Efficacy of an Online Caregiver Learning Series for Promoting Daily Living Skills of Autistic Adolescents / Lindsay F. RENTSCHLER in Journal of Autism and Developmental Disorders, 56-7 (July 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-7 (July 2026) . - p.2530-2544 Titre : Efficacy of an Online Caregiver Learning Series for Promoting Daily Living Skills of Autistic Adolescents Type de document : texte imprimé Auteurs : Lindsay F. RENTSCHLER, Auteur ; Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Nancy BAGATELL, Auteur ; Brian BOYD, Auteur ; Karrie SHOGREN, Auteur Article en page(s) : p.2530-2544 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Daily living skills (DLS) are one key predictor of autistic adults attending post-secondary education, obtaining employment, and living independently. However, these skills often lag behind typical development for autistic people regardless of their cognitive abilities. Autistic adolescents and their caregivers have indicated a desire for more DLS supports. While there are evidence-based practices (EBPs) to teach DLS, autistic adolescents without intellectual disabilities are unlikely to receive DLS instruction in their general education coursework, and caregivers report lacking resources and strategies to teach these skills at home. To address these concerns, we developed an eLearning module series to support caregivers of autistic adolescents without intellectual disabilities in promoting DLS at home. The current single case design study measured the impact of the modules on caregiver fidelity to the EBPs and adolescent independence with self-selected DLS. The study also assessed the social validity of the modules. The results of this study reveal functional relationships between the module series and caregiver fidelity to the EBPs and to adolescent independence with targeted DLS. The caregivers and the adolescents both rated the acceptability, feasibility, and significance of the intervention favorably. These results indicate that the novel eLearning series is a successful and practical way to support autistic adolescents and their families to target and enhance DLS at home. En ligne : https://doi.org/10.1007/s10803-025-06766-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Efficacy of an Online Caregiver Learning Series for Promoting Daily Living Skills of Autistic Adolescents [texte imprimé] / Lindsay F. RENTSCHLER, Auteur ; Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Nancy BAGATELL, Auteur ; Brian BOYD, Auteur ; Karrie SHOGREN, Auteur . - p.2530-2544. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-7 (July 2026) . - p.2530-2544 Index. décimale : PER Périodiques Résumé : Daily living skills (DLS) are one key predictor of autistic adults attending post-secondary education, obtaining employment, and living independently. However, these skills often lag behind typical development for autistic people regardless of their cognitive abilities. Autistic adolescents and their caregivers have indicated a desire for more DLS supports. While there are evidence-based practices (EBPs) to teach DLS, autistic adolescents without intellectual disabilities are unlikely to receive DLS instruction in their general education coursework, and caregivers report lacking resources and strategies to teach these skills at home. To address these concerns, we developed an eLearning module series to support caregivers of autistic adolescents without intellectual disabilities in promoting DLS at home. The current single case design study measured the impact of the modules on caregiver fidelity to the EBPs and adolescent independence with self-selected DLS. The study also assessed the social validity of the modules. The results of this study reveal functional relationships between the module series and caregiver fidelity to the EBPs and to adolescent independence with targeted DLS. The caregivers and the adolescents both rated the acceptability, feasibility, and significance of the intervention favorably. These results indicate that the novel eLearning series is a successful and practical way to support autistic adolescents and their families to target and enhance DLS at home. En ligne : https://doi.org/10.1007/s10803-025-06766-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Individuals with Autism Spectrum Disorder and Skills for Living / Nancy BAGATELL

Public ISBD in The SAGE Handbook of Autism and Education / Rita JORDAN Titre : Individuals with Autism Spectrum Disorder and Skills for Living Type de document : texte imprimé Auteurs : Nancy BAGATELL, Auteur Année de publication : 2019 Importance : p.249-264 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 in The SAGE Handbook of Autism and Education / Rita JORDAN Individuals with Autism Spectrum Disorder and Skills for Living [texte imprimé] / Nancy BAGATELL, Auteur . - 2019 . - p.249-264. Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

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The Formation of Postsecondary Expectations Among Parents of Youth With Autism Spectrum Disorder / Anne V. KIRBY in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.118-128 Titre : The Formation of Postsecondary Expectations Among Parents of Youth With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Anne V. KIRBY, Auteur ; Nancy BAGATELL, Auteur ; Grace T. BARANEK, Auteur Article en page(s) : p.118-128 Mots-clés : autism spectrum disorder, parent expectations, transition Index. décimale : PER Périodiques Résumé : Research suggests higher parent expectations can predict more independent outcomes of youth with autism spectrum disorder (ASD), yet little is known about how parents? expectations are formed. To gain an understanding of their formation, we conducted semi-structured interviews with seven parents of adolescents with ASD. Three main types of influences on parent expectations were identified: factors related to the youth, to the parent, and to social and societal forces external to the family. Although not directly probed, all of the participants also discussed their approaches to planning for the future, suggesting a connection with their expectations. These findings contribute to a growing body of literature on the role of parent expectations during the transition to adulthood. Future research and clinical practice implications include designing interventions aimed at expanding parent expectations in addition to approaches directly preparing youth with ASD for adulthood as a means to improve outcomes. En ligne : https://doi.org/10.1177/1088357619881221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] The Formation of Postsecondary Expectations Among Parents of Youth With Autism Spectrum Disorder [texte imprimé] / Anne V. KIRBY, Auteur ; Nancy BAGATELL, Auteur ; Grace T. BARANEK, Auteur . - p.118-128. in Focus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.118-128 Mots-clés : autism spectrum disorder, parent expectations, transition Index. décimale : PER Périodiques Résumé : Research suggests higher parent expectations can predict more independent outcomes of youth with autism spectrum disorder (ASD), yet little is known about how parents? expectations are formed. To gain an understanding of their formation, we conducted semi-structured interviews with seven parents of adolescents with ASD. Three main types of influences on parent expectations were identified: factors related to the youth, to the parent, and to social and societal forces external to the family. Although not directly probed, all of the participants also discussed their approaches to planning for the future, suggesting a connection with their expectations. These findings contribute to a growing body of literature on the role of parent expectations during the transition to adulthood. Future research and clinical practice implications include designing interventions aimed at expanding parent expectations in addition to approaches directly preparing youth with ASD for adulthood as a means to improve outcomes. En ligne : https://doi.org/10.1177/1088357619881221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

The Routines and Occupations of Families With Adolescents With Autism Spectrum Disorders / Nancy BAGATELL 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.49-59 Titre : The Routines and Occupations of Families With Adolescents With Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Nancy BAGATELL, Auteur Article en page(s) : p.49-59 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  adolescents  family  routines  occupation Index. décimale : PER Périodiques Résumé : Research has consistently shown that families with young children with autism spectrum disorders (ASD) have difficulty participating in family occupations and routines. However, little is known about how families who have adolescents with ASD manage daily life. Therefore, this qualitative research study explored how families with adolescents with ASD constructed, managed, and experienced family occupations and routines. Five families with adolescents with moderate to severe autism participated. Each family engaged in two semi-structured interviews. Participant observation occurred in an activity chosen by the family. Data were analyzed using thematic coding procedures and narrative analysis. Three main inter-related themes emerged: routines as essential, the shifting of routines with the onset of puberty, and the provision of accommodations. The findings highlight the need for family-centered services for families with adolescents with ASD. Interventions that address family occupations and routines have the potential to promote family health and well-being. En ligne : http://dx.doi.org/10.1177/1088357615587503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] The Routines and Occupations of Families With Adolescents With Autism Spectrum Disorders [texte imprimé] / Nancy BAGATELL, Auteur . - p.49-59. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.49-59 Mots-clés : autism spectrum disorders  adolescents  family  routines  occupation Index. décimale : PER Périodiques Résumé : Research has consistently shown that families with young children with autism spectrum disorders (ASD) have difficulty participating in family occupations and routines. However, little is known about how families who have adolescents with ASD manage daily life. Therefore, this qualitative research study explored how families with adolescents with ASD constructed, managed, and experienced family occupations and routines. Five families with adolescents with moderate to severe autism participated. Each family engaged in two semi-structured interviews. Participant observation occurred in an activity chosen by the family. Data were analyzed using thematic coding procedures and narrative analysis. Three main inter-related themes emerged: routines as essential, the shifting of routines with the onset of puberty, and the provision of accommodations. The findings highlight the need for family-centered services for families with adolescents with ASD. Interventions that address family occupations and routines have the potential to promote family health and well-being. En ligne : http://dx.doi.org/10.1177/1088357615587503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

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