A mixed-method evaluation of the feasibility and acceptability of a telehealth-based parent-mediated intervention for children with autism spectrum disorder / Katherine E PICKARD in Autism, 20-7 (October 2016)  

Public ISBD [article]  inAutism > 20-7 (October 2016) . - p.845-855 Titre : A mixed-method evaluation of the feasibility and acceptability of a telehealth-based parent-mediated intervention for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katherine E PICKARD, Auteur ; Allison L. WAINER, Auteur ; Kathryn M BAILEY, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.845-855 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  mixed-methods analyses  parent-mediated intervention  telehealth Index. décimale : PER Périodiques Résumé : Research within the autism spectrum disorder field has called for the use of service delivery models that are able to more efficiently disseminate evidence-based practices into community settings. This study employed telehealth methods in order to deliver an Internet-based, parent training intervention for autism spectrum disorder, ImPACT Online. This study used mixed-methods analysis to create a more thorough understanding of parent experiences likely to influence the adoption and implementation of the program in community settings. Specific research questions included (1) What are parents’ perceptions of the online program? (2) How does ImPACT Online compare to other services that parents are accessing for their children? And (3) Do parents’ experience in, and perceptions of, the program differ based on whether they received a therapist-assisted version of the program? Results from 28 parents of a child with autism spectrum disorder indicate that parents saw improvements in their child’s social communication skills and their own competence during the course of the program, regardless of whether they received therapist assistance. However, qualitative interviews indicate that parents who received therapist assistance were more likely endorse the acceptability and observability of the program. These findings support the potential for Internet-based service delivery to more efficiently disseminate evidence-based parent training interventions for autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361315614496 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 [article] A mixed-method evaluation of the feasibility and acceptability of a telehealth-based parent-mediated intervention for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Katherine E PICKARD, Auteur ; Allison L. WAINER, Auteur ; Kathryn M BAILEY, Auteur ; Brooke R. INGERSOLL, Auteur . - p.845-855. Langues : Anglais (eng) in Autism > 20-7 (October 2016) . - p.845-855 Mots-clés : autism spectrum disorder  mixed-methods analyses  parent-mediated intervention  telehealth Index. décimale : PER Périodiques Résumé : Research within the autism spectrum disorder field has called for the use of service delivery models that are able to more efficiently disseminate evidence-based practices into community settings. This study employed telehealth methods in order to deliver an Internet-based, parent training intervention for autism spectrum disorder, ImPACT Online. This study used mixed-methods analysis to create a more thorough understanding of parent experiences likely to influence the adoption and implementation of the program in community settings. Specific research questions included (1) What are parents’ perceptions of the online program? (2) How does ImPACT Online compare to other services that parents are accessing for their children? And (3) Do parents’ experience in, and perceptions of, the program differ based on whether they received a therapist-assisted version of the program? Results from 28 parents of a child with autism spectrum disorder indicate that parents saw improvements in their child’s social communication skills and their own competence during the course of the program, regardless of whether they received therapist assistance. However, qualitative interviews indicate that parents who received therapist assistance were more likely endorse the acceptability and observability of the program. These findings support the potential for Internet-based service delivery to more efficiently disseminate evidence-based parent training interventions for autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361315614496 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293

The relationship between social experience and subjective well-being in autistic college students: A mixed methods study / Kathryn M BAILEY in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1081-1092 Titre : The relationship between social experience and subjective well-being in autistic college students: A mixed methods study Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn M BAILEY, Auteur ; Kyle M. FROST, Auteur ; Karís CASAGRANDE, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.1081-1092 Langues : Anglais (eng) Mots-clés : adults  autism spectrum disorders  college  mixed methods research  subjective well-being Index. décimale : PER Périodiques Résumé : This mixed methods study examined the relationship between the college social experience and subjective well-being in autistic students in the Midwestern United States. An online survey focused on social connectedness, social participation, social support, and subjective well-being. A semi-structured interview discussed transition, supports received, and social participation. Correlations and a hierarchical regression were used to examine the relationship between social experience variables and subjective well-being from the survey. Inductive thematic analysis was used to identify interview themes. Theme counts for students who reported higher and lower subjective well-being were examined. Social connectedness, time spent with friends, and perceived social support were positively correlated with students' subjective well-being, with social connectedness explaining unique variance. Common themes included challenges navigating a new social environment and the importance of family, friends, and professors in providing social support. Students with lower subjective well-being more frequently discussed struggles to make social connections and the trade-off between socializing and succeeding academically, whereas students with higher subjective well-being more frequently described college as providing opportunities to develop meaningful social connections. This study adds new perspectives on the college experience for autistic students and highlights the important role that social connections and support play in their subjective well-being. En ligne : http://dx.doi.org/10.1177/1362361319892457 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] The relationship between social experience and subjective well-being in autistic college students: A mixed methods study [Texte imprimé et/ou numérique] / Kathryn M BAILEY, Auteur ; Kyle M. FROST, Auteur ; Karís CASAGRANDE, Auteur ; Brooke R. INGERSOLL, Auteur . - p.1081-1092. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1081-1092 Mots-clés : adults  autism spectrum disorders  college  mixed methods research  subjective well-being Index. décimale : PER Périodiques Résumé : This mixed methods study examined the relationship between the college social experience and subjective well-being in autistic students in the Midwestern United States. An online survey focused on social connectedness, social participation, social support, and subjective well-being. A semi-structured interview discussed transition, supports received, and social participation. Correlations and a hierarchical regression were used to examine the relationship between social experience variables and subjective well-being from the survey. Inductive thematic analysis was used to identify interview themes. Theme counts for students who reported higher and lower subjective well-being were examined. Social connectedness, time spent with friends, and perceived social support were positively correlated with students' subjective well-being, with social connectedness explaining unique variance. Common themes included challenges navigating a new social environment and the importance of family, friends, and professors in providing social support. Students with lower subjective well-being more frequently discussed struggles to make social connections and the trade-off between socializing and succeeding academically, whereas students with higher subjective well-being more frequently described college as providing opportunities to develop meaningful social connections. This study adds new perspectives on the college experience for autistic students and highlights the important role that social connections and support play in their subjective well-being. En ligne : http://dx.doi.org/10.1177/1362361319892457 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

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