Impact of an IEP Goal Builder on Social Goals for Autistic Students / Eve MULLER in Focus on Autism and Other Developmental Disabilities, 38-3 (September 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.177-187 Titre : Impact of an IEP Goal Builder on Social Goals for Autistic Students Type de document : Texte imprimé et/ou numérique Auteurs : Eve MULLER, Auteur ; Caitlin WOOD, Auteur ; Lynn CANNON, Auteur ; Deb CHILDRESS, Auteur Article en page(s) : p.177-187 Langues : Anglais (eng) Mots-clés : autism;social cognition;social and emotional learning;assessment;IEP goals Index. décimale : PER Périodiques Résumé : This pilot study examined (a) the perceived barriers to creating high-quality social and emotional learning (SEL) IEP goals for autistic students without intellectual disabilities, and (b) the impact of using a data-driven SEL IEP goal builder-a key component of the Ivymount Social Cognition Instructional Package (IvySCIP)-on the quality of SEL IEP goals. Based on data from 40 instructor/student dyads, we found the following: First, based on phone interviews, instructors identified a number of significant barriers to the creation of SEL IEP goals for this population, including lack of ability to reliably assess students' SEL strengths and needs, lack of a goal builder/goal bank, and lack of comprehensive, data-driven support for generating SEL goals and tracking progress toward goal mastery. Interviewees agreed that IvySCIP effectively addressed these barriers. Second, based on a comparison of pre-intervention SEL IEP goals and those created using the IvySCIP goal builder, the quality of instructors' IEP goals appeared to improve after introduction of the goal builder, with post-intervention goals significantly more likely to include settings, givens, specific/demonstrable behavior being targeted, and measurement criteria to ensure meaningful progress monitoring. Post-intervention goals also drew more equitably from a range of SEL domains. En ligne : http://dx.doi.org/10.1177/10883576221125488 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Impact of an IEP Goal Builder on Social Goals for Autistic Students [Texte imprimé et/ou numérique] / Eve MULLER, Auteur ; Caitlin WOOD, Auteur ; Lynn CANNON, Auteur ; Deb CHILDRESS, Auteur . - p.177-187. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.177-187 Mots-clés : autism;social cognition;social and emotional learning;assessment;IEP goals Index. décimale : PER Périodiques Résumé : This pilot study examined (a) the perceived barriers to creating high-quality social and emotional learning (SEL) IEP goals for autistic students without intellectual disabilities, and (b) the impact of using a data-driven SEL IEP goal builder-a key component of the Ivymount Social Cognition Instructional Package (IvySCIP)-on the quality of SEL IEP goals. Based on data from 40 instructor/student dyads, we found the following: First, based on phone interviews, instructors identified a number of significant barriers to the creation of SEL IEP goals for this population, including lack of ability to reliably assess students' SEL strengths and needs, lack of a goal builder/goal bank, and lack of comprehensive, data-driven support for generating SEL goals and tracking progress toward goal mastery. Interviewees agreed that IvySCIP effectively addressed these barriers. Second, based on a comparison of pre-intervention SEL IEP goals and those created using the IvySCIP goal builder, the quality of instructors' IEP goals appeared to improve after introduction of the goal builder, with post-intervention goals significantly more likely to include settings, givens, specific/demonstrable behavior being targeted, and measurement criteria to ensure meaningful progress monitoring. Post-intervention goals also drew more equitably from a range of SEL domains. En ligne : http://dx.doi.org/10.1177/10883576221125488 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Parent Perspectives on Outcomes and Satisfaction Levels of Young Adults With Autism and Cognitive Impairments / Eve MULLER in Focus on Autism and Other Developmental Disabilities, 31-2 (June 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.92-103 Titre : Parent Perspectives on Outcomes and Satisfaction Levels of Young Adults With Autism and Cognitive Impairments Type de document : Texte imprimé et/ou numérique Auteurs : Eve MULLER, Auteur ; Lynn R. CANNON, Auteur Article en page(s) : p.92-103 Langues : Anglais (eng) Mots-clés : autism  outcomes  satisfaction  quality of life  employment  residential  social and community life Index. décimale : PER Périodiques Résumé : This study complements current research on quality of life for individuals with autism and cognitive impairments, by focusing less on objective measures (e.g., employment status, educational attainment, living arrangements) and more on subjective measures such as satisfaction levels. Twenty-three structured interviews were conducted with parents, and qualitative analysis of emergent themes is provided. In spite of limited independence on the part of young adults with autism spectrum disorders and cognitive impairments in terms of both home and community life, satisfaction levels were high across all domains and most parents ranked their children’s overall quality of life as “excellent” or “good.” En ligne : http://dx.doi.org/10.1177/1088357614528800 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] Parent Perspectives on Outcomes and Satisfaction Levels of Young Adults With Autism and Cognitive Impairments [Texte imprimé et/ou numérique] / Eve MULLER, Auteur ; Lynn R. CANNON, Auteur . - p.92-103. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.92-103 Mots-clés : autism  outcomes  satisfaction  quality of life  employment  residential  social and community life Index. décimale : PER Périodiques Résumé : This study complements current research on quality of life for individuals with autism and cognitive impairments, by focusing less on objective measures (e.g., employment status, educational attainment, living arrangements) and more on subjective measures such as satisfaction levels. Twenty-three structured interviews were conducted with parents, and qualitative analysis of emergent themes is provided. In spite of limited independence on the part of young adults with autism spectrum disorders and cognitive impairments in terms of both home and community life, satisfaction levels were high across all domains and most parents ranked their children’s overall quality of life as “excellent” or “good.” En ligne : http://dx.doi.org/10.1177/1088357614528800 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabiliti / Eve MULLER in Autism, 12-2 (March 2008)  

Public ISBD [article]  inAutism > 12-2 (March 2008) . - p.173-190 Titre : Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabiliti Type de document : Texte imprimé et/ou numérique Auteurs : Eve MULLER, Auteur ; Adriana SCHULER, Auteur ; Gregory B. YATES, Auteur Année de publication : 2008 Article en page(s) : p.173-190 Langues : Anglais (eng) Mots-clés : Asperger-syndrome autism social-challenges social-supports Index. décimale : PER Périodiques Résumé : The study describes the perspectives of individuals with Asperger syndrome and other autism spectrum disabilities (ASDs) regarding social challenges and supports. Eighteen adults with ASDs were individually interviewed. They were asked to describe their experiences navigating their social worlds, and recommend effective social supports and strategies for improving social connectedness. Qualitative analyses of the interview transcripts revealed a number of common experiences including a profound sense of isolation, difficulty initiating social interactions, challenges relating to communication, longing for greater intimacy, desire to contribute to one's community, and effort to develop greater social/self-awareness. Commonly recommended social supports included external supports (e.g. activities based on shared interests, highly structured or scripted social activities, and small groups or dyads); communication supports (e.g. alternative modes of communication, explicit communication, and instruction in interpreting and using social cues); and self-initiated strategies for handling social anxiety (e.g. creative/improvisational outlets, physical activity, spiritual practice/organized religion, and time spent alone). En ligne : http://dx.doi.org/10.1177/1362361307086664 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 [article] Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabiliti [Texte imprimé et/ou numérique] / Eve MULLER, Auteur ; Adriana SCHULER, Auteur ; Gregory B. YATES, Auteur . - 2008 . - p.173-190. Langues : Anglais (eng) in Autism > 12-2 (March 2008) . - p.173-190 Mots-clés : Asperger-syndrome autism social-challenges social-supports Index. décimale : PER Périodiques Résumé : The study describes the perspectives of individuals with Asperger syndrome and other autism spectrum disabilities (ASDs) regarding social challenges and supports. Eighteen adults with ASDs were individually interviewed. They were asked to describe their experiences navigating their social worlds, and recommend effective social supports and strategies for improving social connectedness. Qualitative analyses of the interview transcripts revealed a number of common experiences including a profound sense of isolation, difficulty initiating social interactions, challenges relating to communication, longing for greater intimacy, desire to contribute to one's community, and effort to develop greater social/self-awareness. Commonly recommended social supports included external supports (e.g. activities based on shared interests, highly structured or scripted social activities, and small groups or dyads); communication supports (e.g. alternative modes of communication, explicit communication, and instruction in interpreting and using social cues); and self-initiated strategies for handling social anxiety (e.g. creative/improvisational outlets, physical activity, spiritual practice/organized religion, and time spent alone). En ligne : http://dx.doi.org/10.1177/1362361307086664 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331

Transition of students with Asperger syndrome from a specialised education programme to less specialised educational settings: parents' perspectives on outcomes / Eve MULLER in Good Autism Practice - GAP, 19-1 (May 2018)

Public ISBD [article]  inGood Autism Practice - GAP > 19-1 (May 2018) . - p.37-49 Titre : Transition of students with Asperger syndrome from a specialised education programme to less specialised educational settings: parents' perspectives on outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Eve MULLER, Auteur ; Monica ADLER WERNER, Auteur ; Lynn R. CANNON, Auteur Article en page(s) : p.37-49 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=413 [article] Transition of students with Asperger syndrome from a specialised education programme to less specialised educational settings: parents' perspectives on outcomes [Texte imprimé et/ou numérique] / Eve MULLER, Auteur ; Monica ADLER WERNER, Auteur ; Lynn R. CANNON, Auteur . - p.37-49. Langues : Anglais (eng) in Good Autism Practice - GAP > 19-1 (May 2018) . - p.37-49 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=413

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