A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success / Mark CARTER in Research in Autism Spectrum Disorders, 68 (December 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 68 (December 2019) . - p.101452 Titre : A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success Type de document : Texte imprimé et/ou numérique Auteurs : Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Trevor CLARK, Auteur ; Debra COSTLEY, Auteur ; Jon MARTIN, Auteur ; Katrina WILLIAMS, Auteur ; Susan BRUCK, Auteur ; Louise DAVIES, Auteur ; Leah BROWNE, Auteur ; Naomi SWELLER, Auteur Article en page(s) : p.101452 Langues : Anglais (eng) Mots-clés : ASD  Educational support models  School success Index. décimale : PER Périodiques Résumé : Background There is little comparative data on models of support for children with Autism spectrum disorder (ASD) in school. The objectives of this research were (1) to compare the outcomes of two service delivery models (Autism Spectrum Australia satellite support class and Autism SA consultative model) that were designed to facilitate the support of children with ASD in mainstream schools and (2) to examine factors that were associated with successful outcomes. Method A total of 90 students were followed 6-monthly for up to 7 rounds (3.5 years). Primary outcomes of interest included continuity of placement, school engagement and adjustment, perceived success of placement, and parent/teacher/principal satisfaction with service delivery. Results Continuity of placement was relatively high in both models. There were no differences in child outcome across the models but the parents in the satellite model rated placement success higher, albeit in the context of high overall ratings in both groups. Parents and principals also rated satisfaction with support higher in the satellite model but transitions from the model into regular classes were low during the period of the study. Teacher rated academic skill predicted child social skills as well as engagement and adjustment, child problem behavior negatively predicted parent and teacher rating of placement success and adaptive behavior predicted teacher and principal rating of placement success. Conclusions The present study offers insight into possible program and child related predictors of a range of outcome measures. Implications for the respective service delivery models and directions for future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2019.101452 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success [Texte imprimé et/ou numérique] / Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Trevor CLARK, Auteur ; Debra COSTLEY, Auteur ; Jon MARTIN, Auteur ; Katrina WILLIAMS, Auteur ; Susan BRUCK, Auteur ; Louise DAVIES, Auteur ; Leah BROWNE, Auteur ; Naomi SWELLER, Auteur . - p.101452. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 68 (December 2019) . - p.101452 Mots-clés : ASD  Educational support models  School success Index. décimale : PER Périodiques Résumé : Background There is little comparative data on models of support for children with Autism spectrum disorder (ASD) in school. The objectives of this research were (1) to compare the outcomes of two service delivery models (Autism Spectrum Australia satellite support class and Autism SA consultative model) that were designed to facilitate the support of children with ASD in mainstream schools and (2) to examine factors that were associated with successful outcomes. Method A total of 90 students were followed 6-monthly for up to 7 rounds (3.5 years). Primary outcomes of interest included continuity of placement, school engagement and adjustment, perceived success of placement, and parent/teacher/principal satisfaction with service delivery. Results Continuity of placement was relatively high in both models. There were no differences in child outcome across the models but the parents in the satellite model rated placement success higher, albeit in the context of high overall ratings in both groups. Parents and principals also rated satisfaction with support higher in the satellite model but transitions from the model into regular classes were low during the period of the study. Teacher rated academic skill predicted child social skills as well as engagement and adjustment, child problem behavior negatively predicted parent and teacher rating of placement success and adaptive behavior predicted teacher and principal rating of placement success. Conclusions The present study offers insight into possible program and child related predictors of a range of outcome measures. Implications for the respective service delivery models and directions for future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2019.101452 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

Conversations With Individuals With ASD: Effect of Relationship, Contact Regularity, and Age on Partner Perceptions / Cheong Ying SNG in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.120-131 Titre : Conversations With Individuals With ASD: Effect of Relationship, Contact Regularity, and Age on Partner Perceptions Type de document : Texte imprimé et/ou numérique Auteurs : Cheong Ying SNG, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Naomi SWELLER, Auteur Article en page(s) : p.120-131 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  social-communicative  socialization  social interaction  communication  social  skills Index. décimale : PER Périodiques Résumé : People with autism spectrum disorder (ASD) may have difficulties with pragmatic behaviors in conversation such as staying on topic, taking the perspective of others, and repairing misunderstandings. Many social skill interventions teach conversation skills to assist the development of friendships and avoid social isolation, but few studies have examined whether conversation partners find the reported pragmatic behaviors problematic. We examined the effect of relationship type, regularity of contact, and age of the person with ASD on conversation partner perceptions. For problem scores, multiple regressions indicated an effect for relationship type such that friends tended to report lower problem scores than siblings/other relatives, parents, or life partners. Difficulties understanding humor was reported to be more problematic by friends, whereas for life partners it was the failure to keep conversations going and inappropriate terminations. Further research is needed to confirm and extend these results to better inform interventions into social communication. En ligne : https://doi.org/10.1177/10883576211073689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] Conversations With Individuals With ASD: Effect of Relationship, Contact Regularity, and Age on Partner Perceptions [Texte imprimé et/ou numérique] / Cheong Ying SNG, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Naomi SWELLER, Auteur . - p.120-131. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.120-131 Mots-clés : autism spectrum disorders  social-communicative  socialization  social interaction  communication  social  skills Index. décimale : PER Périodiques Résumé : People with autism spectrum disorder (ASD) may have difficulties with pragmatic behaviors in conversation such as staying on topic, taking the perspective of others, and repairing misunderstandings. Many social skill interventions teach conversation skills to assist the development of friendships and avoid social isolation, but few studies have examined whether conversation partners find the reported pragmatic behaviors problematic. We examined the effect of relationship type, regularity of contact, and age of the person with ASD on conversation partner perceptions. For problem scores, multiple regressions indicated an effect for relationship type such that friends tended to report lower problem scores than siblings/other relatives, parents, or life partners. Difficulties understanding humor was reported to be more problematic by friends, whereas for life partners it was the failure to keep conversations going and inappropriate terminations. Further research is needed to confirm and extend these results to better inform interventions into social communication. En ligne : https://doi.org/10.1177/10883576211073689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

Friendship Satisfaction in Children with Autism Spectrum Disorder and Nominated Friends / Neysa PETRINA in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.384-392 Titre : Friendship Satisfaction in Children with Autism Spectrum Disorder and Nominated Friends Type de document : Texte imprimé et/ou numérique Auteurs : Neysa PETRINA, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Naomi SWELLER, Auteur Article en page(s) : p.384-392 Langues : Anglais (eng) Mots-clés : Autism  Autism spectrum disorder  Friendship  Friendship satisfaction Index. décimale : PER Périodiques Résumé : The current study examined the level of friendship satisfaction of children with autism spectrum disorder (ASD) and their nominated friends (with and without diagnosis of ASD). A total of 77 target children with ASD and friends from 49 nominated friendships participated in the study. Relatively high levels of friendship satisfaction were reported by both target children and their nominated friends with no overall difference between dyads involving typically developing friends and friends with ASD. Analysis at the individual dyad level showed a high level of agreement on the reported level of satisfaction across the target participants and their friends. Limitations and directions for future research are presented. En ligne : http://dx.doi.org/10.1007/s10803-016-2970-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Friendship Satisfaction in Children with Autism Spectrum Disorder and Nominated Friends [Texte imprimé et/ou numérique] / Neysa PETRINA, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Naomi SWELLER, Auteur . - p.384-392. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.384-392 Mots-clés : Autism  Autism spectrum disorder  Friendship  Friendship satisfaction Index. décimale : PER Périodiques Résumé : The current study examined the level of friendship satisfaction of children with autism spectrum disorder (ASD) and their nominated friends (with and without diagnosis of ASD). A total of 77 target children with ASD and friends from 49 nominated friendships participated in the study. Relatively high levels of friendship satisfaction were reported by both target children and their nominated friends with no overall difference between dyads involving typically developing friends and friends with ASD. Analysis at the individual dyad level showed a high level of agreement on the reported level of satisfaction across the target participants and their friends. Limitations and directions for future research are presented. En ligne : http://dx.doi.org/10.1007/s10803-016-2970-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Partner Perceptions of Conversations with Individuals with Autism Spectrum Disorder / Cheong Ying SNG in Journal of Autism and Developmental Disorders, 50-4 (April 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1182-1197 Titre : Partner Perceptions of Conversations with Individuals with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Cheong Ying SNG, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Naomi SWELLER, Auteur Article en page(s) : p.1182-1197 Langues : Anglais (eng) Mots-clés : Asd  Autism spectrum disorder  Conversation  Perceptions  Pragmatics Index. décimale : PER Périodiques Résumé : Pragmatic difficulties resulting in problems with reciprocal conversation are widely studied in individuals with autism spectrum disorder (ASD). There is some consensus on the conversation differences between individuals with autism compared to neurotypical groups and groups with other developmental delays. There is little information on whether conversation partners (neurotypical or with ASD) of individuals with ASD find these differences problematic. The results indicate that behaviors reported to be the most problematic were not necessarily behaviors commonly addressed in research. Further, some conversational capacities that have received less research focus were perceived as more problematic. Although conversation partners who had ASD themselves reported the frequency of behaviors similarly to the neurotypical group, they did not find the behaviors as problematic. En ligne : http://dx.doi.org/10.1007/s10803-019-04348-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Partner Perceptions of Conversations with Individuals with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Cheong Ying SNG, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Naomi SWELLER, Auteur . - p.1182-1197. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1182-1197 Mots-clés : Asd  Autism spectrum disorder  Conversation  Perceptions  Pragmatics Index. décimale : PER Périodiques Résumé : Pragmatic difficulties resulting in problems with reciprocal conversation are widely studied in individuals with autism spectrum disorder (ASD). There is some consensus on the conversation differences between individuals with autism compared to neurotypical groups and groups with other developmental delays. There is little information on whether conversation partners (neurotypical or with ASD) of individuals with ASD find these differences problematic. The results indicate that behaviors reported to be the most problematic were not necessarily behaviors commonly addressed in research. Further, some conversational capacities that have received less research focus were perceived as more problematic. Although conversation partners who had ASD themselves reported the frequency of behaviors similarly to the neurotypical group, they did not find the behaviors as problematic. En ligne : http://dx.doi.org/10.1007/s10803-019-04348-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

Perceived Friendship Quality of Children with Autism Spectrum Disorder as Compared to their Peers in Mixed and Non-mixed Dyads / Neysa PETRINA in Journal of Autism and Developmental Disorders, 46-4 (April 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1334-1343 Titre : Perceived Friendship Quality of Children with Autism Spectrum Disorder as Compared to their Peers in Mixed and Non-mixed Dyads Type de document : Texte imprimé et/ou numérique Auteurs : Neysa PETRINA, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Naomi SWELLER, Auteur Article en page(s) : p.1334-1343 Langues : Anglais (eng) Mots-clés : Friendship  quality  Autism spectrum disorder  Mutuality  Congruency  Friendship reciprocity Index. décimale : PER Périodiques Résumé : There has been limited research exploring the similarity of perception of friendship quality between children with Autism Spectrum Disorder (ASD) and their friends. In this study, 45 children with ASD participated together with their friends. Two levels of friendship quality congruency were investigated: reciprocity and mutuality. A high proportion of the friendships were reciprocated for both the mixed and non-mixed friendship groups. Nevertheless, students with ASD reported substantial differences in perceptions of their friendship quality as compared to their nominated friends. The findings of the present study mirrored those of previous research with typically developing children. Further study is required to systematically investigate the differences in friendship quality perceptions within friendship dyads for both typically developing children and those with ASD diagnosis. En ligne : http://dx.doi.org/10.1007/s10803-015-2673-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 [article] Perceived Friendship Quality of Children with Autism Spectrum Disorder as Compared to their Peers in Mixed and Non-mixed Dyads [Texte imprimé et/ou numérique] / Neysa PETRINA, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Naomi SWELLER, Auteur . - p.1334-1343. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1334-1343 Mots-clés : Friendship  quality  Autism spectrum disorder  Mutuality  Congruency  Friendship reciprocity Index. décimale : PER Périodiques Résumé : There has been limited research exploring the similarity of perception of friendship quality between children with Autism Spectrum Disorder (ASD) and their friends. In this study, 45 children with ASD participated together with their friends. Two levels of friendship quality congruency were investigated: reciprocity and mutuality. A high proportion of the friendships were reciprocated for both the mixed and non-mixed friendship groups. Nevertheless, students with ASD reported substantial differences in perceptions of their friendship quality as compared to their nominated friends. The findings of the present study mirrored those of previous research with typically developing children. Further study is required to systematically investigate the differences in friendship quality perceptions within friendship dyads for both typically developing children and those with ASD diagnosis. En ligne : http://dx.doi.org/10.1007/s10803-015-2673-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284

Understanding Hong Kong Chinese Families’ Experiences of an Autism/ASD Diagnosis / Kathleen TAIT in Journal of Autism and Developmental Disorders, 46-4 (April 2016)  

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