- <Centre d'Information et de documentation du CRA Rhône-Alpes
- CRA
- Informations pratiques
-
Adresse
Centre d'information et de documentation
Horaires
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexLundi au Vendredi
Contact
9h00-12h00 13h30-16h00Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Adresse
Auteur Sandra THOMPSON-HODGETTS
|
Forme retenue (renvoi voir) :
|
Documents disponibles écrits par cet auteur (4)
Faire une suggestion Affiner la rechercheAnti-ableist language is fully compatible with high-quality autism research: Response to Singer et al. (2023) / Heini M. NATRI in Autism Research, 16-4 (April 2023)
Titre : Being able to be myself: Understanding autonomy and autonomy-support from the perspectives of autistic adults with intellectual disabilities Type de document : texte imprimé Auteurs : Heather M. BROWN, Auteur ; Anne BORDEN, Auteur ; Christina DEVLIN, Auteur ; Adam KEDMY, Auteur ; Austin LEE, Auteur ; David B. NICHOLAS, Auteur ; Bethan KINGSLEY, Auteur ; Sandy THOMPSON-HODGETTS, Auteur Article en page(s) : p.3092-3104 Langues : Anglais (eng) Mots-clés : adulthood autism autonomy choice opportunity qualitative self-determination support Index. décimale : PER Périodiques Résumé : Self-determination enhances a person s quality of life and is a fundamental human right. According to self-determination theory, autonomy is one of three basic psychological needs that must be met to experience self-determination. The overarching aim of this exploratory study was to learn about autonomy from the perspective of autistic adults with intellectual disability, including what autonomy meant and how participants wanted to be supported to be autonomous. Participants (n = 8; median age = 24) engaged in a variety of participatory methods (e.g. discussions, arts and crafts, games) during weekly sessions. These sessions took place over 7-16 weeks and were each informed by a guiding question related to autonomy. Artifacts, video or audio recordings from each session, and reflexive journals were thematically analyzed. The results support an overarching meaning of autonomy as being able to be themselves. Participants identified (1) choice and control, (2) communicating their way, and (3) safe environments as important and showed us how they wanted to be supported in each of these three areas. We also identified having autistic facilitators as an overarching strategy. These results provide a foundation for implementing change to enhance autonomy for autistic adults with intellectual disabilities. Lay Abstract Autistic young adults with intellectual disabilities want to be autonomous but are less autonomous than other people. However, they can be autonomous with appropriate support. We wanted to learn how we can support autistic adults with intellectual disabilities to be more autonomous. We designed our study with help from five autistic community partners to make sure the research was relevant to autistic people and would improve their lives. We talked with eight autistic young adults with intellectual disabilities about autonomy. We defined "talk" as verbal language, as well as non-verbal cues such as body language, facial expressions, vocalizations, and laughter. We did art projects and played games while we talked. We met in small groups over multiple sessions. Our participants told us that being autonomous meant being able to be themselves. They told us three main ways to support their autonomy: (1) having choice and control, (2) being able to communicate in their own way, and (3) being in a safe environment. Families, support staff, and caregivers can use this information to help autistic young adults with intellectual disabilities to be autonomous. En ligne : https://dx.doi.org/10.1177/13623613241254432 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543
in Autism > 28-12 (December 2024) . - p.3092-3104[article] Being able to be myself: Understanding autonomy and autonomy-support from the perspectives of autistic adults with intellectual disabilities [texte imprimé] / Heather M. BROWN, Auteur ; Anne BORDEN, Auteur ; Christina DEVLIN, Auteur ; Adam KEDMY, Auteur ; Austin LEE, Auteur ; David B. NICHOLAS, Auteur ; Bethan KINGSLEY, Auteur ; Sandy THOMPSON-HODGETTS, Auteur . - p.3092-3104.
Langues : Anglais (eng)
in Autism > 28-12 (December 2024) . - p.3092-3104
Mots-clés : adulthood autism autonomy choice opportunity qualitative self-determination support Index. décimale : PER Périodiques Résumé : Self-determination enhances a person s quality of life and is a fundamental human right. According to self-determination theory, autonomy is one of three basic psychological needs that must be met to experience self-determination. The overarching aim of this exploratory study was to learn about autonomy from the perspective of autistic adults with intellectual disability, including what autonomy meant and how participants wanted to be supported to be autonomous. Participants (n = 8; median age = 24) engaged in a variety of participatory methods (e.g. discussions, arts and crafts, games) during weekly sessions. These sessions took place over 7-16 weeks and were each informed by a guiding question related to autonomy. Artifacts, video or audio recordings from each session, and reflexive journals were thematically analyzed. The results support an overarching meaning of autonomy as being able to be themselves. Participants identified (1) choice and control, (2) communicating their way, and (3) safe environments as important and showed us how they wanted to be supported in each of these three areas. We also identified having autistic facilitators as an overarching strategy. These results provide a foundation for implementing change to enhance autonomy for autistic adults with intellectual disabilities. Lay Abstract Autistic young adults with intellectual disabilities want to be autonomous but are less autonomous than other people. However, they can be autonomous with appropriate support. We wanted to learn how we can support autistic adults with intellectual disabilities to be more autonomous. We designed our study with help from five autistic community partners to make sure the research was relevant to autistic people and would improve their lives. We talked with eight autistic young adults with intellectual disabilities about autonomy. We defined "talk" as verbal language, as well as non-verbal cues such as body language, facial expressions, vocalizations, and laughter. We did art projects and played games while we talked. We met in small groups over multiple sessions. Our participants told us that being autonomous meant being able to be themselves. They told us three main ways to support their autonomy: (1) having choice and control, (2) being able to communicate in their own way, and (3) being in a safe environment. Families, support staff, and caregivers can use this information to help autistic young adults with intellectual disabilities to be autonomous. En ligne : https://dx.doi.org/10.1177/13623613241254432 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543
Titre : Helpful or harmful? A scoping review of perceptions and outcomes of autism diagnostic disclosure to others Type de document : texte imprimé Auteurs : Sandra THOMPSON-HODGETTS, Auteur ; Chantal LABONTE, Auteur ; Rinita MAZUMDER, Auteur ; Shanon PHELAN, Auteur Article en page(s) : 101598 Langues : Anglais (eng) Mots-clés : Autism Diagnostic disclosure Scoping review Stigma Index. décimale : PER Périodiques Résumé : Background Deciding to disclose a diagnosis of autism to others can be a major decision for people with autism and their families. This scoping review summarizes existing literature related to perceptions and outcomes of disclosing an autism diagnosis to others (e.g., teachers, peers, employers). Methods We conducted a scoping review of scientific literature using Arksey and O’Malley’s (2005) methodological framework. Relevant English language databases and reference lists were searched using terms related to autism, disclosure, and perspective (e.g., attitude, accept*). Studies that focused on disclosure to the person with autism and/or their parents were excluded. Results A total of 37 articles met inclusion criteria, including 14 that presented the perspective of people with ASD, four that presented the perspective of parents/family members, and 20 that presented the perspective of others. Our findings highlight disconnect in perspectives between others (primarily evaluated through vignettes) and persons with autism (primarily elicited through qualitative interviews). Others perceive that disclosure has positive effects on social acceptance and perceptions of disability for people with autism, especially when explanatory information about autism was provided with the autism label. Adolescents and adults with autism indicated reluctance to disclose their diagnosis due to perceived negative outcomes and stigma. Existing research also reflected an assumption that diagnosis should be disclosed. Conclusions: Professionals and the general public should be aware of their assumptions related to autism and disclosure. More research on the processes and outcomes of diagnostic disclosure in autism, across the lifespan and in real life social contexts, is warranted. En ligne : https://doi.org/10.1016/j.rasd.2020.101598 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Research in Autism Spectrum Disorders > 77 (September 2020) . - 101598[article] Helpful or harmful? A scoping review of perceptions and outcomes of autism diagnostic disclosure to others [texte imprimé] / Sandra THOMPSON-HODGETTS, Auteur ; Chantal LABONTE, Auteur ; Rinita MAZUMDER, Auteur ; Shanon PHELAN, Auteur . - 101598.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 77 (September 2020) . - 101598
Mots-clés : Autism Diagnostic disclosure Scoping review Stigma Index. décimale : PER Périodiques Résumé : Background Deciding to disclose a diagnosis of autism to others can be a major decision for people with autism and their families. This scoping review summarizes existing literature related to perceptions and outcomes of disclosing an autism diagnosis to others (e.g., teachers, peers, employers). Methods We conducted a scoping review of scientific literature using Arksey and O’Malley’s (2005) methodological framework. Relevant English language databases and reference lists were searched using terms related to autism, disclosure, and perspective (e.g., attitude, accept*). Studies that focused on disclosure to the person with autism and/or their parents were excluded. Results A total of 37 articles met inclusion criteria, including 14 that presented the perspective of people with ASD, four that presented the perspective of parents/family members, and 20 that presented the perspective of others. Our findings highlight disconnect in perspectives between others (primarily evaluated through vignettes) and persons with autism (primarily elicited through qualitative interviews). Others perceive that disclosure has positive effects on social acceptance and perceptions of disability for people with autism, especially when explanatory information about autism was provided with the autism label. Adolescents and adults with autism indicated reluctance to disclose their diagnosis due to perceived negative outcomes and stigma. Existing research also reflected an assumption that diagnosis should be disclosed. Conclusions: Professionals and the general public should be aware of their assumptions related to autism and disclosure. More research on the processes and outcomes of diagnostic disclosure in autism, across the lifespan and in real life social contexts, is warranted. En ligne : https://doi.org/10.1016/j.rasd.2020.101598 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
Titre : Reflections on my experiences as a non-autistic autism researcher Type de document : texte imprimé Auteurs : Sandy THOMPSON-HODGETTS, Auteur Article en page(s) : p.259-261 Langues : Anglais (eng) Mots-clés : collaboration participatory research positionally reflexivity Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613221121432 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Autism > 27-1 (January 2023) . - p.259-261[article] Reflections on my experiences as a non-autistic autism researcher [texte imprimé] / Sandy THOMPSON-HODGETTS, Auteur . - p.259-261.
Langues : Anglais (eng)
in Autism > 27-1 (January 2023) . - p.259-261
Mots-clés : collaboration participatory research positionally reflexivity Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613221121432 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
