Accommodations and support services preferred by college students with autism spectrum disorder / Amy L. ACCARDO in Autism, 23-3 (April 2019)  

Public ISBD [article]  inAutism > 23-3 (April 2019) . - p.574-583 Titre : Accommodations and support services preferred by college students with autism spectrum disorder Type de document : texte imprimé Auteurs : Amy L. ACCARDO, Auteur ; S. J. KUDER, Auteur ; J. WOODRUFF, Auteur Article en page(s) : p.574-583 Langues : Anglais (eng) Mots-clés : accommodations  autism spectrum disorders  college  education services  transition Index. décimale : PER Périodiques Résumé : This 2-year study investigated the accommodations and support services preferred by college students with autism spectrum disorder using sequential mixed methods non-experimental survey and semi-structured follow-up interviews. Students with autism spectrum disorder reported using both academic and non-academic supports with frequency (e.g. extended time on exams, transition program), using academic supports in line with other disability populations, and using non-academic supports connecting them one-to-one with a faculty member or coach as preferred (e.g. academic coach, counselor, faculty mentor). Findings suggest a need for university disability service centers, counseling services, and faculty to work together to develop systematic support systems for college students with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318760490 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392 [article] Accommodations and support services preferred by college students with autism spectrum disorder [texte imprimé] / Amy L. ACCARDO, Auteur ; S. J. KUDER, Auteur ; J. WOODRUFF, Auteur . - p.574-583. Langues : Anglais (eng) in Autism > 23-3 (April 2019) . - p.574-583 Mots-clés : accommodations  autism spectrum disorders  college  education services  transition Index. décimale : PER Périodiques Résumé : This 2-year study investigated the accommodations and support services preferred by college students with autism spectrum disorder using sequential mixed methods non-experimental survey and semi-structured follow-up interviews. Students with autism spectrum disorder reported using both academic and non-academic supports with frequency (e.g. extended time on exams, transition program), using academic supports in line with other disability populations, and using non-academic supports connecting them one-to-one with a faculty member or coach as preferred (e.g. academic coach, counselor, faculty mentor). Findings suggest a need for university disability service centers, counseling services, and faculty to work together to develop systematic support systems for college students with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318760490 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392

Bullying Victimization is Associated with Heightened Rates of Anxiety and Depression Among Autistic and ADHD Youth: National Survey of Children’s Health 2016–2020 / Amy L. ACCARDO in Journal of Autism and Developmental Disorders, 55-10 (October 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-10 (October 2025) . - p.3605-3621 Titre : Bullying Victimization is Associated with Heightened Rates of Anxiety and Depression Among Autistic and ADHD Youth: National Survey of Children’s Health 2016–2020 Type de document : texte imprimé Auteurs : Amy L. ACCARDO, Auteur ; Leslie C. NEELY, Auteur ; Nancy M. H. PONTES, Auteur ; Manuel C. F. PONTES, Auteur Article en page(s) : p.3605-3621 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autistic youth and youth with ADHD have heightened rates of bullying victimization, anxiety, and depression. The purpose of this research is to use nationally representative US data to 1) estimate the prevalence of anxiety and depression among bullied neurodivergent youth and 2) investigate whether the association between bullying victimization and anxiety or depression is significantly greater among autistic youth and youth with ADHD. For this research, we used five years of data (2016–2020) from the nationally representative National Survey of Children’s Health (NSCH), youth ages 12–17 years (n = 71,973). Data were analyzed with R and the R survey package to estimate average marginal percentages, risk differences, and additive interactions as recommended by STROBE guidelines. The study identified heightened anxiety and depression among bullied autistic or ADHD youth. Results also showed that the increase in the rate of anxiety or depression associated with bullying victimization was significantly greater among autistic youth and youth with ADHD relative to non-autistic non-ADHD youth; interactions were significant among both male and female youth. Autistic youth, youth with ADHD, and youth with co-occurring autism and ADHD are particularly vulnerable to bullying victimization and associated depression and anxiety. Future research is needed to understand why the association between bullying victimization and depression/anxiety is significantly greater among autistic and non-autistic ADHD youth. Recommendations include exploring school-wide anti-stigma initiatives to stop the reciprocal bullying–anxiety/depression cycle, routine bullying and mental health screening of autistic and ADHD youth, and clinical management of bullied autistic and ADHD youth with anxiety or depression. En ligne : https://doi.org/10.1007/s10803-024-06479-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568 [article] Bullying Victimization is Associated with Heightened Rates of Anxiety and Depression Among Autistic and ADHD Youth: National Survey of Children’s Health 2016–2020 [texte imprimé] / Amy L. ACCARDO, Auteur ; Leslie C. NEELY, Auteur ; Nancy M. H. PONTES, Auteur ; Manuel C. F. PONTES, Auteur . - p.3605-3621. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-10 (October 2025) . - p.3605-3621 Index. décimale : PER Périodiques Résumé : Autistic youth and youth with ADHD have heightened rates of bullying victimization, anxiety, and depression. The purpose of this research is to use nationally representative US data to 1) estimate the prevalence of anxiety and depression among bullied neurodivergent youth and 2) investigate whether the association between bullying victimization and anxiety or depression is significantly greater among autistic youth and youth with ADHD. For this research, we used five years of data (2016–2020) from the nationally representative National Survey of Children’s Health (NSCH), youth ages 12–17 years (n = 71,973). Data were analyzed with R and the R survey package to estimate average marginal percentages, risk differences, and additive interactions as recommended by STROBE guidelines. The study identified heightened anxiety and depression among bullied autistic or ADHD youth. Results also showed that the increase in the rate of anxiety or depression associated with bullying victimization was significantly greater among autistic youth and youth with ADHD relative to non-autistic non-ADHD youth; interactions were significant among both male and female youth. Autistic youth, youth with ADHD, and youth with co-occurring autism and ADHD are particularly vulnerable to bullying victimization and associated depression and anxiety. Future research is needed to understand why the association between bullying victimization and depression/anxiety is significantly greater among autistic and non-autistic ADHD youth. Recommendations include exploring school-wide anti-stigma initiatives to stop the reciprocal bullying–anxiety/depression cycle, routine bullying and mental health screening of autistic and ADHD youth, and clinical management of bullied autistic and ADHD youth with anxiety or depression. En ligne : https://doi.org/10.1007/s10803-024-06479-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568

College Access, Success and Equity for Students on the Autism Spectrum / Amy L. ACCARDO in Journal of Autism and Developmental Disorders, 49-12 (December 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4877-4890 Titre : College Access, Success and Equity for Students on the Autism Spectrum Type de document : texte imprimé Auteurs : Amy L. ACCARDO, Auteur ; K. BEAN, Auteur ; B. COOK, Auteur ; A. GILLIES, Auteur ; R. EDGINGTON, Auteur ; S. J. KUDER, Auteur ; Estyr M. BOMGARDNER, Auteur Article en page(s) : p.4877-4890 Langues : Anglais (eng) Mots-clés : Accommodations  Autism spectrum disorder  College  Mental health  University Index. décimale : PER Périodiques Résumé : College may be considered a gateway to success, yet access to college is limited for young adults with autism. Given the research recommendations to elicit student experiences and to communicate among universities to improve college access, success, and equity, the present study examined the questions: What factors are perceived as pathways to success or barriers to success by college students on the autism spectrum? What university provided accommodations and/or support services do they prefer? Participants from four universities completed surveys and semi-structured interviews. Findings from the multi-university study suggest the need to provide transition planning and systematic non-academic social and emotional supports from the start of the college experience as well as specific training for faculty, staff, and peers. En ligne : http://dx.doi.org/10.1007/s10803-019-04205-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411 [article] College Access, Success and Equity for Students on the Autism Spectrum [texte imprimé] / Amy L. ACCARDO, Auteur ; K. BEAN, Auteur ; B. COOK, Auteur ; A. GILLIES, Auteur ; R. EDGINGTON, Auteur ; S. J. KUDER, Auteur ; Estyr M. BOMGARDNER, Auteur . - p.4877-4890. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4877-4890 Mots-clés : Accommodations  Autism spectrum disorder  College  Mental health  University Index. décimale : PER Périodiques Résumé : College may be considered a gateway to success, yet access to college is limited for young adults with autism. Given the research recommendations to elicit student experiences and to communicate among universities to improve college access, success, and equity, the present study examined the questions: What factors are perceived as pathways to success or barriers to success by college students on the autism spectrum? What university provided accommodations and/or support services do they prefer? Participants from four universities completed surveys and semi-structured interviews. Findings from the multi-university study suggest the need to provide transition planning and systematic non-academic social and emotional supports from the start of the college experience as well as specific training for faculty, staff, and peers. En ligne : http://dx.doi.org/10.1007/s10803-019-04205-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411

Greater Physical Activity is Associated with Lower Rates of Anxiety and Depression Among Autistic and ADHD Youth: National Survey of Children?s Health 2016-2020 / Amy L. ACCARDO in Journal of Autism and Developmental Disorders, 54-11 (November)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-11 (November) . - p.4006-4018 Titre : Greater Physical Activity is Associated with Lower Rates of Anxiety and Depression Among Autistic and ADHD Youth: National Survey of Children?s Health 2016-2020 Type de document : texte imprimé Auteurs : Amy L. ACCARDO, Auteur ; Nancy M. H. PONTES, Auteur ; Manuel C. F. PONTES, Auteur Article en page(s) : p.4006-4018 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Data from the National Survey of Children s Health 2016-2020 was used to examine the association between physical activity and anxiety and depression among autistic youth, non-autistic youth with ADHD, and non-autistic non-ADHD youth. There was a significant negative association between physical activity and anxiety among all groups. Reduction in anxiety or depression associated with greater physical activity was at least as large or larger among autistic or nonautistic youth with ADHD than among non-autistic non-ADHD youth. Unfortunately, even autistic youth who were physically active 4 to 7 days a week showed very high rates of anxiety (54.5%) and depression (23.1%). Very high levels of dual diagnosis of anxiety and depression in autistic youth and youth with ADHD also emerged. Findings highlight a need to determine the cause-and-effect relationships among physical activity, anxiety, and depression across groups and to prioritize mental health screenings and support for autistic youth and youth with ADHD. En ligne : https://doi.org/10.1007/s10803-023-06117-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Greater Physical Activity is Associated with Lower Rates of Anxiety and Depression Among Autistic and ADHD Youth: National Survey of Children?s Health 2016-2020 [texte imprimé] / Amy L. ACCARDO, Auteur ; Nancy M. H. PONTES, Auteur ; Manuel C. F. PONTES, Auteur . - p.4006-4018. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-11 (November) . - p.4006-4018 Index. décimale : PER Périodiques Résumé : Data from the National Survey of Children s Health 2016-2020 was used to examine the association between physical activity and anxiety and depression among autistic youth, non-autistic youth with ADHD, and non-autistic non-ADHD youth. There was a significant negative association between physical activity and anxiety among all groups. Reduction in anxiety or depression associated with greater physical activity was at least as large or larger among autistic or nonautistic youth with ADHD than among non-autistic non-ADHD youth. Unfortunately, even autistic youth who were physically active 4 to 7 days a week showed very high rates of anxiety (54.5%) and depression (23.1%). Very high levels of dual diagnosis of anxiety and depression in autistic youth and youth with ADHD also emerged. Findings highlight a need to determine the cause-and-effect relationships among physical activity, anxiety, and depression across groups and to prioritize mental health screenings and support for autistic youth and youth with ADHD. En ligne : https://doi.org/10.1007/s10803-023-06117-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices / Amy L. ACCARDO in Autism, 23-1 (January 2019)  

Public ISBD [article]  inAutism > 23-1 (January 2019) . - p.236-246 Titre : Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices Type de document : texte imprimé Auteurs : Amy L. ACCARDO, Auteur ; E. G. FINNEGAN, Auteur Article en page(s) : p.236-246 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  cognition (attention, learning, memory)  communication and language  education services  school-age children  self-efficacy  integration strategy  question generation  students  children  instruction  education  intervention  individuals  literacy  Psychology Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder have been found to experience difficulty with reading comprehension despite intact decoding and word recognition. This identified need for targeted reading comprehension remediation results in a need for teachers to utilize research-based practices and to individualize instruction for students with autism spectrum disorder; however, teachers report a lack of access to such practices. This study utilized survey methodology to gather perceptions and experiences of teachers and to compare teacher preparedness to use effective instructional practices emerging from the extant research to teacher-reported effective practices in the classroom. Study findings, based on 112 participants, reveal a discrepancy between teacher-reported effective practices, and the practices identified as effective through research, indicating a research to practice gap. Implications for practice include professional development recommendations, and the need for increased communication between researchers and teachers. En ligne : http://dx.doi.org/10.1177/1362361317730744 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices [texte imprimé] / Amy L. ACCARDO, Auteur ; E. G. FINNEGAN, Auteur . - p.236-246. Langues : Anglais (eng) in Autism > 23-1 (January 2019) . - p.236-246 Mots-clés : autism spectrum disorders  cognition (attention, learning, memory)  communication and language  education services  school-age children  self-efficacy  integration strategy  question generation  students  children  instruction  education  intervention  individuals  literacy  Psychology Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder have been found to experience difficulty with reading comprehension despite intact decoding and word recognition. This identified need for targeted reading comprehension remediation results in a need for teachers to utilize research-based practices and to individualize instruction for students with autism spectrum disorder; however, teachers report a lack of access to such practices. This study utilized survey methodology to gather perceptions and experiences of teachers and to compare teacher preparedness to use effective instructional practices emerging from the extant research to teacher-reported effective practices in the classroom. Study findings, based on 112 participants, reveal a discrepancy between teacher-reported effective practices, and the practices identified as effective through research, indicating a research to practice gap. Implications for practice include professional development recommendations, and the need for increased communication between researchers and teachers. En ligne : http://dx.doi.org/10.1177/1362361317730744 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

What Works for College Students with Autism Spectrum Disorder / S. J. KUDER in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

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Writing Interventions for Individuals with Autism Spectrum Disorder: A Research Synthesis / Amy L. ACCARDO in Journal of Autism and Developmental Disorders, 50-6 (June 2020)  

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Written Expression in Individuals with Autism Spectrum Disorder: A Meta-Analysis / E. FINNEGAN in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

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