Appropriateness of the TOBY Application, an iPad Intervention for Children with Autism Spectrum Disorder: A Thematic Approach / D. PARSONS in Journal of Autism and Developmental Disorders, 49-10 (October 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4053-4066 Titre : Appropriateness of the TOBY Application, an iPad Intervention for Children with Autism Spectrum Disorder: A Thematic Approach Type de document : Texte imprimé et/ou numérique Auteurs : D. PARSONS, Auteur ; Nathan J. WILSON, Auteur ; S. VAZ, Auteur ; H. LEE, Auteur ; R. CORDIER, Auteur Article en page(s) : p.4053-4066 Langues : Anglais (eng) Mots-clés : Appropriateness  Early intervention  Information technology Index. décimale : PER Périodiques Résumé : This study aimed to explore the appropriateness of an ICT intervention, the Therapeutic Outcomes by You application (TOBY app), from the perspectives of the parents. Parental experiences of twenty-four parents of a child with ASD who had participated in a three-month trial using the TOBY app were collected using semi-structured interviews. Thematic analysis was conducted and themes were mapped against an appropriateness framework. Collectively, parents felt the TOBY app was relevant and important to them and their children's needs, while expressing partial support of the TOBY app as: a positive experience for them and their children, beneficial for them and their children, a socially and ecological valid intervention, and an intervention that supported change and continuation in the skills learnt. En ligne : http://dx.doi.org/10.1007/s10803-019-04115-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Appropriateness of the TOBY Application, an iPad Intervention for Children with Autism Spectrum Disorder: A Thematic Approach [Texte imprimé et/ou numérique] / D. PARSONS, Auteur ; Nathan J. WILSON, Auteur ; S. VAZ, Auteur ; H. LEE, Auteur ; R. CORDIER, Auteur . - p.4053-4066. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4053-4066 Mots-clés : Appropriateness  Early intervention  Information technology Index. décimale : PER Périodiques Résumé : This study aimed to explore the appropriateness of an ICT intervention, the Therapeutic Outcomes by You application (TOBY app), from the perspectives of the parents. Parental experiences of twenty-four parents of a child with ASD who had participated in a three-month trial using the TOBY app were collected using semi-structured interviews. Thematic analysis was conducted and themes were mapped against an appropriateness framework. Collectively, parents felt the TOBY app was relevant and important to them and their children's needs, while expressing partial support of the TOBY app as: a positive experience for them and their children, beneficial for them and their children, a socially and ecological valid intervention, and an intervention that supported change and continuation in the skills learnt. En ligne : http://dx.doi.org/10.1007/s10803-019-04115-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

Preparing Children with Autism for Transition to Mainstream School and Perspectives on Supporting Positive School Experiences / T. J. LARCOMBE in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3073-3088 Titre : Preparing Children with Autism for Transition to Mainstream School and Perspectives on Supporting Positive School Experiences Type de document : Texte imprimé et/ou numérique Auteurs : T. J. LARCOMBE, Auteur ; A. V. JOOSTEN, Auteur ; R. CORDIER, Auteur ; S. VAZ, Auteur Article en page(s) : p.3073-3088 Langues : Anglais (eng) Mots-clés : Autism  Inclusion  Primary school  School readiness  Social competence  Social skills Index. décimale : PER Périodiques Résumé : School readiness is important to a positive start and success in school but children with Autism Spectrum Disorder (ASD) are at risk of not being school-ready. This study aimed to explore parent and therapist perspectives on school readiness skills of children with ASD and factors impacting on a positive mainstream school experience. A mixed methods design was used. Key findings were that school readiness depends on child and school factors, with social skills the most important child factor. The child's experience was largely reliant on teacher and education assistant attitudes and highlighted a need for further training and support. This study identified areas of focus for early intervention as well as school-aged intervention and the need for collaborative practice. En ligne : http://dx.doi.org/10.1007/s10803-019-04022-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Preparing Children with Autism for Transition to Mainstream School and Perspectives on Supporting Positive School Experiences [Texte imprimé et/ou numérique] / T. J. LARCOMBE, Auteur ; A. V. JOOSTEN, Auteur ; R. CORDIER, Auteur ; S. VAZ, Auteur . - p.3073-3088. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3073-3088 Mots-clés : Autism  Inclusion  Primary school  School readiness  Social competence  Social skills Index. décimale : PER Périodiques Résumé : School readiness is important to a positive start and success in school but children with Autism Spectrum Disorder (ASD) are at risk of not being school-ready. This study aimed to explore parent and therapist perspectives on school readiness skills of children with ASD and factors impacting on a positive mainstream school experience. A mixed methods design was used. Key findings were that school readiness depends on child and school factors, with social skills the most important child factor. The child's experience was largely reliant on teacher and education assistant attitudes and highlighted a need for further training and support. This study identified areas of focus for early intervention as well as school-aged intervention and the need for collaborative practice. En ligne : http://dx.doi.org/10.1007/s10803-019-04022-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Relationship Satisfaction and Dyadic Coping in Couples with a Child with Autism Spectrum Disorder / A. SIM in Journal of Autism and Developmental Disorders, 47-11 (November 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-11 (November 2017) . - p.3562-3573 Titre : Relationship Satisfaction and Dyadic Coping in Couples with a Child with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. SIM, Auteur ; R. CORDIER, Auteur ; S. VAZ, Auteur ; R. PARSONS, Auteur ; T. FALKMER, Auteur Article en page(s) : p.3562-3573 Langues : Anglais (eng) Mots-clés : Asd  Marriage  Parenting stress  Partner support  Resilience  Strengths Index. décimale : PER Périodiques Résumé : Dyadic coping strategies may play a pivotal role in relationship satisfaction and explain why some couples adapt positively to the challenges associated with raising a child with ASD and others do not. Survey data from 127 caregivers of a child with ASD were used in generalized estimating equation analyses to investigate the factors associated with relationship satisfaction, including socio-demographics, parenting stress and dyadic coping. Results showed that over two-thirds of the sample reported satisfaction, which was associated with low parenting stress, increased use of positive and decreased use of negative dyadic coping strategies. Positive dyadic coping was found to have a greater influence than negative dyadic coping, supporting a strengths-based approach to interventions promoting family resilience. En ligne : http://dx.doi.org/10.1007/s10803-017-3275-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=325 [article] Relationship Satisfaction and Dyadic Coping in Couples with a Child with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / A. SIM, Auteur ; R. CORDIER, Auteur ; S. VAZ, Auteur ; R. PARSONS, Auteur ; T. FALKMER, Auteur . - p.3562-3573. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-11 (November 2017) . - p.3562-3573 Mots-clés : Asd  Marriage  Parenting stress  Partner support  Resilience  Strengths Index. décimale : PER Périodiques Résumé : Dyadic coping strategies may play a pivotal role in relationship satisfaction and explain why some couples adapt positively to the challenges associated with raising a child with ASD and others do not. Survey data from 127 caregivers of a child with ASD were used in generalized estimating equation analyses to investigate the factors associated with relationship satisfaction, including socio-demographics, parenting stress and dyadic coping. Results showed that over two-thirds of the sample reported satisfaction, which was associated with low parenting stress, increased use of positive and decreased use of negative dyadic coping strategies. Positive dyadic coping was found to have a greater influence than negative dyadic coping, supporting a strengths-based approach to interventions promoting family resilience. En ligne : http://dx.doi.org/10.1007/s10803-017-3275-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=325

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