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 et/ou numérique 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 et/ou numérique] / 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

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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.722-731 Titre : What Works for College Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : S. J. KUDER, Auteur ; Amy L. ACCARDO, Auteur Année de publication : 2018 Article en page(s) : p.722-731 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  College  Intervention Index. décimale : PER Périodiques Résumé : This article reports the results of a systematic review of the emerging research on programs and services designed to meet the needs of students with ASD. For the purposes of this review, only articles that included data on program outcomes were included. A total of eight studies that met this criterion were identified. These studies included three that examined the effects of cognitive-behavioral interventions, three that reported the results of methods to enhance social communication skills, one study of a transition to college program, and one evaluation of a variety of widely used accommodations. This review identifies methods that have been found to be effective supporting students with ASD in higher education settings as well as needs for future research. En ligne : https://doi.org/10.1007/s10803-017-3434-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] What Works for College Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / S. J. KUDER, Auteur ; Amy L. ACCARDO, Auteur . - 2018 . - p.722-731. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.722-731 Mots-clés : Autism spectrum disorder  College  Intervention Index. décimale : PER Périodiques Résumé : This article reports the results of a systematic review of the emerging research on programs and services designed to meet the needs of students with ASD. For the purposes of this review, only articles that included data on program outcomes were included. A total of eight studies that met this criterion were identified. These studies included three that examined the effects of cognitive-behavioral interventions, three that reported the results of methods to enhance social communication skills, one study of a transition to college program, and one evaluation of a variety of widely used accommodations. This review identifies methods that have been found to be effective supporting students with ASD in higher education settings as well as needs for future research. En ligne : https://doi.org/10.1007/s10803-017-3434-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

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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