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 ; Kimberly BEAN, Auteur ; Barbara COOK, Auteur ; Ann GILLIES, Auteur ; Rebecca EDGINGTON, Auteur ; S. Jay 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 ; Kimberly BEAN, Auteur ; Barbara COOK, Auteur ; Ann GILLIES, Auteur ; Rebecca EDGINGTON, Auteur ; S. Jay 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

Transdisciplinary Approach Practicum for Speech-Language Pathology and Special Education Graduate Students / Deborah WEISS in Journal of Autism and Developmental Disorders, 50-10 (October 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3661-3678 Titre : Transdisciplinary Approach Practicum for Speech-Language Pathology and Special Education Graduate Students Type de document : texte imprimé Auteurs : Deborah WEISS, Auteur ; Barbara COOK, Auteur ; Ruth EREN, Auteur Article en page(s) : p.3661-3678 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Collaborative teaming  Implementation science  Interprofessional collaboration  Special education  Speech-language pathology  Transdisciplinary Index. décimale : PER Périodiques Résumé : Speech-language pathology and special education graduate student teams participated in an intensive summer practicum for social communication skills with children with autism spectrum disorders, utilizing a transdisciplinary approach that aligned to the frameworks utilized for implementation science. Questionnaires measuring transdisciplinary approach knowledge and comfort level were administered pre/post-practicum. Results of the questionnaires, written daily team reflections, course evaluations, and a focus group interview indicated an increase in all measures, including an increased knowledge of TA, increased understanding and comfort level with the other discipline, and a higher level of confidence and openness in working collaboratively utilizing a transdisciplinary approach. En ligne : http://dx.doi.org/10.1007/s10803-020-04413-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Transdisciplinary Approach Practicum for Speech-Language Pathology and Special Education Graduate Students [texte imprimé] / Deborah WEISS, Auteur ; Barbara COOK, Auteur ; Ruth EREN, Auteur . - p.3661-3678. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3661-3678 Mots-clés : Autism spectrum disorder  Collaborative teaming  Implementation science  Interprofessional collaboration  Special education  Speech-language pathology  Transdisciplinary Index. décimale : PER Périodiques Résumé : Speech-language pathology and special education graduate student teams participated in an intensive summer practicum for social communication skills with children with autism spectrum disorders, utilizing a transdisciplinary approach that aligned to the frameworks utilized for implementation science. Questionnaires measuring transdisciplinary approach knowledge and comfort level were administered pre/post-practicum. Results of the questionnaires, written daily team reflections, course evaluations, and a focus group interview indicated an increase in all measures, including an increased knowledge of TA, increased understanding and comfort level with the other discipline, and a higher level of confidence and openness in working collaboratively utilizing a transdisciplinary approach. En ligne : http://dx.doi.org/10.1007/s10803-020-04413-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

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