Setting Families Up for Success: A Pilot Study of a Toolkit to Enhance the Autism Spectrum Disorder Diagnostic Evaluation Process / Rachel HAINE-SCHLAGEL in Journal of Autism and Developmental Disorders, 54-3 (March 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-3 (March 2024) . - p.1221-1230 Titre : Setting Families Up for Success: A Pilot Study of a Toolkit to Enhance the Autism Spectrum Disorder Diagnostic Evaluation Process Type de document : Texte imprimé et/ou numérique Auteurs : Rachel HAINE-SCHLAGEL, Auteur ; Christina CORSELLO, Auteur ; Barbara CAPLAN, Auteur ; Hilary GOULD, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Article en page(s) : p.1221-1230 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Families of children with autism spectrum disorder (ASD) face challenges engaging in services following diagnosis. This study: (1) developed and implemented a toolkit to tailor ASD evaluation feedback to families' needs, and (2) evaluated caregiver and provider perceptions of the toolkit. Focus groups with providers (N = 11) informed toolkit development. Seven providers participated in pilot training and implementation. Provider and caregiver toolkit perceptions were assessed using interviews, surveys, and a fidelity checklist. Toolkit strategies reflect focus group themes. Provider and caregiver ratings suggest the initial feasibility, acceptability, and utility of the toolkit. This toolkit may be feasible to implement in community settings and may increase caregiver satisfaction, though further refinements are needed to support service connection. En ligne : https://doi.org/10.1007/s10803-022-05601-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 [article] Setting Families Up for Success: A Pilot Study of a Toolkit to Enhance the Autism Spectrum Disorder Diagnostic Evaluation Process [Texte imprimé et/ou numérique] / Rachel HAINE-SCHLAGEL, Auteur ; Christina CORSELLO, Auteur ; Barbara CAPLAN, Auteur ; Hilary GOULD, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - p.1221-1230. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-3 (March 2024) . - p.1221-1230 Index. décimale : PER Périodiques Résumé : Families of children with autism spectrum disorder (ASD) face challenges engaging in services following diagnosis. This study: (1) developed and implemented a toolkit to tailor ASD evaluation feedback to families' needs, and (2) evaluated caregiver and provider perceptions of the toolkit. Focus groups with providers (N = 11) informed toolkit development. Seven providers participated in pilot training and implementation. Provider and caregiver toolkit perceptions were assessed using interviews, surveys, and a fidelity checklist. Toolkit strategies reflect focus group themes. Provider and caregiver ratings suggest the initial feasibility, acceptability, and utility of the toolkit. This toolkit may be feasible to implement in community settings and may increase caregiver satisfaction, though further refinements are needed to support service connection. En ligne : https://doi.org/10.1007/s10803-022-05601-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524

Student–Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors / Barbara CAPLAN in Journal of Autism and Developmental Disorders, 46-12 (December 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3653-3666 Titre : Student–Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors Type de document : Texte imprimé et/ou numérique Auteurs : Barbara CAPLAN, Auteur ; Melanie FELDMAN, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3653-3666 Langues : Anglais (eng) Mots-clés : Autism  Student–teacher relationships  Behavior problems  Psychopathology  Social skills Index. décimale : PER Périodiques Résumé : The quality of early student–teacher relationships (STRs) has been shown to predict children’s school adjustment, and children with autism spectrum disorder (ASD) are at risk for poor quality STRs. The present study examined 162 children with ASD (ages 4–7) and their teachers to evaluate student, teacher, and classroom characteristics that predicted concurrent and prospective STR quality across one school year. Child oppositional behavior, autism severity and teacher degree predicted changes in student–teacher conflict over a 1-year period, while child social skills and IQ positively predicted change in student–teacher closeness. Teacher preparedness, trainings in ASD, and classroom setting were unrelated to STR quality. Implications for intervention are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2915-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Student–Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors [Texte imprimé et/ou numérique] / Barbara CAPLAN, Auteur ; Melanie FELDMAN, Auteur ; Abbey EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.3653-3666. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3653-3666 Mots-clés : Autism  Student–teacher relationships  Behavior problems  Psychopathology  Social skills Index. décimale : PER Périodiques Résumé : The quality of early student–teacher relationships (STRs) has been shown to predict children’s school adjustment, and children with autism spectrum disorder (ASD) are at risk for poor quality STRs. The present study examined 162 children with ASD (ages 4–7) and their teachers to evaluate student, teacher, and classroom characteristics that predicted concurrent and prospective STR quality across one school year. Child oppositional behavior, autism severity and teacher degree predicted changes in student–teacher conflict over a 1-year period, while child social skills and IQ positively predicted change in student–teacher closeness. Teacher preparedness, trainings in ASD, and classroom setting were unrelated to STR quality. Implications for intervention are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2915-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

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