COVID-19 Pandemic Experiences of Families in Which a Child/Youth Has Autism and Their Service Providers: Perspectives and Lessons Learned / Rosslynn T. ZULLA ; Jill CIELSIELSKI ; Lonnie ZWAIGENBAUM ; Olivia CONLON in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2706-2717 Titre : COVID-19 Pandemic Experiences of Families in Which a Child/Youth Has Autism and Their Service Providers: Perspectives and Lessons Learned Type de document : texte imprimé Auteurs : Rosslynn T. ZULLA, Auteur ; Jill CIELSIELSKI, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Olivia CONLON, Auteur Article en page(s) : p.2706-2717 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The impacts of the COVID-19 pandemic on autistic children/youth and their families and on service providers are not yet well-understood. This study explored the lived experiences of families with an autistic child and service providers who support them regarding the impacts of the pandemic on service delivery and well-being. En ligne : https://doi.org/10.1007/s10803-024-06402-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] COVID-19 Pandemic Experiences of Families in Which a Child/Youth Has Autism and Their Service Providers: Perspectives and Lessons Learned [texte imprimé] / Rosslynn T. ZULLA, Auteur ; Jill CIELSIELSKI, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Olivia CONLON, Auteur . - p.2706-2717. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2706-2717 Index. décimale : PER Périodiques Résumé : The impacts of the COVID-19 pandemic on autistic children/youth and their families and on service providers are not yet well-understood. This study explored the lived experiences of families with an autistic child and service providers who support them regarding the impacts of the pandemic on service delivery and well-being. En ligne : https://doi.org/10.1007/s10803-024-06402-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Gender Differences in Pragmatic Communication in School-Aged Children with Autism Spectrum Disorder (ASD) / Olivia CONLON in Journal of Autism and Developmental Disorders, 49-5 (May 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1937-1948 Titre : Gender Differences in Pragmatic Communication in School-Aged Children with Autism Spectrum Disorder (ASD) Type de document : texte imprimé Auteurs : Olivia CONLON, Auteur ; Joanne VOLDEN, Auteur ; Isabel M. SMITH, Auteur ; Eric DUKU, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Charlotte WADDELL, Auteur ; Peter SZATMARI, Auteur ; Pat MIRENDA, Auteur ; Tracy VAILLANCOURT, Auteur ; Teresa BENNETT, Auteur ; Stelios GEORGIADES, Auteur ; Mayada ELSABBAGH, Auteur ; Wendy J. UNGAR, Auteur Article en page(s) : p.1937-1948 Langues : Anglais (eng) Mots-clés : Communication  Gender  Narrative  Pragmatics Index. décimale : PER Périodiques Résumé : Possible gender differences in manifestations of autism spectrum disorder (ASD) were examined using data on production of narratives. The Expression, Reception and Recall of Narrative Instrument (ERRNI; Bishop, Expression, Reception and Recall of Narrative Instrument, Harcourt assessment, London, 2004) was administered to a sample of matched 8-year-old intellectually able boys and girls with ASD (13M, 13F), who had been selected from a large, longitudinal study. In addition, transcripts of the narratives were analyzed in detail. Significant gender differences were found in narrative production. Girls included more salient story elements than boys. On detailed language analysis, girls were also shown to tell richer stories, including more descriptors of planning or intention. Overall, our findings suggest that subtle differences in social communication may exist between intellectually able boys and girls with ASD. If reliably identifiable in young children, such gender differences may contribute to differential diagnosis of ASD. In addition, such differences may pave the way for differential approaches to intervention when the target is effective communication in sophisticated discourse contexts. En ligne : http://dx.doi.org/10.1007/s10803-018-03873-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393 [article] Gender Differences in Pragmatic Communication in School-Aged Children with Autism Spectrum Disorder (ASD) [texte imprimé] / Olivia CONLON, Auteur ; Joanne VOLDEN, Auteur ; Isabel M. SMITH, Auteur ; Eric DUKU, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Charlotte WADDELL, Auteur ; Peter SZATMARI, Auteur ; Pat MIRENDA, Auteur ; Tracy VAILLANCOURT, Auteur ; Teresa BENNETT, Auteur ; Stelios GEORGIADES, Auteur ; Mayada ELSABBAGH, Auteur ; Wendy J. UNGAR, Auteur . - p.1937-1948. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1937-1948 Mots-clés : Communication  Gender  Narrative  Pragmatics Index. décimale : PER Périodiques Résumé : Possible gender differences in manifestations of autism spectrum disorder (ASD) were examined using data on production of narratives. The Expression, Reception and Recall of Narrative Instrument (ERRNI; Bishop, Expression, Reception and Recall of Narrative Instrument, Harcourt assessment, London, 2004) was administered to a sample of matched 8-year-old intellectually able boys and girls with ASD (13M, 13F), who had been selected from a large, longitudinal study. In addition, transcripts of the narratives were analyzed in detail. Significant gender differences were found in narrative production. Girls included more salient story elements than boys. On detailed language analysis, girls were also shown to tell richer stories, including more descriptors of planning or intention. Overall, our findings suggest that subtle differences in social communication may exist between intellectually able boys and girls with ASD. If reliably identifiable in young children, such gender differences may contribute to differential diagnosis of ASD. In addition, such differences may pave the way for differential approaches to intervention when the target is effective communication in sophisticated discourse contexts. En ligne : http://dx.doi.org/10.1007/s10803-018-03873-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393

Research needs and priorities for transition and employment in autism: Considerations reflected in a “Special Interest Group” at the International Meeting for Autism Research / David B. NICHOLAS in Autism Research, 10-1 (January 2017)  

Public ISBD [article]  inAutism Research > 10-1 (January 2017) . - p.15-24 Titre : Research needs and priorities for transition and employment in autism: Considerations reflected in a “Special Interest Group” at the International Meeting for Autism Research Type de document : texte imprimé Auteurs : David B. NICHOLAS, Auteur ; Sandra HODGETTS, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Leann E. SMITH, Auteur ; Paul SHATTUCK, Auteur ; Jeremy R. PARR, Auteur ; Olivia CONLON, Auteur ; Tamara GERMANI, Auteur ; Wendy MITCHELL, Auteur ; Lori-Ann R. SACREY, Auteur ; Margot E. STOTHERS, Auteur Article en page(s) : p.15-24 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  qualitative research  adolescents  adults  transitional issues  vocational/labor force participation  multistakeholder perspective Index. décimale : PER Périodiques Résumé : Research related to supports for adults with autism spectrum disorder (ASD) is under-developed. As an example, system and service development to support successful transition to adulthood and meaningful vocation for adults has received relatively little research scrutiny until recently, with practitioners and program developers lacking evidenceinformed approaches guiding service delivery. A Special Interest Group (SIG) was convened at the International Meeting for Autism Research in May 2014 and May 2015, with a focus on transitional and vocational issues in ASD. The SIG consisted of 120 international delegates, including self-advocates, family members, researchers, program and policy developers, practitioners, and interdisciplinary ASD trainees. Following a summary of the literature, subgroups of attendees were convened in smaller groups to identify research needs and priorities. International researchers facilitated these discussions with notes taken in each subgroup. Using a qualitative analytic approach, key themes across groups were identified. These key themes, outlined in this paper, address the identified need to (a) advance research capacity; (b) build employer capacity relative to employing persons with ASD; and (c) enhance support resources for adults with ASD and their families. Heightened research activity guiding practice and policy, community/employer engagement, and person and family-centered services were recommended. Implications for advancement and implementation are offered. En ligne : http://dx.doi.org/10.1002/aur.1683 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=302 [article] Research needs and priorities for transition and employment in autism: Considerations reflected in a “Special Interest Group” at the International Meeting for Autism Research [texte imprimé] / David B. NICHOLAS, Auteur ; Sandra HODGETTS, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Leann E. SMITH, Auteur ; Paul SHATTUCK, Auteur ; Jeremy R. PARR, Auteur ; Olivia CONLON, Auteur ; Tamara GERMANI, Auteur ; Wendy MITCHELL, Auteur ; Lori-Ann R. SACREY, Auteur ; Margot E. STOTHERS, Auteur . - p.15-24. Langues : Anglais (eng) in Autism Research > 10-1 (January 2017) . - p.15-24 Mots-clés : autism spectrum disorder  qualitative research  adolescents  adults  transitional issues  vocational/labor force participation  multistakeholder perspective Index. décimale : PER Périodiques Résumé : Research related to supports for adults with autism spectrum disorder (ASD) is under-developed. As an example, system and service development to support successful transition to adulthood and meaningful vocation for adults has received relatively little research scrutiny until recently, with practitioners and program developers lacking evidenceinformed approaches guiding service delivery. A Special Interest Group (SIG) was convened at the International Meeting for Autism Research in May 2014 and May 2015, with a focus on transitional and vocational issues in ASD. The SIG consisted of 120 international delegates, including self-advocates, family members, researchers, program and policy developers, practitioners, and interdisciplinary ASD trainees. Following a summary of the literature, subgroups of attendees were convened in smaller groups to identify research needs and priorities. International researchers facilitated these discussions with notes taken in each subgroup. Using a qualitative analytic approach, key themes across groups were identified. These key themes, outlined in this paper, address the identified need to (a) advance research capacity; (b) build employer capacity relative to employing persons with ASD; and (c) enhance support resources for adults with ASD and their families. Heightened research activity guiding practice and policy, community/employer engagement, and person and family-centered services were recommended. Implications for advancement and implementation are offered. En ligne : http://dx.doi.org/10.1002/aur.1683 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=302

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