Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective / Rumi AGARWAL in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2229-2240 Titre : Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective Type de document : Texte imprimé et/ou numérique Auteurs : Rumi AGARWAL, Auteur ; L. HERON, Auteur ; S. L. BURKE, Auteur Article en page(s) : p.2229-2240 Langues : Anglais (eng) Mots-clés : Academic Performance/psychology  Adolescent  Education of Intellectually Disabled/methods  Education, Professional/methods  Female  Humans  Independent Living/education  Intellectual Disability/psychology  Male  Motivation  Parents/psychology  Program Evaluation  Qualitative Research  Universities  Young Adult  Developmental disability  Evaluation  Intellectual disability  Parent  Postsecondary  Qualitative Index. décimale : PER Périodiques Résumé : Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04676-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective [Texte imprimé et/ou numérique] / Rumi AGARWAL, Auteur ; L. HERON, Auteur ; S. L. BURKE, Auteur . - p.2229-2240. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2229-2240 Mots-clés : Academic Performance/psychology  Adolescent  Education of Intellectually Disabled/methods  Education, Professional/methods  Female  Humans  Independent Living/education  Intellectual Disability/psychology  Male  Motivation  Parents/psychology  Program Evaluation  Qualitative Research  Universities  Young Adult  Developmental disability  Evaluation  Intellectual disability  Parent  Postsecondary  Qualitative Index. décimale : PER Périodiques Résumé : Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04676-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Using Virtual Interactive Training Agents (ViTA) with Adults with Autism and Other Developmental Disabilities / S. L. BURKE in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.905-912 Titre : Using Virtual Interactive Training Agents (ViTA) with Adults with Autism and Other Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : S. L. BURKE, Auteur ; T. BRESNAHAN, Auteur ; T. LI, Auteur ; K. EPNERE, Auteur ; A. RIZZO, Auteur ; M. PARTIN, Auteur ; R. M. AHLNESS, Auteur ; M. TRIMMER, Auteur Année de publication : 2018 Article en page(s) : p.905-912 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Developmental disability  Employment interviews  Intellectual disability  Virtual human  Virtual interactive training agent Index. décimale : PER Périodiques Résumé : Conversational virtual human (VH) agents are increasingly used to support role-play experiential learning. This project examined whether a Virtual Interactive Training Agent (ViTA) system would improve job interviewing skills in individuals with autism and developmental disabilities (N = 32). A linear mixed model was employed to evaluate adjusted least square mean differences of means scores on the Marino Interview Assessment Scale (MIAS) across different time points. The mean score of MIAS over all questions increased between the first ViTA session and the final face-to-face interview. Participants developed the ability to identify strengths, self-promote, self-advocate, answer situational questions, and respond to behavioral/social questions as measured by multiple evaluations using the MIAS. En ligne : https://doi.org/10.1007/s10803-017-3374-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Using Virtual Interactive Training Agents (ViTA) with Adults with Autism and Other Developmental Disabilities [Texte imprimé et/ou numérique] / S. L. BURKE, Auteur ; T. BRESNAHAN, Auteur ; T. LI, Auteur ; K. EPNERE, Auteur ; A. RIZZO, Auteur ; M. PARTIN, Auteur ; R. M. AHLNESS, Auteur ; M. TRIMMER, Auteur . - 2018 . - p.905-912. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.905-912 Mots-clés : Autism spectrum disorders  Developmental disability  Employment interviews  Intellectual disability  Virtual human  Virtual interactive training agent Index. décimale : PER Périodiques Résumé : Conversational virtual human (VH) agents are increasingly used to support role-play experiential learning. This project examined whether a Virtual Interactive Training Agent (ViTA) system would improve job interviewing skills in individuals with autism and developmental disabilities (N = 32). A linear mixed model was employed to evaluate adjusted least square mean differences of means scores on the Marino Interview Assessment Scale (MIAS) across different time points. The mean score of MIAS over all questions increased between the first ViTA session and the final face-to-face interview. Participants developed the ability to identify strengths, self-promote, self-advocate, answer situational questions, and respond to behavioral/social questions as measured by multiple evaluations using the MIAS. En ligne : https://doi.org/10.1007/s10803-017-3374-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

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