A cross-sectional descriptive analysis of portrayal of autism spectrum disorders in YouTube videos: A short report / Monica L. BELLON-HARN in Autism, 24-1 (January 2020)  

Public ISBD [article]  inAutism > 24-1 (January 2020) . - p.263-268 Titre : A cross-sectional descriptive analysis of portrayal of autism spectrum disorders in YouTube videos: A short report Type de document : texte imprimé Auteurs : Monica L. BELLON-HARN, Auteur ; Vinaya MANCHAIAH, Auteur ; Lekeitha R. MORRIS, Auteur Article en page(s) : p.263-268 Langues : Anglais (eng) Mots-clés : YouTube  autism spectrum disorders  communication disorders  health information  health management Index. décimale : PER Périodiques Résumé : Professionals have expressed concerns about the quality of autism-related information available from Internet-based sources. The purpose of this study was to examine the source, content, usability, and actionability of autism spectrum disorder-related information contained in 100 different videos directed to families of children with autism spectrum disorder uploaded to YouTube. Upload sources were identified, and video content was coded. Understandability and actionability of the videos were examined using Patient Education Materials Assessment Tool for Audiovisual Materials. The collective number of views of the videos was almost 100 million. The length of videos was 691.17 min (i.e. 11.5 h) with the shortest video being 30 s and the longest video being 37.36 min. The YouTube videos related to autism spectrum disorder covered a range of issues, although much of the content was focused on signs and symptoms. No difference in content reporting was noted based on sources for most categories, although differences were noted in some categories (e.g. professionals mentioned diagnosis and resources more frequently). Poor understandability and actionability scores (i.e. below 70%) were reported for all videos regardless of video source. However, the videos generated by the professionals were superior in terms of understandability. Study implications and recommendations for further research are discussed. En ligne : http://dx.doi.org/10.1177/1362361319864222 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] A cross-sectional descriptive analysis of portrayal of autism spectrum disorders in YouTube videos: A short report [texte imprimé] / Monica L. BELLON-HARN, Auteur ; Vinaya MANCHAIAH, Auteur ; Lekeitha R. MORRIS, Auteur . - p.263-268. Langues : Anglais (eng) in Autism > 24-1 (January 2020) . - p.263-268 Mots-clés : YouTube  autism spectrum disorders  communication disorders  health information  health management Index. décimale : PER Périodiques Résumé : Professionals have expressed concerns about the quality of autism-related information available from Internet-based sources. The purpose of this study was to examine the source, content, usability, and actionability of autism spectrum disorder-related information contained in 100 different videos directed to families of children with autism spectrum disorder uploaded to YouTube. Upload sources were identified, and video content was coded. Understandability and actionability of the videos were examined using Patient Education Materials Assessment Tool for Audiovisual Materials. The collective number of views of the videos was almost 100 million. The length of videos was 691.17 min (i.e. 11.5 h) with the shortest video being 30 s and the longest video being 37.36 min. The YouTube videos related to autism spectrum disorder covered a range of issues, although much of the content was focused on signs and symptoms. No difference in content reporting was noted based on sources for most categories, although differences were noted in some categories (e.g. professionals mentioned diagnosis and resources more frequently). Poor understandability and actionability scores (i.e. below 70%) were reported for all videos regardless of video source. However, the videos generated by the professionals were superior in terms of understandability. Study implications and recommendations for further research are discussed. En ligne : http://dx.doi.org/10.1177/1362361319864222 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Scaffolding Strategies During Repeated Storybook Reading / Monica L. BELLON-HARN in Focus on Autism and Other Developmental Disabilities, 23-2 (June 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.112-124 Titre : Scaffolding Strategies During Repeated Storybook Reading Type de document : texte imprimé Auteurs : Monica L. BELLON-HARN, Auteur ; William E. HARN, Auteur Année de publication : 2008 Article en page(s) : p.112-124 Langues : Anglais (eng) Mots-clés : voice-output-aids communication language-intervention speech—language-pathology repeated-storybook-reading Index. décimale : PER Périodiques Résumé : Adult scaffolding during repeated storybook reading was developed for children who use speech as their primary expressive modality, but through the use of augmentative and alternative communication, it has been extended to children who do not have functional, intelligible speech. Scaffolding strategies during repeated storybook reading and during repeated storybook reading plus augmentative and alternative communication were compared for a child with severe speech and language impairments. Although the overall number of utterances was greater during the augmentative and alternative communication condition, increases in phonological complexity occurred in both contexts because of adult scaffolding. Mean length of utterance, child initiations, correct responses to wh-questions, off-topic utterances, and repetition of adult models did not differ between the two conditions. Clinical implications are discussed. En ligne : http://dx.doi.org/10.1177/1088357608316606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Scaffolding Strategies During Repeated Storybook Reading [texte imprimé] / Monica L. BELLON-HARN, Auteur ; William E. HARN, Auteur . - 2008 . - p.112-124. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.112-124 Mots-clés : voice-output-aids communication language-intervention speech—language-pathology repeated-storybook-reading Index. décimale : PER Périodiques Résumé : Adult scaffolding during repeated storybook reading was developed for children who use speech as their primary expressive modality, but through the use of augmentative and alternative communication, it has been extended to children who do not have functional, intelligible speech. Scaffolding strategies during repeated storybook reading and during repeated storybook reading plus augmentative and alternative communication were compared for a child with severe speech and language impairments. Although the overall number of utterances was greater during the augmentative and alternative communication condition, increases in phonological complexity occurred in both contexts because of adult scaffolding. Mean length of utterance, child initiations, correct responses to wh-questions, off-topic utterances, and repetition of adult models did not differ between the two conditions. Clinical implications are discussed. En ligne : http://dx.doi.org/10.1177/1088357608316606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Social Isolation or Autistic Homophily: An Exploration of the Social Networks of Autistic College Students / George W. WOLFORD in Autism, 30-6 (June 2026)  

Public ISBD [article]  inAutism > 30-6 (June 2026) . - p.1504-1518 Titre : Social Isolation or Autistic Homophily: An Exploration of the Social Networks of Autistic College Students Type de document : texte imprimé Auteurs : George W. WOLFORD, Auteur ; Gabriel VARELA, Auteur ; Robert E. FREELAND, Auteur ; Monica L. BELLON-HARN, Auteur Article en page(s) : p.1504-1518 Langues : Anglais (eng) Mots-clés : adults  friendship  network models  social interactions Index. décimale : PER Périodiques Résumé : Our understanding of autistic socialization using social network analysis has focused on autistic children and understanding support systems. The purpose of this study is to examine autistic friendship networks in adulthood without focusing on support systems. We broadly recruited autistic and nonautistic college students (n = 592 students). Students provided ego-network information, including demographics, satisfaction with their social relationships, and perceptions of their friends (e.g. perceived neurotype and demographics). Autistic college students reported similar network structure metrics (e.g. density, number of friends) as nonautistic college students. Participants of all neurotypes reported similar friendship closeness, social satisfaction, and close mixed-neurotype friendships. However, on average, autistic college students had a higher proportion of autistic and neurodivergent friends than nonautistic college students. To a lesser extent, nonautistic students reported a greater preference for neurotypical friendships. These quantitative results suggest that autistic college students prefer building friendships with other autistic or neurodivergent peers (i.e. autistic or neurodivergent homophily). This preference suggests that authentically autistic (social) spaces and the availability of neurodivergent peers would be beneficial for autistic college students. Overall, these findings contradict the pathologizing “lack of interest in friendships” narrative surrounding autism.Lay Abstract Past research on autistic friendships has either recruited children or has focused on support services. We were interested in autistic adults who might not be enrolled in support services. So, we asked college students to fill out an interview form that included information about their traits and the traits of their friends. Based on answers to questions, participants were considered not autistic (n = 325), not sure but possibly autistic (n = 166), autistic-self-identified but not diagnosed (n = 67), or autistic-diagnosed (n = 34). Overall, all the groups reported similar degrees of social satisfaction (e.g. quality of friendships). On average, the two autistic groups had the most autistic friends and the fewest neurotypical friends. The “not-autistic” group had fewer autistic friends but the most neurotypical friends. However, all groups reported close “cross-neurotype” friendships (e.g. “not-autistic” people being close friends with autistic people). We concluded that autistic college students probably like friendships with other autistic or neurodivergent people, though college students build friendships with all neurotypes.These findings contradict stereotypes about autistic people preferring to be isolated. This study shows that autistic college students do build close friendships with others. It is important to note that we focused on autistic college students rather than all autistic people. We do not know if these findings apply to other groups of autistic individuals. We also relied on what people told us. It is possible that what people are reporting about their friends is not the same thing their friends would say. En ligne : https://dx.doi.org/10.1177/13623613261435994 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586 [article] Social Isolation or Autistic Homophily: An Exploration of the Social Networks of Autistic College Students [texte imprimé] / George W. WOLFORD, Auteur ; Gabriel VARELA, Auteur ; Robert E. FREELAND, Auteur ; Monica L. BELLON-HARN, Auteur . - p.1504-1518. Langues : Anglais (eng) in Autism > 30-6 (June 2026) . - p.1504-1518 Mots-clés : adults  friendship  network models  social interactions Index. décimale : PER Périodiques Résumé : Our understanding of autistic socialization using social network analysis has focused on autistic children and understanding support systems. The purpose of this study is to examine autistic friendship networks in adulthood without focusing on support systems. We broadly recruited autistic and nonautistic college students (n = 592 students). Students provided ego-network information, including demographics, satisfaction with their social relationships, and perceptions of their friends (e.g. perceived neurotype and demographics). Autistic college students reported similar network structure metrics (e.g. density, number of friends) as nonautistic college students. Participants of all neurotypes reported similar friendship closeness, social satisfaction, and close mixed-neurotype friendships. However, on average, autistic college students had a higher proportion of autistic and neurodivergent friends than nonautistic college students. To a lesser extent, nonautistic students reported a greater preference for neurotypical friendships. These quantitative results suggest that autistic college students prefer building friendships with other autistic or neurodivergent peers (i.e. autistic or neurodivergent homophily). This preference suggests that authentically autistic (social) spaces and the availability of neurodivergent peers would be beneficial for autistic college students. Overall, these findings contradict the pathologizing “lack of interest in friendships” narrative surrounding autism.Lay Abstract Past research on autistic friendships has either recruited children or has focused on support services. We were interested in autistic adults who might not be enrolled in support services. So, we asked college students to fill out an interview form that included information about their traits and the traits of their friends. Based on answers to questions, participants were considered not autistic (n = 325), not sure but possibly autistic (n = 166), autistic-self-identified but not diagnosed (n = 67), or autistic-diagnosed (n = 34). Overall, all the groups reported similar degrees of social satisfaction (e.g. quality of friendships). On average, the two autistic groups had the most autistic friends and the fewest neurotypical friends. The “not-autistic” group had fewer autistic friends but the most neurotypical friends. However, all groups reported close “cross-neurotype” friendships (e.g. “not-autistic” people being close friends with autistic people). We concluded that autistic college students probably like friendships with other autistic or neurodivergent people, though college students build friendships with all neurotypes.These findings contradict stereotypes about autistic people preferring to be isolated. This study shows that autistic college students do build close friendships with others. It is important to note that we focused on autistic college students rather than all autistic people. We do not know if these findings apply to other groups of autistic individuals. We also relied on what people told us. It is possible that what people are reporting about their friends is not the same thing their friends would say. En ligne : https://dx.doi.org/10.1177/13623613261435994 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586

Twitter usage about autism spectrum disorder / Monica L. BELLON-HARN in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1805-1816 Titre : Twitter usage about autism spectrum disorder Type de document : texte imprimé Auteurs : Monica L. BELLON-HARN, Auteur ; Jianyuan NI, Auteur ; Vinaya MANCHAIAH, Auteur Article en page(s) : p.1805-1816 Langues : Anglais (eng) Mots-clés : *Twitter  *health information  *technology Index. décimale : PER Périodiques Résumé : Stakeholders within autism spectrum disorder communities use Twitter for specific purposes. The goal of this study was to characterize patterns and themes of tweet content and sentiment and intercommunications between users sending and retweeting content to their respective user networks. The study used cross-sectional analysis of data generated from Twitter. Twitter content, sentiment, users, and community networks were examined from a sample of tweets with the highest Twitter reach and the lowest Twitter reach. Results indicate that Twitter content from both samples was primarily related to empowerment and support. Differences between the number of tweets originating from an individual in the lowest reach sample (i.e. 41%) as compared to the individuals in the highest reach sample (i.e. 18%) were noted. The number of users belonging to an advocacy subcommunity was substantially larger than a clinical and research subcommunity. Results provide insight into the presuppositions of individuals with autism spectrum disorder, their families and significant others, and other stakeholders. En ligne : http://dx.doi.org/10.1177/1362361320923173 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Twitter usage about autism spectrum disorder [texte imprimé] / Monica L. BELLON-HARN, Auteur ; Jianyuan NI, Auteur ; Vinaya MANCHAIAH, Auteur . - p.1805-1816. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1805-1816 Mots-clés : *Twitter  *health information  *technology Index. décimale : PER Périodiques Résumé : Stakeholders within autism spectrum disorder communities use Twitter for specific purposes. The goal of this study was to characterize patterns and themes of tweet content and sentiment and intercommunications between users sending and retweeting content to their respective user networks. The study used cross-sectional analysis of data generated from Twitter. Twitter content, sentiment, users, and community networks were examined from a sample of tweets with the highest Twitter reach and the lowest Twitter reach. Results indicate that Twitter content from both samples was primarily related to empowerment and support. Differences between the number of tweets originating from an individual in the lowest reach sample (i.e. 41%) as compared to the individuals in the highest reach sample (i.e. 18%) were noted. The number of users belonging to an advocacy subcommunity was substantially larger than a clinical and research subcommunity. Results provide insight into the presuppositions of individuals with autism spectrum disorder, their families and significant others, and other stakeholders. En ligne : http://dx.doi.org/10.1177/1362361320923173 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

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