Emotional and behavioral functioning of typically-developing sisters of children with autism spectrum disorder: The roles of ASD severity, parental stress, and marital status / Theodore S. TOMENY in Research in Autism Spectrum Disorders, 32 (December 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 32 (December 2016) . - p.130-142 Titre : Emotional and behavioral functioning of typically-developing sisters of children with autism spectrum disorder: The roles of ASD severity, parental stress, and marital status Type de document : Texte imprimé et/ou numérique Auteurs : Theodore S. TOMENY, Auteur ; Lorien K. BAKER, Auteur ; Tammy D. BARRY, Auteur ; Sophia W. ELDRED, Auteur ; James A. RANKIN, Auteur Article en page(s) : p.130-142 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Sisters  Siblings  Marital status  Parental stress Index. décimale : PER Périodiques Résumé : AbstractBackground Research has shown varied outcomes for typically-developing (TD) siblings of children with autism spectrum disorder (ASD), suggesting that some emotional and behavioral difficulties may occur only under specific conditions. In addition to characteristics of the children with ASD, family contextual factors may also predict sibling adjustment. Method This study examined parent marital status and parental stress as moderators of the relation between ASD siblings’ symptom severity and emotional and behavioral adjustment in 56 TD sisters via self- and parent-report. Results At moderate and high levels of parental stress, TD sisters with siblings with relatively severe ASD symptomatology and with unmarried parents reported the highest levels of emotional and behavioral difficulties. Yet, TD sisters with siblings with relatively less severe ASD symptomatology and with unmarried parents reported the lowest levels of challenging behaviors and emotional symptoms. Conclusions These findings indicate that clinicians treating families of children with relatively severe ASD and unmarried parents should be particularly cognizant of the functioning of TD sisters. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.09.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=296 [article] Emotional and behavioral functioning of typically-developing sisters of children with autism spectrum disorder: The roles of ASD severity, parental stress, and marital status [Texte imprimé et/ou numérique] / Theodore S. TOMENY, Auteur ; Lorien K. BAKER, Auteur ; Tammy D. BARRY, Auteur ; Sophia W. ELDRED, Auteur ; James A. RANKIN, Auteur . - p.130-142. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 32 (December 2016) . - p.130-142 Mots-clés : Autism spectrum disorder  Sisters  Siblings  Marital status  Parental stress Index. décimale : PER Périodiques Résumé : AbstractBackground Research has shown varied outcomes for typically-developing (TD) siblings of children with autism spectrum disorder (ASD), suggesting that some emotional and behavioral difficulties may occur only under specific conditions. In addition to characteristics of the children with ASD, family contextual factors may also predict sibling adjustment. Method This study examined parent marital status and parental stress as moderators of the relation between ASD siblings’ symptom severity and emotional and behavioral adjustment in 56 TD sisters via self- and parent-report. Results At moderate and high levels of parental stress, TD sisters with siblings with relatively severe ASD symptomatology and with unmarried parents reported the highest levels of emotional and behavioral difficulties. Yet, TD sisters with siblings with relatively less severe ASD symptomatology and with unmarried parents reported the lowest levels of challenging behaviors and emotional symptoms. Conclusions These findings indicate that clinicians treating families of children with relatively severe ASD and unmarried parents should be particularly cognizant of the functioning of TD sisters. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.09.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=296

Teacher-Reported Classroom Strategies and Techniques for Students With Autism Spectrum Disorder / Courtney A. PAISLEY in Focus on Autism and Other Developmental Disabilities, 38-3 (September 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.158-167 Titre : Teacher-Reported Classroom Strategies and Techniques for Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Courtney A. PAISLEY, Auteur ; Sophia W. ELDRED, Auteur ; Ashley CAWLEY, Auteur ; Theodore S. TOMENY, Auteur Article en page(s) : p.158-167 Langues : Anglais (eng) Mots-clés : autism spectrum disorders;teacher training;personnel preparation;intervention;educational;evidence-based practices;special education Index. décimale : PER Périodiques Résumé : Teachers' training in and knowledge of autism spectrum disorder (ASD)-specific evidence-based practices (EBPs) vary widely. While researchers continue to develop and disseminate evidence-based interventions, the research-to-practice gap between these interventions and implementation within school settings remains an ongoing challenge. This study examined qualitative responses from teachers regarding their knowledge of ASD-specific EBPs and the strategies used in their own classrooms. Results found that about a quarter of the sample of teachers surveyed correctly identified at least one ASD-specific EBP and reported using at least one ASD-specific EBP in their classrooms. While just more than half of a subsample of teachers reported using at least one ASD-specific EBP in their classrooms, just less than half accurately identified and categorized these practices as such. These findings highlight gaps and discrepancies in teachers' reported knowledge and application of ASD-specific EBPs and point to the importance of continued education to increase evidence-based classroom practices. En ligne : http://dx.doi.org/10.1177/10883576221125485 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Teacher-Reported Classroom Strategies and Techniques for Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Courtney A. PAISLEY, Auteur ; Sophia W. ELDRED, Auteur ; Ashley CAWLEY, Auteur ; Theodore S. TOMENY, Auteur . - p.158-167. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.158-167 Mots-clés : autism spectrum disorders;teacher training;personnel preparation;intervention;educational;evidence-based practices;special education Index. décimale : PER Périodiques Résumé : Teachers' training in and knowledge of autism spectrum disorder (ASD)-specific evidence-based practices (EBPs) vary widely. While researchers continue to develop and disseminate evidence-based interventions, the research-to-practice gap between these interventions and implementation within school settings remains an ongoing challenge. This study examined qualitative responses from teachers regarding their knowledge of ASD-specific EBPs and the strategies used in their own classrooms. Results found that about a quarter of the sample of teachers surveyed correctly identified at least one ASD-specific EBP and reported using at least one ASD-specific EBP in their classrooms. While just more than half of a subsample of teachers reported using at least one ASD-specific EBP in their classrooms, just less than half accurately identified and categorized these practices as such. These findings highlight gaps and discrepancies in teachers' reported knowledge and application of ASD-specific EBPs and point to the importance of continued education to increase evidence-based classroom practices. En ligne : http://dx.doi.org/10.1177/10883576221125485 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

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