Finding Common Ground: Exploring Undergraduate Student Volunteering as a Support for Parents of Children With Autism / Andrew G. BREITHAUPT in Focus on Autism and Other Developmental Disabilities, 32-3 (September 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.229-239 Titre : Finding Common Ground: Exploring Undergraduate Student Volunteering as a Support for Parents of Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Andrew G. BREITHAUPT, Auteur ; Kathleen C. THOMAS, Auteur ; Connie S. WONG, Auteur ; Gary B. MESIBOV, Auteur ; Joseph P. MORRISSEY, Auteur Article en page(s) : p.229-239 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There are many unmet needs among parents of children with autism for parent respite and social time for their children. The use of undergraduate student volunteers is a potential strategy for meeting some of these needs. Separate focus groups for parents and for undergraduates were convened to assess feasibility, comfort, reservations, and mutual interest in this approach. Both parents and students identified common ground over undergraduate volunteer services, and described the boundaries of participation within which they felt comfortable. Findings suggest that student-provided respite care is a feasible support for parents raising children with autism and for students seeking volunteer and career-orientation experiences. En ligne : http://dx.doi.org/10.1177/1088357615610112 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313 [article] Finding Common Ground: Exploring Undergraduate Student Volunteering as a Support for Parents of Children With Autism [Texte imprimé et/ou numérique] / Andrew G. BREITHAUPT, Auteur ; Kathleen C. THOMAS, Auteur ; Connie S. WONG, Auteur ; Gary B. MESIBOV, Auteur ; Joseph P. MORRISSEY, Auteur . - p.229-239. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.229-239 Index. décimale : PER Périodiques Résumé : There are many unmet needs among parents of children with autism for parent respite and social time for their children. The use of undergraduate student volunteers is a potential strategy for meeting some of these needs. Separate focus groups for parents and for undergraduates were convened to assess feasibility, comfort, reservations, and mutual interest in this approach. Both parents and students identified common ground over undergraduate volunteer services, and described the boundaries of participation within which they felt comfortable. Findings suggest that student-provided respite care is a feasible support for parents raising children with autism and for students seeking volunteer and career-orientation experiences. En ligne : http://dx.doi.org/10.1177/1088357615610112 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313

Questions liées à l’âge dans l’évaluation des troubles du spectre de l’autisme / Susan H. HEDGES

Public ISBD in Evaluer les troubles du spectre de l'autisme / Sam GOLDSTEIN Titre : Questions liées à l’âge dans l’évaluation des troubles du spectre de l’autisme Type de document : Texte imprimé et/ou numérique Auteurs : Susan H. HEDGES, Auteur ; Victoria SHEA, Auteur ; Gary B. MESIBOV, Auteur Année de publication : 2020 Importance : p.95-106 Langues : Français (fre) Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435 in Evaluer les troubles du spectre de l'autisme / Sam GOLDSTEIN Questions liées à l’âge dans l’évaluation des troubles du spectre de l’autisme [Texte imprimé et/ou numérique] / Susan H. HEDGES, Auteur ; Victoria SHEA, Auteur ; Gary B. MESIBOV, Auteur . - 2020 . - p.95-106. Langues : Français (fre) Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435

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Sexuality in High-Functioning Autism: A Systematic Review and Meta-analysis / Laura A. PECORA in Journal of Autism and Developmental Disorders, 46-11 (November 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-11 (November 2016) . - p.3519-3556 Titre : Sexuality in High-Functioning Autism: A Systematic Review and Meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Laura A. PECORA, Auteur ; Gary B. MESIBOV, Auteur ; Mark A. STOKES, Auteur Article en page(s) : p.3519-3556 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  High-functioning autism  Sexuality  Female profile  Systematic review and meta-analysis Index. décimale : PER Périodiques Résumé : Preliminary research examining sexuality within High-Functioning Autism (HFA) has been yet to consider the impact sex may have on the sexual/romantic functioning of this population. A systematic database search was carried out to identify 27 observational and cross-sectional publications meeting predetermined inclusion criteria. Using standardised mean differences, a random-effects meta-analysis pooled data from 9 eligible studies. Exhibiting higher levels of sexual understanding, females with HFA were subject to more adverse sexual experiences than males with HFA and neurotypical counterparts. Males reported greater desire for, and engagement in both solitary and dyadic sexual contact. Findings have provided initial insight into characterising the sexuality of males and females with HFA, yet also necessitated the need for future research in the field. En ligne : http://dx.doi.org/10.1007/s10803-016-2892-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] Sexuality in High-Functioning Autism: A Systematic Review and Meta-analysis [Texte imprimé et/ou numérique] / Laura A. PECORA, Auteur ; Gary B. MESIBOV, Auteur ; Mark A. STOKES, Auteur . - p.3519-3556. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-11 (November 2016) . - p.3519-3556 Mots-clés : Autism spectrum disorder  High-functioning autism  Sexuality  Female profile  Systematic review and meta-analysis Index. décimale : PER Périodiques Résumé : Preliminary research examining sexuality within High-Functioning Autism (HFA) has been yet to consider the impact sex may have on the sexual/romantic functioning of this population. A systematic database search was carried out to identify 27 observational and cross-sectional publications meeting predetermined inclusion criteria. Using standardised mean differences, a random-effects meta-analysis pooled data from 9 eligible studies. Exhibiting higher levels of sexual understanding, females with HFA were subject to more adverse sexual experiences than males with HFA and neurotypical counterparts. Males reported greater desire for, and engagement in both solitary and dyadic sexual contact. Findings have provided initial insight into characterising the sexuality of males and females with HFA, yet also necessitated the need for future research in the field. En ligne : http://dx.doi.org/10.1007/s10803-016-2892-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

Socio-sexual functioning in autism spectrum disorder: A systematic review and meta-analyses of existing literature / Grace I. P. HANCOCK in Autism Research, 10-11 (November 2017)  

Public ISBD [article]  inAutism Research > 10-11 (November 2017) . - p.1823-1833 Titre : Socio-sexual functioning in autism spectrum disorder: A systematic review and meta-analyses of existing literature Type de document : Texte imprimé et/ou numérique Auteurs : Grace I. P. HANCOCK, Auteur ; Mark A. STOKES, Auteur ; Gary B. MESIBOV, Auteur Article en page(s) : p.1823-1833 Langues : Anglais (eng) Mots-clés : autism  Asperger's  sexual behavior  relationships  privacy norms  sexual health education  sexual knowledge  socio-sexual functioning Index. décimale : PER Périodiques Résumé : Socio-sexual functioning encompasses an individual's interests, behaviors, and knowledge with respect to sexual, romantic, and social aspects of life. An individual's understanding of these domains is developed through a range of informal and formal avenues of sexual health education. The current model demonstrated this and proposed that, compared to typically developing individuals, those with ASD develop socio-sexual functioning differently due to having less peer engagement, less relationship experience, more parental guidance, greater use of online materials, receive less school-based sexual health education, and more support from wellbeing services. Systematic review and meta-analysis of existing literature revealed that individuals with ASD have greater difficultly adhering to privacy norms, engage in less social behavior, are described as engaging in less appropriate sexual behavior, have greater concerns about themselves, and receive less sexual health education. Having fewer opportunities for appropriate informal and formal sexual health education leaves them at a double disadvantage from others who are receiving this information from both of these avenues. Some of the current meta-analytic results are cautioned by large l-square statistics which suggest that a degree of variance is being caused by extraneous factors. Further empirical research in this area is needed to overcome current design and sample limitations. Finally, the Sexual Behavior Scale was the most commonly utilized tool in the meta-analyzed studies, thus comprehensive evaluation of its functioning is warranted. The importance of work in this area is highlighted by the central role of social and sexual wellbeing on one's quality of life. Autism Res 2017, 10: 1823–1833. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Review of existing literature revealed that individuals with ASD have greater difficultly adhering to privacy norms, engage in less social behavior, are described as engaging in less appropriate sexual behavior, have greater concerns about themselves, and receive less sexual health education. Having fewer opportunities for appropriate informal and formal sexual health education leaves them at a double disadvantage from others who are receiving this information from both of these avenues. En ligne : http://dx.doi.org/10.1002/aur.1831 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=322 [article] Socio-sexual functioning in autism spectrum disorder: A systematic review and meta-analyses of existing literature [Texte imprimé et/ou numérique] / Grace I. P. HANCOCK, Auteur ; Mark A. STOKES, Auteur ; Gary B. MESIBOV, Auteur . - p.1823-1833. Langues : Anglais (eng) in Autism Research > 10-11 (November 2017) . - p.1823-1833 Mots-clés : autism  Asperger's  sexual behavior  relationships  privacy norms  sexual health education  sexual knowledge  socio-sexual functioning Index. décimale : PER Périodiques Résumé : Socio-sexual functioning encompasses an individual's interests, behaviors, and knowledge with respect to sexual, romantic, and social aspects of life. An individual's understanding of these domains is developed through a range of informal and formal avenues of sexual health education. The current model demonstrated this and proposed that, compared to typically developing individuals, those with ASD develop socio-sexual functioning differently due to having less peer engagement, less relationship experience, more parental guidance, greater use of online materials, receive less school-based sexual health education, and more support from wellbeing services. Systematic review and meta-analysis of existing literature revealed that individuals with ASD have greater difficultly adhering to privacy norms, engage in less social behavior, are described as engaging in less appropriate sexual behavior, have greater concerns about themselves, and receive less sexual health education. Having fewer opportunities for appropriate informal and formal sexual health education leaves them at a double disadvantage from others who are receiving this information from both of these avenues. Some of the current meta-analytic results are cautioned by large l-square statistics which suggest that a degree of variance is being caused by extraneous factors. Further empirical research in this area is needed to overcome current design and sample limitations. Finally, the Sexual Behavior Scale was the most commonly utilized tool in the meta-analyzed studies, thus comprehensive evaluation of its functioning is warranted. The importance of work in this area is highlighted by the central role of social and sexual wellbeing on one's quality of life. Autism Res 2017, 10: 1823–1833. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Review of existing literature revealed that individuals with ASD have greater difficultly adhering to privacy norms, engage in less social behavior, are described as engaging in less appropriate sexual behavior, have greater concerns about themselves, and receive less sexual health education. Having fewer opportunities for appropriate informal and formal sexual health education leaves them at a double disadvantage from others who are receiving this information from both of these avenues. En ligne : http://dx.doi.org/10.1002/aur.1831 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=322

The SAGE Handbook of Autism and Education / Rita JORDAN

Public ISBD Titre : The SAGE Handbook of Autism and Education Type de document : Texte imprimé et/ou numérique Auteurs : Rita JORDAN, Directeur de publication ; Jacqueline ROBERTS, Directeur de publication ; Kara HUME, Directeur de publication ; Gary B. MESIBOV, Préfacier, etc. Editeur : Londres [Angleterre] : Sage Publications Année de publication : 2019 Importance : 646 p. Format : 17,5cm x 25cm x 4cm ISBN/ISSN/EAN : 978-1-4739-5953-8 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : Education is an important aspect of the environmental influences on autism and effective education can have a significant effect on outcome for those on the autism spectrum. This handbook is a definitive resource for reflective practitioners and researchers who wish to know and understand current views of the nature of autism and best practice in educational support. It explores the key concepts, debates and research areas in the field. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 The SAGE Handbook of Autism and Education [Texte imprimé et/ou numérique] / Rita JORDAN, Directeur de publication ; Jacqueline ROBERTS, Directeur de publication ; Kara HUME, Directeur de publication ; Gary B. MESIBOV, Préfacier, etc. . - Londres [Angleterre] : Sage Publications, 2019 . - 646 p. ; 17,5cm x 25cm x 4cm. ISBN : 978-1-4739-5953-8 Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : Education is an important aspect of the environmental influences on autism and effective education can have a significant effect on outcome for those on the autism spectrum. This handbook is a definitive resource for reflective practitioners and researchers who wish to know and understand current views of the nature of autism and best practice in educational support. It explores the key concepts, debates and research areas in the field. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

Contenu

• Difference versus Disability: Implications of Characterisation of Autism for Education and Support / Damian MILTON
• Particular Learning Needs of Individuals on the Autism Spectrum / Rita JORDAN
• The History of Autism Education / Adam FEINSTEIN
• Educational Structures: an International Perspective / Rita JORDAN
• Analysis of What Makes a Successful Professional in Autism / Hilde DE CLERCQ
• What Makes a Good Professional in Autism? A Parent’s Perspective / Maureen BENNIE
• Systems and Politics of Provision / Suzanne CARRINGTON
• Professional Development for those Working in Education with Students on the Autism Spectrum / Glenys JONES
• What Makes a Successful Professional in Autism? School Education – A Lived Experience / Jeanette PURKIS
• Early Intervention / Jacqueline ROBERTS
• Approaches to Early Intervention for Children with Autism and Their Families / Laura J. HALL
• Building on Early Foundations into School: Fostering Socialization in Meaningful Socio-Cultural Contexts / Lakshmi BALASUBRAMANIAN
• Building on Early Foundations into School: Communication and Language / Greg PASCO
• Focus on Families / Michaela DUBAY
• Transitions in the Early Years / Connie S. WONG
• Curriculum Balance: Access to Academic Learning and the Therapeutic Curriculum / Whitney GRIFFIN
• Learning Supports for Students on the Autism Spectrum / Ann M. SAM
• Thinking and Learning / Heather MACKENZIE
• Accessing a Broad and Relevant Curriculum / Emily C. BOUCK
• Individuals with Autism Spectrum Disorder and Skills for Living / Nancy BAGATELL

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