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

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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1988-2006 Titre : Writing Interventions for Individuals with Autism Spectrum Disorder: A Research Synthesis Type de document : Texte imprimé et/ou numérique Auteurs : Amy L. ACCARDO, Auteur ; Elizabeth G. FINNEGAN, Auteur ; S. Jay KUDER, Auteur ; Estyr M. BOMGARDNER, Auteur Article en page(s) : p.1988-2006 Langues : Anglais (eng) Mots-clés : Autism  Autism spectrum disorder  Instruction  Research synthesis  Writing Index. décimale : PER Périodiques Résumé : Building on previous research in the area of written expression for individuals with ASD a research synthesis was conducted to identify (1) writing interventions that have been studied and their effect in improving writing skills of individuals with ASD, (2) intervention features that influence the writing skills of learners with ASD, and (3) the quality of the research. A total of 62 participants were represented across the 24 single case design studies meeting inclusion criteria. Nine interventions emerged with a majority focused on self-regulated strategy development. Effective interventions (PND above 70%) are reported, along with the emergent feature of "packages" using co-occurring combinations of visual, motivational, choice, technology, behavioral, peer, auditory, and tactile supports in conjunction with writing interventions. En ligne : http://dx.doi.org/10.1007/s10803-019-03955-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 [article] Writing Interventions for Individuals with Autism Spectrum Disorder: A Research Synthesis [Texte imprimé et/ou numérique] / Amy L. ACCARDO, Auteur ; Elizabeth G. FINNEGAN, Auteur ; S. Jay KUDER, Auteur ; Estyr M. BOMGARDNER, Auteur . - p.1988-2006. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1988-2006 Mots-clés : Autism  Autism spectrum disorder  Instruction  Research synthesis  Writing Index. décimale : PER Périodiques Résumé : Building on previous research in the area of written expression for individuals with ASD a research synthesis was conducted to identify (1) writing interventions that have been studied and their effect in improving writing skills of individuals with ASD, (2) intervention features that influence the writing skills of learners with ASD, and (3) the quality of the research. A total of 62 participants were represented across the 24 single case design studies meeting inclusion criteria. Nine interventions emerged with a majority focused on self-regulated strategy development. Effective interventions (PND above 70%) are reported, along with the emergent feature of "packages" using co-occurring combinations of visual, motivational, choice, technology, behavioral, peer, auditory, and tactile supports in conjunction with writing interventions. En ligne : http://dx.doi.org/10.1007/s10803-019-03955-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425

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