'It's different for girls': Gender differences in the friendships and conflict of autistic and neurotypical adolescents / F. SEDGEWICK in Autism, 23-5 (July 2019)  

Public ISBD [article]  inAutism > 23-5 (July 2019) . - p.1119-1132 Titre : 'It's different for girls': Gender differences in the friendships and conflict of autistic and neurotypical adolescents Type de document : Texte imprimé et/ou numérique Auteurs : F. SEDGEWICK, Auteur ; V. HILL, Auteur ; E. PELLICANO, Auteur Article en page(s) : p.1119-1132 Langues : Anglais (eng) Mots-clés : autism  conflict  friends  gender  girls  peers  relationships Index. décimale : PER Périodiques Résumé : This mixed-methods study examined gender differences in the friendships and conflict experiences of autistic girls and boys relative to their neurotypical peers. In total, 102 adolescents (27 autistic girls, 26 autistic boys, 26 neurotypical girls, and 23 neurotypical boys), aged between 11 and 18 years completed the Friendship Qualities Scale, the Revised Peer Experiences Questionnaire and were interviewed about their friendships. Results demonstrated that in many ways, the friendships and social experiences of autistic girls are similar to those of neurotypical girls. Autistic girls, however, have significantly more social challenges than their neurotypical peers, experiencing more conflict and finding that conflict harder to manage successfully. Autistic boys showed quantitatively different friendship patterns to all other groups. There were consistent gender differences in the type of conflict which boys and girls experienced, regardless of diagnostic status. These findings suggest that gender, rather than diagnosis per se, plays a critical role in the way that autistic adolescents perceive and experience their social relationships. En ligne : http://dx.doi.org/10.1177/1362361318794930 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 [article] 'It's different for girls': Gender differences in the friendships and conflict of autistic and neurotypical adolescents [Texte imprimé et/ou numérique] / F. SEDGEWICK, Auteur ; V. HILL, Auteur ; E. PELLICANO, Auteur . - p.1119-1132. Langues : Anglais (eng) in Autism > 23-5 (July 2019) . - p.1119-1132 Mots-clés : autism  conflict  friends  gender  girls  peers  relationships Index. décimale : PER Périodiques Résumé : This mixed-methods study examined gender differences in the friendships and conflict experiences of autistic girls and boys relative to their neurotypical peers. In total, 102 adolescents (27 autistic girls, 26 autistic boys, 26 neurotypical girls, and 23 neurotypical boys), aged between 11 and 18 years completed the Friendship Qualities Scale, the Revised Peer Experiences Questionnaire and were interviewed about their friendships. Results demonstrated that in many ways, the friendships and social experiences of autistic girls are similar to those of neurotypical girls. Autistic girls, however, have significantly more social challenges than their neurotypical peers, experiencing more conflict and finding that conflict harder to manage successfully. Autistic boys showed quantitatively different friendship patterns to all other groups. There were consistent gender differences in the type of conflict which boys and girls experienced, regardless of diagnostic status. These findings suggest that gender, rather than diagnosis per se, plays a critical role in the way that autistic adolescents perceive and experience their social relationships. En ligne : http://dx.doi.org/10.1177/1362361318794930 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401

School based cognitive behavioural therapy targeting anxiety in children with autistic spectrum disorder: a quasi-experimental randomised controlled trail incorporating a mixed methods approach / C. CLARKE in Journal of Autism and Developmental Disorders, 47-12 (December 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3883-3895 Titre : School based cognitive behavioural therapy targeting anxiety in children with autistic spectrum disorder: a quasi-experimental randomised controlled trail incorporating a mixed methods approach Type de document : Texte imprimé et/ou numérique Auteurs : C. CLARKE, Auteur ; V. HILL, Auteur ; Tony CHARMAN, Auteur Année de publication : 2017 Article en page(s) : p.3883-3895 Langues : Anglais (eng) Mots-clés : Autism  Cognitive behavioural therapy  Coping behaviours  Mixed methods  Schools based interventions Index. décimale : PER Périodiques Résumé : Children with a diagnosis of autism are more likely to experience anxiety than their typically developing peers. Research suggests that Cognitive Behavioural Therapy (CBT) could offer a way to help children with autism manage their anxiety but most evidence is based on clinical trials. This study investigated a school-based CBT programme using a quasi-experimental design incorporating the child and parent versions of the Spence Children's Anxiety Scale (Spence, J Abnorm Psy 106(2):280-297, 1997) and the Coping Scale for Children and Youth (Brodzinsky et al., J Appl Dev Psychol 13:195-214, 1992). Interview data was incorporated to help understand the process of change further. Children in the experimental condition had lower levels of anxiety, maintained at follow-up and changes were found in coping behaviours such as lower behavioural avoidance strategies but increased problem solving strategies at follow-up. Limitations of the research together with future directions are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2801-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326 [article] School based cognitive behavioural therapy targeting anxiety in children with autistic spectrum disorder: a quasi-experimental randomised controlled trail incorporating a mixed methods approach [Texte imprimé et/ou numérique] / C. CLARKE, Auteur ; V. HILL, Auteur ; Tony CHARMAN, Auteur . - 2017 . - p.3883-3895. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3883-3895 Mots-clés : Autism  Cognitive behavioural therapy  Coping behaviours  Mixed methods  Schools based interventions Index. décimale : PER Périodiques Résumé : Children with a diagnosis of autism are more likely to experience anxiety than their typically developing peers. Research suggests that Cognitive Behavioural Therapy (CBT) could offer a way to help children with autism manage their anxiety but most evidence is based on clinical trials. This study investigated a school-based CBT programme using a quasi-experimental design incorporating the child and parent versions of the Spence Children's Anxiety Scale (Spence, J Abnorm Psy 106(2):280-297, 1997) and the Coping Scale for Children and Youth (Brodzinsky et al., J Appl Dev Psychol 13:195-214, 1992). Interview data was incorporated to help understand the process of change further. Children in the experimental condition had lower levels of anxiety, maintained at follow-up and changes were found in coping behaviours such as lower behavioural avoidance strategies but increased problem solving strategies at follow-up. Limitations of the research together with future directions are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2801-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326

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