Autistic characteristics and mental health symptoms in autistic youth during the first COVID-19 wave in Canada / Kailyn M. TURNER in Autism Research, 16-5 (May 2023)  

Public ISBD [article]  inAutism Research > 16-5 (May 2023) . - p.1009-1023 Titre : Autistic characteristics and mental health symptoms in autistic youth during the first COVID-19 wave in Canada Type de document : Texte imprimé et/ou numérique Auteurs : Kailyn M. TURNER, Auteur ; Jonathan A. WEISS, Auteur ; Stephanie J. HOWE, Auteur ; Hangsel SANGUINO, Auteur ; Connor M. KERNS, Auteur ; Megan E. AMES, Auteur ; Carly A. MCMORRIS, Auteur Article en page(s) : p.1009-1023 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Autistic youth are at heightened risk for mental health issues, and pandemic-related stressors may exacerbate this risk. This study (1) described caregiver-reported youth mental health prior to and during the pandemic; and (2) explored individual, caregiver, and environmental factors associated with changes in autistic characteristics, social-emotional symptoms, and overall mental health. 582 caregivers of autistic children (2-18?years old) completed an online survey between June and July 2020 in which they provided demographic information, their child's pre-COVID and current mental health, autistic characteristics, and social-emotional symptoms. Caregivers also rated their own perceived stress, and COVID-related household and service disruption. According to caregivers, youth experienced more autistic characteristics and social-emotional concerns during the pandemic. Autistic youth were also reported to experience poorer overall mental health during the pandemic than before the pandemic. Older youth whose caregiver's indicated higher perceived stress and greater household disruption were reported to experience more autistic traits during pandemic. Caregiver-reported increases in youth social-emotional symptoms (i.e., behavior problems, anxiety, and low mood) was associated with being older, the presence of a pre-existing mental health condition, higher caregiver stress, and greater household and service disruption. Finally, experiencing less household financial hardship prior to COVID-19, absence of a pre-existing psychiatric condition, less caregiver stress, and less service disruption were associated with better youth pandemic mental health. Strategies to support the autistic community during and following the pandemic need to be developed. The developmental-ecological factors identified in this study could help target support strategies to those autistic youth who are most vulnerable to mental health problems. En ligne : http://dx.doi.org/https://doi.org/10.1002/aur.2914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=503 [article] Autistic characteristics and mental health symptoms in autistic youth during the first COVID-19 wave in Canada [Texte imprimé et/ou numérique] / Kailyn M. TURNER, Auteur ; Jonathan A. WEISS, Auteur ; Stephanie J. HOWE, Auteur ; Hangsel SANGUINO, Auteur ; Connor M. KERNS, Auteur ; Megan E. AMES, Auteur ; Carly A. MCMORRIS, Auteur . - p.1009-1023. Langues : Anglais (eng) in Autism Research > 16-5 (May 2023) . - p.1009-1023 Index. décimale : PER Périodiques Résumé : Abstract Autistic youth are at heightened risk for mental health issues, and pandemic-related stressors may exacerbate this risk. This study (1) described caregiver-reported youth mental health prior to and during the pandemic; and (2) explored individual, caregiver, and environmental factors associated with changes in autistic characteristics, social-emotional symptoms, and overall mental health. 582 caregivers of autistic children (2-18?years old) completed an online survey between June and July 2020 in which they provided demographic information, their child's pre-COVID and current mental health, autistic characteristics, and social-emotional symptoms. Caregivers also rated their own perceived stress, and COVID-related household and service disruption. According to caregivers, youth experienced more autistic characteristics and social-emotional concerns during the pandemic. Autistic youth were also reported to experience poorer overall mental health during the pandemic than before the pandemic. Older youth whose caregiver's indicated higher perceived stress and greater household disruption were reported to experience more autistic traits during pandemic. Caregiver-reported increases in youth social-emotional symptoms (i.e., behavior problems, anxiety, and low mood) was associated with being older, the presence of a pre-existing mental health condition, higher caregiver stress, and greater household and service disruption. Finally, experiencing less household financial hardship prior to COVID-19, absence of a pre-existing psychiatric condition, less caregiver stress, and less service disruption were associated with better youth pandemic mental health. Strategies to support the autistic community during and following the pandemic need to be developed. The developmental-ecological factors identified in this study could help target support strategies to those autistic youth who are most vulnerable to mental health problems. En ligne : http://dx.doi.org/https://doi.org/10.1002/aur.2914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=503

Barriers and facilitators to supporting Canadian autistic postsecondary students: Experiences of accessible learning staff and administrators / Jonathan VINCENT ; Carly A. MCMORRIS ; Megan E. AMES in Research in Autism Spectrum Disorders, 109 (November 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 109 (November 2023) . - 102260 Titre : Barriers and facilitators to supporting Canadian autistic postsecondary students: Experiences of accessible learning staff and administrators Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan VINCENT, Auteur ; Carly A. MCMORRIS, Auteur ; Megan E. AMES, Auteur Article en page(s) : 102260 Langues : Anglais (eng) Mots-clés : Autism  Higher education  Postsecondary education  Supports  Academic staff Index. décimale : PER Périodiques Résumé : Background Specific supports like social skills training, support groups, and mentorship programs can improve autistic postsecondary students' chances of success. To improve inclusion practices, it is vital to understand the experiences of key staff and administrators who support autistic students during their postsecondary education. This mixed-methods study provides insight into the scope, strengths, and weaknesses of autism-specific services among Canadian universities from the perspective of university staff and administrators associated with accessibility services. Method Thirty-six staff and administrators (N = 36) from publicly-funded Canadian universities responded to an online survey, and eight participated in a follow-up semi-structured interview. Descriptive statistics and reflexive thematic analysis were conducted. Results Half of the participants endorsed having support for autistic students; the most common being for transition to university. Main obstacles to providing autism-specific supports included a need for more funding, knowledgeable staff, and institutional support. In the interviews, participants reported a strong desire to support autistic students; however, noted several barriers, including under-resourced challenges faced by staff and limitations to funding. Conclusions Findings highlight financial and practical challenges to supporting autistic students on postsecondary campuses. We advocate for the implementation and evaluation of wrap-around services for autistic students to enhance their success and promote social inclusion. Achieving this will require changes at all levels of the university system, including leadership and policy decisions involving autistic advocates' perspectives. En ligne : https://doi.org/10.1016/j.rasd.2023.102260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=517 [article] Barriers and facilitators to supporting Canadian autistic postsecondary students: Experiences of accessible learning staff and administrators [Texte imprimé et/ou numérique] / Jonathan VINCENT, Auteur ; Carly A. MCMORRIS, Auteur ; Megan E. AMES, Auteur . - 102260. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 109 (November 2023) . - 102260 Mots-clés : Autism  Higher education  Postsecondary education  Supports  Academic staff Index. décimale : PER Périodiques Résumé : Background Specific supports like social skills training, support groups, and mentorship programs can improve autistic postsecondary students' chances of success. To improve inclusion practices, it is vital to understand the experiences of key staff and administrators who support autistic students during their postsecondary education. This mixed-methods study provides insight into the scope, strengths, and weaknesses of autism-specific services among Canadian universities from the perspective of university staff and administrators associated with accessibility services. Method Thirty-six staff and administrators (N = 36) from publicly-funded Canadian universities responded to an online survey, and eight participated in a follow-up semi-structured interview. Descriptive statistics and reflexive thematic analysis were conducted. Results Half of the participants endorsed having support for autistic students; the most common being for transition to university. Main obstacles to providing autism-specific supports included a need for more funding, knowledgeable staff, and institutional support. In the interviews, participants reported a strong desire to support autistic students; however, noted several barriers, including under-resourced challenges faced by staff and limitations to funding. Conclusions Findings highlight financial and practical challenges to supporting autistic students on postsecondary campuses. We advocate for the implementation and evaluation of wrap-around services for autistic students to enhance their success and promote social inclusion. Achieving this will require changes at all levels of the university system, including leadership and policy decisions involving autistic advocates' perspectives. En ligne : https://doi.org/10.1016/j.rasd.2023.102260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=517

Canadian mapping of autism-specific supports for postsecondary students / Megan E. AMES in Research in Autism Spectrum Disorders, 90 (February 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 90 (February 2022) . - 101899 Titre : Canadian mapping of autism-specific supports for postsecondary students Type de document : Texte imprimé et/ou numérique Auteurs : Megan E. AMES, Auteur ; Courtney E. M. COOMBS, Auteur ; Kari N. DUERKSEN, Auteur ; Jonathan VINCENT, Auteur ; Carly A. MCMORRIS, Auteur Article en page(s) : 101899 Langues : Anglais (eng) Mots-clés : Autism  Postsecondary  University  College  Support(s)  Environmental scan Index. décimale : PER Périodiques Résumé : Background Many autistic students have a variety of strengths and the desire to succeed in postsecondary education. Nonetheless, most autistic students report not receiving adequate support in postsecondary education to ensure their success. Students also report difficulty in navigating complex institutional systems. We conducted an environmental scan of autism-specific supports (e.g., website information, transition programs, peer mentoring) available to autistic students within Canada’s publicly-funded postsecondary institutions. We also examined distribution of autism-specific supports across institutional type (i.e., university, junior college, technical/vocational) and geographic region. Method A Boolean search strategy was used to collect data from institutional websites. Results Of the 258 publicly-funded postsecondary institutions in Canada, only 15 institutions (6%) had at least one support. Of the 15 institutions identified, the most common autism-specific support included information on the institution’s website (67%), followed by transition to university support (47%), social group(s) (33%), peer mentoring (27%), specialist tutoring and support with daily living (20%), transition to employment support (13%), and student-led societies and autistic student advocate (7%). In general, universities and institutions in Central Canada (i.e., Ontario) had a disproportionate number of provisions. Conclusions There are promising advances with respect to autism-specific supports in postsecondary institutions across Canada. We recommend further research to better understand how students access these supports and more comprehensive evaluations of such supports, specifically informed by collaborations with autistic students. En ligne : https://doi.org/10.1016/j.rasd.2021.101899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Canadian mapping of autism-specific supports for postsecondary students [Texte imprimé et/ou numérique] / Megan E. AMES, Auteur ; Courtney E. M. COOMBS, Auteur ; Kari N. DUERKSEN, Auteur ; Jonathan VINCENT, Auteur ; Carly A. MCMORRIS, Auteur . - 101899. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 90 (February 2022) . - 101899 Mots-clés : Autism  Postsecondary  University  College  Support(s)  Environmental scan Index. décimale : PER Périodiques Résumé : Background Many autistic students have a variety of strengths and the desire to succeed in postsecondary education. Nonetheless, most autistic students report not receiving adequate support in postsecondary education to ensure their success. Students also report difficulty in navigating complex institutional systems. We conducted an environmental scan of autism-specific supports (e.g., website information, transition programs, peer mentoring) available to autistic students within Canada’s publicly-funded postsecondary institutions. We also examined distribution of autism-specific supports across institutional type (i.e., university, junior college, technical/vocational) and geographic region. Method A Boolean search strategy was used to collect data from institutional websites. Results Of the 258 publicly-funded postsecondary institutions in Canada, only 15 institutions (6%) had at least one support. Of the 15 institutions identified, the most common autism-specific support included information on the institution’s website (67%), followed by transition to university support (47%), social group(s) (33%), peer mentoring (27%), specialist tutoring and support with daily living (20%), transition to employment support (13%), and student-led societies and autistic student advocate (7%). In general, universities and institutions in Central Canada (i.e., Ontario) had a disproportionate number of provisions. Conclusions There are promising advances with respect to autism-specific supports in postsecondary institutions across Canada. We recommend further research to better understand how students access these supports and more comprehensive evaluations of such supports, specifically informed by collaborations with autistic students. En ligne : https://doi.org/10.1016/j.rasd.2021.101899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Overview and Evaluation of a Mentorship Program for University Students With ASD / Megan E. AMES in Focus on Autism and Other Developmental Disabilities, 31-1 (March 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.27-36 Titre : Overview and Evaluation of a Mentorship Program for University Students With ASD Type de document : Texte imprimé et/ou numérique Auteurs : Megan E. AMES, Auteur ; Carly A. MCMORRIS, Auteur ; Lisa N. ALLI, Auteur ; James M. BEBKO, Auteur Article en page(s) : p.27-36 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  ASD  postsecondary education  program evaluation  peer mentoring Index. décimale : PER Périodiques Résumé : The number of students with autism spectrum disorder (ASD) pursuing postsecondary education is increasing. A mentorship program was developed to help students with ASD navigate the social and academic framework of postsecondary campus life. The present study (a) provides information about a sample of university students with ASD and (b) evaluates satisfaction with the support provided. This is the first study in Canada to report on the experience of students with ASD and to evaluate this novel approach. Students (N = 23) provided demographic information in the fall and completed surveys evaluating their satisfaction at the end of each academic year. Since beginning the program, the number of students has increased by 200%. High levels of satisfaction were reported. The majority of students reported success in achieving personal goals in part due to their participation in the program. Results better inform the development of supports for students with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Overview and Evaluation of a Mentorship Program for University Students With ASD [Texte imprimé et/ou numérique] / Megan E. AMES, Auteur ; Carly A. MCMORRIS, Auteur ; Lisa N. ALLI, Auteur ; James M. BEBKO, Auteur . - p.27-36. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.27-36 Mots-clés : autism spectrum disorder  ASD  postsecondary education  program evaluation  peer mentoring Index. décimale : PER Périodiques Résumé : The number of students with autism spectrum disorder (ASD) pursuing postsecondary education is increasing. A mentorship program was developed to help students with ASD navigate the social and academic framework of postsecondary campus life. The present study (a) provides information about a sample of university students with ASD and (b) evaluates satisfaction with the support provided. This is the first study in Canada to report on the experience of students with ASD and to evaluate this novel approach. Students (N = 23) provided demographic information in the fall and completed surveys evaluating their satisfaction at the end of each academic year. Since beginning the program, the number of students has increased by 200%. High levels of satisfaction were reported. The majority of students reported success in achieving personal goals in part due to their participation in the program. Results better inform the development of supports for students with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

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