later, focusing on communication partner strategies and AAC use applied as a universal approach in the classroom. Differences and similarities in intervention application and contextual factors that may influence teacher application were investigated using a multiple case study approach, in which the four teachers and their contexts served as the four examined cases. Results All cases increased the access to communication boards in the classroom and used more augmented input and responsive strategies following intervention. Follow-up measures revealed variability in augmented input and sustained or more use of responsive strategies. Despite increased strategy use, access to communication boards remained inconsistent, and augmented input was used with variability across observation minutes. Influencing factors to teacher application seemed to be classroom setups (such as having a table), previous AAC skills, student characteristics, and postintervention efforts such as repeating the intervention or participating in follow-up sessions. Conclusions This study demonstrates that classroom teachers for students with ID can use augmented input and responsive strategies as a universal design approach in the classroom following the AKKtiv ComPal intervention. However, teachers may utilize the strategies somewhat differently, partly influenced by their contextual factors. Implications The findings suggest that while teachers for students with ID can successfully use communication partner strategies in the classroom, their use of augmented input should be nurtured over time to ensure sustained use and possibly improve consistency. Additionally, adapting to the physical environment of the classroom is crucial to optimize the application of these strategies. En ligne : https://dx.doi.org/10.1177/23969415241290419 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538

The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder / Vedrana BOLIC BARIC in Journal of Autism and Developmental Disorders, 47-3 (March 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.667-679 Titre : The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Vedrana BOLIC BARIC, Auteur ; Helena HEMMINGSSON, Auteur ; Kristina HELLBERG, Auteur ; Anette KJELLBERG, Auteur Article en page(s) : p.667-679 Langues : Anglais (eng) Mots-clés : Transition  Autism spectrum disorders  Employment  Education  Qualitative research  Services Index. décimale : PER Périodiques Résumé : The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews with 15 young adults recruited from community based day centres. Support influencing the process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults obtained and were able to remain in employment or further education. En ligne : http://dx.doi.org/10.1007/s10803-016-2986-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder [Texte imprimé et/ou numérique] / Vedrana BOLIC BARIC, Auteur ; Helena HEMMINGSSON, Auteur ; Kristina HELLBERG, Auteur ; Anette KJELLBERG, Auteur . - p.667-679. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.667-679 Mots-clés : Transition  Autism spectrum disorders  Employment  Education  Qualitative research  Services Index. décimale : PER Périodiques Résumé : The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews with 15 young adults recruited from community based day centres. Support influencing the process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults obtained and were able to remain in employment or further education. En ligne : http://dx.doi.org/10.1007/s10803-016-2986-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

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