Increasing autism acceptance: The impact of the Sesame Street "See Amazing in All Children" initiative / Bruno J. ANTHONY in Autism, 24-1 (January 2020)  

Public ISBD [article]  inAutism > 24-1 (January 2020) . - p.95-108 Titre : Increasing autism acceptance: The impact of the Sesame Street "See Amazing in All Children" initiative Type de document : Texte imprimé et/ou numérique Auteurs : Bruno J. ANTHONY, Auteur ; H. A. ROBERTSON, Auteur ; A. VERBALIS, Auteur ; Y. MYRICK, Auteur ; M. TROXEL, Auteur ; S. SEESE, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.95-108 Langues : Anglais (eng) Mots-clés : acceptance  autism spectrum disorders  community inclusion  preschool Index. décimale : PER Périodiques Résumé : To promote knowledge and acceptance of autism, Sesame Workshop created an online initiative: See Amazing in All Children. This nationwide evaluation of See Amazing assessed whether it increased knowledge and acceptance, promoted community inclusion, reduced parenting strain, and enhanced parenting competence. Survey responses were collected online from parents of children (age 6) with and without autism before (N = 1010), 1 week after (N = 510), and, for parents of autistic children, 1 month after (N = 182) they viewed the See Amazing materials. Following exposure, parents of non-autistic children showed small but significant increases in knowledge of autism and, like parents of autistic children, greater acceptance of autistic children. Parents of autistic children reported less strain, increased parenting competence, and more hope about involving their child in their community. That the See Amazing materials invoked positive changes in the general parent community and in parents of autistic children suggests that See Amazing materials have the potential to be an effective resource to increase acceptance and community inclusion, although limitations of self-selection, dropout rate, and lack of control group constrain interpretation. Implications include support for targeting acceptance as a step beyond awareness campaigns, though actual behavior change is a subject for future research. En ligne : http://dx.doi.org/10.1177/1362361319847927 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Increasing autism acceptance: The impact of the Sesame Street "See Amazing in All Children" initiative [Texte imprimé et/ou numérique] / Bruno J. ANTHONY, Auteur ; H. A. ROBERTSON, Auteur ; A. VERBALIS, Auteur ; Y. MYRICK, Auteur ; M. TROXEL, Auteur ; S. SEESE, Auteur ; Laura G. ANTHONY, Auteur . - p.95-108. Langues : Anglais (eng) in Autism > 24-1 (January 2020) . - p.95-108 Mots-clés : acceptance  autism spectrum disorders  community inclusion  preschool Index. décimale : PER Périodiques Résumé : To promote knowledge and acceptance of autism, Sesame Workshop created an online initiative: See Amazing in All Children. This nationwide evaluation of See Amazing assessed whether it increased knowledge and acceptance, promoted community inclusion, reduced parenting strain, and enhanced parenting competence. Survey responses were collected online from parents of children (age 6) with and without autism before (N = 1010), 1 week after (N = 510), and, for parents of autistic children, 1 month after (N = 182) they viewed the See Amazing materials. Following exposure, parents of non-autistic children showed small but significant increases in knowledge of autism and, like parents of autistic children, greater acceptance of autistic children. Parents of autistic children reported less strain, increased parenting competence, and more hope about involving their child in their community. That the See Amazing materials invoked positive changes in the general parent community and in parents of autistic children suggests that See Amazing materials have the potential to be an effective resource to increase acceptance and community inclusion, although limitations of self-selection, dropout rate, and lack of control group constrain interpretation. Implications include support for targeting acceptance as a step beyond awareness campaigns, though actual behavior change is a subject for future research. En ligne : http://dx.doi.org/10.1177/1362361319847927 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

What About the Girls? Sex-Based Differences in Autistic Traits and Adaptive Skills / Allison B. RATTO in Journal of Autism and Developmental Disorders, 48-5 (May 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1698-1711 Titre : What About the Girls? Sex-Based Differences in Autistic Traits and Adaptive Skills Type de document : Texte imprimé et/ou numérique Auteurs : Allison B. RATTO, Auteur ; L. KENWORTHY, Auteur ; B. E. YERYS, Auteur ; Julia BASCOM, Auteur ; A. T. WIECKOWSKI, Auteur ; Susan W. WHITE, Auteur ; Gregory L. WALLACE, Auteur ; C. PUGLIESE, Auteur ; Robert T. SCHULTZ, Auteur ; T. H. OLLENDICK, Auteur ; A. SCARPA, Auteur ; S. SEESE, Auteur ; Kelly REGISTER-BROWN, Auteur ; A. MARTIN, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.1698-1711 Langues : Anglais (eng) Mots-clés : Adaptive skills  Autism spectrum disorder  Diagnosis  Sex differences Index. décimale : PER Périodiques Résumé : There is growing evidence of a camouflaging effect among females with autism spectrum disorder (ASD), particularly among those without intellectual disability, which may affect performance on gold-standard diagnostic measures. This study utilized an age- and IQ-matched sample of school-aged youth (n = 228) diagnosed with ASD to assess sex differences on the ADOS and ADI-R, parent-reported autistic traits, and adaptive skills. Although females and males were rated similarly on gold-standard diagnostic measures overall, females with higher IQs were less likely to meet criteria on the ADI-R. Females were also found to be significantly more impaired on parent reported autistic traits and adaptive skills. Overall, the findings suggest that some autistic females may be missed by current diagnostic procedures. En ligne : http://dx.doi.org/10.1007/s10803-017-3413-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355 [article] What About the Girls? Sex-Based Differences in Autistic Traits and Adaptive Skills [Texte imprimé et/ou numérique] / Allison B. RATTO, Auteur ; L. KENWORTHY, Auteur ; B. E. YERYS, Auteur ; Julia BASCOM, Auteur ; A. T. WIECKOWSKI, Auteur ; Susan W. WHITE, Auteur ; Gregory L. WALLACE, Auteur ; C. PUGLIESE, Auteur ; Robert T. SCHULTZ, Auteur ; T. H. OLLENDICK, Auteur ; A. SCARPA, Auteur ; S. SEESE, Auteur ; Kelly REGISTER-BROWN, Auteur ; A. MARTIN, Auteur ; Laura G. ANTHONY, Auteur . - p.1698-1711. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1698-1711 Mots-clés : Adaptive skills  Autism spectrum disorder  Diagnosis  Sex differences Index. décimale : PER Périodiques Résumé : There is growing evidence of a camouflaging effect among females with autism spectrum disorder (ASD), particularly among those without intellectual disability, which may affect performance on gold-standard diagnostic measures. This study utilized an age- and IQ-matched sample of school-aged youth (n = 228) diagnosed with ASD to assess sex differences on the ADOS and ADI-R, parent-reported autistic traits, and adaptive skills. Although females and males were rated similarly on gold-standard diagnostic measures overall, females with higher IQs were less likely to meet criteria on the ADI-R. Females were also found to be significantly more impaired on parent reported autistic traits and adaptive skills. Overall, the findings suggest that some autistic females may be missed by current diagnostic procedures. En ligne : http://dx.doi.org/10.1007/s10803-017-3413-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355

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