Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success / H. J. NUSKE in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.306-325 Titre : Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success Type de document : Texte imprimé et/ou numérique Auteurs : H. J. NUSKE, Auteur ; E. MCGHEE HASSRICK, Auteur ; B. BRONSTEIN, Auteur ; L. HAUPTMAN, Auteur ; Courtney A. APONTE, Auteur ; L. LEVATO, Auteur ; A. STAHMER, Auteur ; D. S. MANDELL, Auteur ; Peter C. MUNDY, Auteur ; Connie KASARI, Auteur ; T. SMITH, Auteur Article en page(s) : p.306-325 Langues : Anglais (eng) Mots-clés : anxiety  autism spectrum disorders  home-school communication  inter-school coordination  interventions-psychosocial/behavioral  language barriers  parental advocacy  school resources  school transition  transition planning Index. décimale : PER Périodiques Résumé : Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home. En ligne : http://dx.doi.org/10.1177/1362361318754529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success [Texte imprimé et/ou numérique] / H. J. NUSKE, Auteur ; E. MCGHEE HASSRICK, Auteur ; B. BRONSTEIN, Auteur ; L. HAUPTMAN, Auteur ; Courtney A. APONTE, Auteur ; L. LEVATO, Auteur ; A. STAHMER, Auteur ; D. S. MANDELL, Auteur ; Peter C. MUNDY, Auteur ; Connie KASARI, Auteur ; T. SMITH, Auteur . - p.306-325. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.306-325 Mots-clés : anxiety  autism spectrum disorders  home-school communication  inter-school coordination  interventions-psychosocial/behavioral  language barriers  parental advocacy  school resources  school transition  transition planning Index. décimale : PER Périodiques Résumé : Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home. En ligne : http://dx.doi.org/10.1177/1362361318754529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Early intervention for autism: Are we prioritizing feasibility at the expenses of effectiveness? A cautionary note / G. VIVANTI in Autism, 22-7 (October 2018)  

Public ISBD [article]  inAutism > 22-7 (October 2018) . - p.770-773 Titre : Early intervention for autism: Are we prioritizing feasibility at the expenses of effectiveness? A cautionary note Type de document : Texte imprimé et/ou numérique Auteurs : G. VIVANTI, Auteur ; A. STAHMER, Auteur Article en page(s) : p.770-773 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361318803043 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Early intervention for autism: Are we prioritizing feasibility at the expenses of effectiveness? A cautionary note [Texte imprimé et/ou numérique] / G. VIVANTI, Auteur ; A. STAHMER, Auteur . - p.770-773. Langues : Anglais (eng) in Autism > 22-7 (October 2018) . - p.770-773 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361318803043 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

A Pilot Randomized Controlled Trial of the ACCESS Program: A Group Intervention to Improve Social, Adaptive Functioning, Stress Coping, and Self-Determination Outcomes in Young Adults with Autism Spectrum Disorder / T. M. OSWALD 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.1742-1760 Titre : A Pilot Randomized Controlled Trial of the ACCESS Program: A Group Intervention to Improve Social, Adaptive Functioning, Stress Coping, and Self-Determination Outcomes in Young Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : T. M. OSWALD, Auteur ; Breanna WINDER-PATEL, Auteur ; S. RUDER, Auteur ; G. XING, Auteur ; A. STAHMER, Auteur ; M. SOLOMON, Auteur Article en page(s) : p.1742-1760 Langues : Anglais (eng) Mots-clés : Adults  Autism Spectrum Disorder  CBT for Anxiety  Randomized controlled trial  Self-determination  Social skills Index. décimale : PER Périodiques Résumé : The purpose of this pilot randomized controlled trial was to investigate the acceptability and efficacy of the Acquiring Career, Coping, Executive control, Social Skills (ACCESS) Program, a group intervention tailored for young adults with autism spectrum disorder (ASD) to enhance critical skills and beliefs that promote adult functioning, including social and adaptive skills, self-determination skills, and coping self-efficacy. Forty-four adults with ASD (ages 18-38; 13 females) and their caregivers were randomly assigned to treatment or waitlist control. Compared to controls, adults in treatment significantly improved in adaptive and self-determination skills, per caregiver report, and self-reported greater belief in their ability to access social support to cope with stressors. Results provide evidence for the acceptability and efficacy of the ACCESS Program. En ligne : http://dx.doi.org/10.1007/s10803-017-3421-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355 [article] A Pilot Randomized Controlled Trial of the ACCESS Program: A Group Intervention to Improve Social, Adaptive Functioning, Stress Coping, and Self-Determination Outcomes in Young Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / T. M. OSWALD, Auteur ; Breanna WINDER-PATEL, Auteur ; S. RUDER, Auteur ; G. XING, Auteur ; A. STAHMER, Auteur ; M. SOLOMON, Auteur . - p.1742-1760. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1742-1760 Mots-clés : Adults  Autism Spectrum Disorder  CBT for Anxiety  Randomized controlled trial  Self-determination  Social skills Index. décimale : PER Périodiques Résumé : The purpose of this pilot randomized controlled trial was to investigate the acceptability and efficacy of the Acquiring Career, Coping, Executive control, Social Skills (ACCESS) Program, a group intervention tailored for young adults with autism spectrum disorder (ASD) to enhance critical skills and beliefs that promote adult functioning, including social and adaptive skills, self-determination skills, and coping self-efficacy. Forty-four adults with ASD (ages 18-38; 13 females) and their caregivers were randomly assigned to treatment or waitlist control. Compared to controls, adults in treatment significantly improved in adaptive and self-determination skills, per caregiver report, and self-reported greater belief in their ability to access social support to cope with stressors. Results provide evidence for the acceptability and efficacy of the ACCESS Program. En ligne : http://dx.doi.org/10.1007/s10803-017-3421-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355

Publishing standards for promoting excellence in autism research / Sue FLETCHER-WATSON in Autism, 25-6 (August 2021)  

Public ISBD [article]  inAutism > 25-6 (August 2021) . - p.1501-1504 Titre : Publishing standards for promoting excellence in autism research Type de document : Texte imprimé et/ou numérique Auteurs : Sue FLETCHER-WATSON, Auteur ; Sven BÖLTE, Auteur ; C. J. CROMPTON, Auteur ; D. JONES, Auteur ; Meng-Chuan LAI, Auteur ; W. MANDY, Auteur ; L. PELLICANO, Auteur ; A. STAHMER, Auteur ; Julie LOUNDS TAYLOR, Auteur ; D. MANDELL, Auteur Article en page(s) : p.1501-1504 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  Publishing  Quality Improvement Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211019830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Publishing standards for promoting excellence in autism research [Texte imprimé et/ou numérique] / Sue FLETCHER-WATSON, Auteur ; Sven BÖLTE, Auteur ; C. J. CROMPTON, Auteur ; D. JONES, Auteur ; Meng-Chuan LAI, Auteur ; W. MANDY, Auteur ; L. PELLICANO, Auteur ; A. STAHMER, Auteur ; Julie LOUNDS TAYLOR, Auteur ; D. MANDELL, Auteur . - p.1501-1504. Langues : Anglais (eng) in Autism > 25-6 (August 2021) . - p.1501-1504 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  Publishing  Quality Improvement Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211019830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

The current illusion of educational inclusion / L. PELLICANO in Autism, 22-4 (May 2018)  

Public ISBD [article]  inAutism > 22-4 (May 2018) . - p.386-387 Titre : The current illusion of educational inclusion Type de document : Texte imprimé et/ou numérique Auteurs : L. PELLICANO, Auteur ; Sven BÖLTE, Auteur ; A. STAHMER, Auteur Article en page(s) : p.386-387 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361318766166 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=361 [article] The current illusion of educational inclusion [Texte imprimé et/ou numérique] / L. PELLICANO, Auteur ; Sven BÖLTE, Auteur ; A. STAHMER, Auteur . - p.386-387. Langues : Anglais (eng) in Autism > 22-4 (May 2018) . - p.386-387 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361318766166 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=361

The first five minutes: Initial impressions during autism spectrum disorder diagnostic evaluations in young children / A. T. WIECKOWSKI in Autism Research, 14-9 (September 2021)  

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