Appropriateness of the TOBY Application, an iPad Intervention for Children with Autism Spectrum Disorder: A Thematic Approach / Dave PARSONS in Journal of Autism and Developmental Disorders, 49-10 (October 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4053-4066 Titre : Appropriateness of the TOBY Application, an iPad Intervention for Children with Autism Spectrum Disorder: A Thematic Approach Type de document : texte imprimé Auteurs : Dave PARSONS, Auteur ; Nathan J. WILSON, Auteur ; Sharmila VAZ, Auteur ; Hoe LEE, Auteur ; Reinie CORDIER, Auteur Article en page(s) : p.4053-4066 Langues : Anglais (eng) Mots-clés : Appropriateness  Early intervention  Information technology Index. décimale : PER Périodiques Résumé : This study aimed to explore the appropriateness of an ICT intervention, the Therapeutic Outcomes by You application (TOBY app), from the perspectives of the parents. Parental experiences of twenty-four parents of a child with ASD who had participated in a three-month trial using the TOBY app were collected using semi-structured interviews. Thematic analysis was conducted and themes were mapped against an appropriateness framework. Collectively, parents felt the TOBY app was relevant and important to them and their children's needs, while expressing partial support of the TOBY app as: a positive experience for them and their children, beneficial for them and their children, a socially and ecological valid intervention, and an intervention that supported change and continuation in the skills learnt. En ligne : http://dx.doi.org/10.1007/s10803-019-04115-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Appropriateness of the TOBY Application, an iPad Intervention for Children with Autism Spectrum Disorder: A Thematic Approach [texte imprimé] / Dave PARSONS, Auteur ; Nathan J. WILSON, Auteur ; Sharmila VAZ, Auteur ; Hoe LEE, Auteur ; Reinie CORDIER, Auteur . - p.4053-4066. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4053-4066 Mots-clés : Appropriateness  Early intervention  Information technology Index. décimale : PER Périodiques Résumé : This study aimed to explore the appropriateness of an ICT intervention, the Therapeutic Outcomes by You application (TOBY app), from the perspectives of the parents. Parental experiences of twenty-four parents of a child with ASD who had participated in a three-month trial using the TOBY app were collected using semi-structured interviews. Thematic analysis was conducted and themes were mapped against an appropriateness framework. Collectively, parents felt the TOBY app was relevant and important to them and their children's needs, while expressing partial support of the TOBY app as: a positive experience for them and their children, beneficial for them and their children, a socially and ecological valid intervention, and an intervention that supported change and continuation in the skills learnt. En ligne : http://dx.doi.org/10.1007/s10803-019-04115-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

Autistic Adolescents' Quality of Life: Perceived Social Competence and Social Anxiety as Key / Hui-Jen SHYU in Autism Research, 19-6 (June 2026)  

Public ISBD [article]  inAutism Research > 19-6 (June 2026) . - p.e70240 Titre : Autistic Adolescents' Quality of Life: Perceived Social Competence and Social Anxiety as Key Type de document : texte imprimé Auteurs : Hui-Jen SHYU, Auteur ; Yu-Wei Ryan CHEN, Auteur ; Daphne Yih NG, Auteur ; Anita BUNDY, Auteur ; Mei-Hui TSENG, Auteur ; Reinie CORDIER, Auteur Article en page(s) : p.e70240 Langues : Anglais (eng) Mots-clés : observable behaviors  real-life experience  self-awareness  social functioning  social participation  social skills  well-being Index. décimale : PER Périodiques Résumé : ABSTRACT Autistic adolescents often report lower social and overall quality of life (QoL) associated with limited social skills and behavioral challenges. Awareness of social limitations and social anxiety can worsen QoL, yet the specific roles of these factors remain underexplored. This study examined how social skills, challenging behaviors, social anxiety, and self-perceived social competence influence QoL in autistic adolescents. A total of 117 autistic participants (age?=?12.6?±?2.2?years; female?=?13.7%, male?=?86.3%) completed measures including the Pediatric Quality of Life Inventory, the Social Anxiety Scale for Adolescents, and the Self-Perception Profile for Children/Adolescents Social Competence Subscale. Caregivers assessed social skills and challenging behaviors using the Social Skills Improvement System Rating Scales. Linear regressions, controlling for age, sex, and autistic characteristics, revealed that lower overall QoL was significantly associated with higher social anxiety (??=??0.48, p? En ligne : https://doi.org/10.1002/aur.70240 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=589 [article] Autistic Adolescents' Quality of Life: Perceived Social Competence and Social Anxiety as Key [texte imprimé] / Hui-Jen SHYU, Auteur ; Yu-Wei Ryan CHEN, Auteur ; Daphne Yih NG, Auteur ; Anita BUNDY, Auteur ; Mei-Hui TSENG, Auteur ; Reinie CORDIER, Auteur . - p.e70240. Langues : Anglais (eng) in Autism Research > 19-6 (June 2026) . - p.e70240 Mots-clés : observable behaviors  real-life experience  self-awareness  social functioning  social participation  social skills  well-being Index. décimale : PER Périodiques Résumé : ABSTRACT Autistic adolescents often report lower social and overall quality of life (QoL) associated with limited social skills and behavioral challenges. Awareness of social limitations and social anxiety can worsen QoL, yet the specific roles of these factors remain underexplored. This study examined how social skills, challenging behaviors, social anxiety, and self-perceived social competence influence QoL in autistic adolescents. A total of 117 autistic participants (age?=?12.6?±?2.2?years; female?=?13.7%, male?=?86.3%) completed measures including the Pediatric Quality of Life Inventory, the Social Anxiety Scale for Adolescents, and the Self-Perception Profile for Children/Adolescents Social Competence Subscale. Caregivers assessed social skills and challenging behaviors using the Social Skills Improvement System Rating Scales. Linear regressions, controlling for age, sex, and autistic characteristics, revealed that lower overall QoL was significantly associated with higher social anxiety (??=??0.48, p? En ligne : https://doi.org/10.1002/aur.70240 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=589

Can I Learn to Play? Randomized Control Trial to Assess Effectiveness of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder / Cally KENT in Journal of Autism and Developmental Disorders, 51-6 (June 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1823-1838 Titre : Can I Learn to Play? Randomized Control Trial to Assess Effectiveness of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Cally KENT, Auteur ; Reinie CORDIER, Auteur ; Annette V. JOOSTEN, Auteur ; Sarah WILKES-GILLAN, Auteur ; Anita BUNDY, Auteur Article en page(s) : p.1823-1838 Langues : Anglais (eng) Mots-clés : Australia  Autism Spectrum Disorder/psychology/therapy  Child  Female  Humans  Male  Play Therapy/methods  Social Behavior  Treatment Outcome  Autism  Intervention  Play  Video modeling Index. décimale : PER Périodiques Résumé : Play is often used in interventions to improve social outcomes for children with autism spectrum disorders (ASD). Play is a primary occupation of childhood and, therefore, an important outcome of intervention. The Ultimate Guide to Play, Language and Friendship (PLF) is a peer-mediated intervention for 6-11-year-old children with ASD. A total of 68 dyads were randomized to either a 10-week treatment first or waitlist control group. Results revealed a significant moderate intervention effect from pre- to post-intervention, which was maintained to the 3-month follow-up clinic session and generalized to the home environment. The findings support that the PLF intervention can be used to positively improve play in 6-11-year-old children with ASD.Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708). En ligne : http://dx.doi.org/10.1007/s10803-020-04671-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Can I Learn to Play? Randomized Control Trial to Assess Effectiveness of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder [texte imprimé] / Cally KENT, Auteur ; Reinie CORDIER, Auteur ; Annette V. JOOSTEN, Auteur ; Sarah WILKES-GILLAN, Auteur ; Anita BUNDY, Auteur . - p.1823-1838. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1823-1838 Mots-clés : Australia  Autism Spectrum Disorder/psychology/therapy  Child  Female  Humans  Male  Play Therapy/methods  Social Behavior  Treatment Outcome  Autism  Intervention  Play  Video modeling Index. décimale : PER Périodiques Résumé : Play is often used in interventions to improve social outcomes for children with autism spectrum disorders (ASD). Play is a primary occupation of childhood and, therefore, an important outcome of intervention. The Ultimate Guide to Play, Language and Friendship (PLF) is a peer-mediated intervention for 6-11-year-old children with ASD. A total of 68 dyads were randomized to either a 10-week treatment first or waitlist control group. Results revealed a significant moderate intervention effect from pre- to post-intervention, which was maintained to the 3-month follow-up clinic session and generalized to the home environment. The findings support that the PLF intervention can be used to positively improve play in 6-11-year-old children with ASD.Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708). En ligne : http://dx.doi.org/10.1007/s10803-020-04671-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Can We Play Together? A Closer Look at the Peers of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder / Cally KENT in Journal of Autism and Developmental Disorders, 50-8 (August 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2860-2873 Titre : Can We Play Together? A Closer Look at the Peers of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Cally KENT, Auteur ; Reinie CORDIER, Auteur ; Annette V. JOOSTEN, Auteur ; Sarah WILKES-GILLAN, Auteur ; Anita BUNDY, Auteur Article en page(s) : p.2860-2873 Langues : Anglais (eng) Mots-clés : Autism  Intervention  Peers  Play  Video modelling Index. décimale : PER Périodiques Résumé : Peer-mediated interventions (PMIs) are often used to support children with autism spectrum disorder (ASD) to develop social skills. However, more investigation is needed to better understand the role of peers as both intervention recipients and models. Sixty-five typically developing peers who participated in a PMI for children with ASD were investigated using a randomised control trial. Play sessions of the dyads were scored using the Test of Playfulness. Results showed a significant moderate intervention effect for the peers from pre- to post-intervention; outcomes for children with ASD were not influenced by peer characteristics; and, the children demonstrated a similar pattern of play interaction. Implications for practice are discussed.Clinical Trials Registry Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708). En ligne : http://dx.doi.org/10.1007/s10803-020-04387-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 [article] Can We Play Together? A Closer Look at the Peers of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder [texte imprimé] / Cally KENT, Auteur ; Reinie CORDIER, Auteur ; Annette V. JOOSTEN, Auteur ; Sarah WILKES-GILLAN, Auteur ; Anita BUNDY, Auteur . - p.2860-2873. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2860-2873 Mots-clés : Autism  Intervention  Peers  Play  Video modelling Index. décimale : PER Périodiques Résumé : Peer-mediated interventions (PMIs) are often used to support children with autism spectrum disorder (ASD) to develop social skills. However, more investigation is needed to better understand the role of peers as both intervention recipients and models. Sixty-five typically developing peers who participated in a PMI for children with ASD were investigated using a randomised control trial. Play sessions of the dyads were scored using the Test of Playfulness. Results showed a significant moderate intervention effect for the peers from pre- to post-intervention; outcomes for children with ASD were not influenced by peer characteristics; and, the children demonstrated a similar pattern of play interaction. Implications for practice are discussed.Clinical Trials Registry Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708). En ligne : http://dx.doi.org/10.1007/s10803-020-04387-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers / Amy HODGES in Journal of Autism and Developmental Disorders, 52-7 (July 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3230-3245 Titre : Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers Type de document : texte imprimé Auteurs : Amy HODGES, Auteur ; Reinie CORDIER, Auteur ; Annette V. JOOSTEN, Auteur ; Helen M. BOURKE-TAYLOR, Auteur Article en page(s) : p.3230-3245 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Concept Formation  Humans  Schools  Students  Autism  Intervention development  Psychosocial intervention  Theoretical model Index. décimale : PER Périodiques Résumé : Limited interventions exist that support student's school participation. This paper describes a theoretical model of school participation and the iterative process that led to the development of an intervention that aims to improve the school participation of students on the autism spectrum and their typically developing peers. Literature on autism, school participation and intervention research were integrated to develop a theoretical model. Focus groups, a Delphi study, online surveys, and reference group consultation helped to develop and refine the intervention. A novel school-based intervention was developed. The impetus to develop interventions with a strong theoretical rationale is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05362-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers [texte imprimé] / Amy HODGES, Auteur ; Reinie CORDIER, Auteur ; Annette V. JOOSTEN, Auteur ; Helen M. BOURKE-TAYLOR, Auteur . - p.3230-3245. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3230-3245 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Concept Formation  Humans  Schools  Students  Autism  Intervention development  Psychosocial intervention  Theoretical model Index. décimale : PER Périodiques Résumé : Limited interventions exist that support student's school participation. This paper describes a theoretical model of school participation and the iterative process that led to the development of an intervention that aims to improve the school participation of students on the autism spectrum and their typically developing peers. Literature on autism, school participation and intervention research were integrated to develop a theoretical model. Focus groups, a Delphi study, online surveys, and reference group consultation helped to develop and refine the intervention. A novel school-based intervention was developed. The impetus to develop interventions with a strong theoretical rationale is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05362-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

A cross-cultural exploration of the everyday social participation of individuals with autism spectrum disorders in Australia and Taiwan: An experience sampling study / Yu-Wei CHEN in Autism, 21-2 (February 2017)  

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A Driver Training Program Intervention for Student Drivers with Autism Spectrum Disorder: A Multi-site Randomised Controlled Trial / Priscilla VINDIN in Journal of Autism and Developmental Disorders, 51-10 (October 2021)  

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Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum: A Delphi Study / Amy HODGES in Focus on Autism and Other Developmental Disabilities, 37-1 (March 2022)  

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A Play-Based, Peer-Mediated Pragmatic Language Intervention for School-Aged Children on the Autism Spectrum: Predicting Who Benefits Most / Lauren PARSONS in Journal of Autism and Developmental Disorders, 49-10 (October 2019)  

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Preparing Children with Autism for Transition to Mainstream School and Perspectives on Supporting Positive School Experiences / Tegan J. LARCOMBE in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

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Quality of Life, Coping Styles, Stress Levels, and Time Use in Mothers of Children with Autism Spectrum Disorders: Comparing Single Versus Coupled Households / Tomomi MCAULIFFE in Journal of Autism and Developmental Disorders, 47-10 (October 2017)  

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A Randomised Controlled Trial of an Information Communication Technology Delivered Intervention for Children with Autism Spectrum Disorder Living in Regional Australia / Dave PARSONS in Journal of Autism and Developmental Disorders, 49-2 (February 2019)  

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Relationship Satisfaction and Dyadic Coping in Couples with a Child with Autism Spectrum Disorder / Angela SIM in Journal of Autism and Developmental Disorders, 47-11 (November 2017)  

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Relationship satisfaction in couples raising a child with autism spectrum disorder: A systematic review of the literature / Angela SIM in Research in Autism Spectrum Disorders, 31 (November 2016)  

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The Experience of Learning to Drive for People With Autism Spectrum Disorder / Priscilla VINDIN in Focus on Autism and Other Developmental Disabilities, 36-4 (December 2021)  

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