Implementation of a multi-family autism transition program in the high school setting / Jocelyn KUHN in Autism, 26-3 (April 2022)  

Public ISBD [article]  inAutism > 26-3 (April 2022) . - p.615-627 Titre : Implementation of a multi-family autism transition program in the high school setting Type de document : Texte imprimé et/ou numérique Auteurs : Jocelyn KUHN, Auteur ; Kate SZIDON, Auteur ; Bonnie KRAEMER, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Kara HUME, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.615-627 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/therapy  Autistic Disorder  Humans  Problem Solving  Schools  autism spectrum disorders  barriers  facilitators  families  high schools  intervention implementation  transition to adulthood Index. décimale : PER Périodiques Résumé : Transitioning Together is an intervention that supports families of adolescents on the autism spectrum as they prepare for the transition to adulthood. While it has been delivered successfully and shown to result in positive outcomes for families in the university setting, questions remain about whether and how well it can be widely provided to families in real-world settings such as high schools. In this study, we analyzed predictors, facilitators, and barriers to providing Transitioning Together to families at 30 high schools across three US states, all of which received training from a team of researchers to deliver this intervention. Our findings highlight struggles and successes with real-world use of the intervention. Seventeen of the 30 schools were successful in providing Transitioning Together to families. Schools who had higher community socioeconomic status, higher quality family involvement, and higher quality transition planning programming before changing anything for this study were much more likely to provide this new intervention to families. Schools who used the intervention were mostly able to deliver it as designed and received positive feedback from families who participated. Common parts of the intervention that schools struggled with most included following the structure of the sessions, including group problem-solving and dialogue in the sessions, and collecting feedback from families. Future research is needed to learn how to make it even easier for public high schools and other service systems to provide this intervention to families, in a way that also maximizes its effectiveness and accessibility for historically underserved autism spectrum populations. En ligne : https://dx.doi.org/10.1177/13623613211065533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Implementation of a multi-family autism transition program in the high school setting [Texte imprimé et/ou numérique] / Jocelyn KUHN, Auteur ; Kate SZIDON, Auteur ; Bonnie KRAEMER, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Kara HUME, Auteur ; Leann S. DAWALT, Auteur . - p.615-627. Langues : Anglais (eng) in Autism > 26-3 (April 2022) . - p.615-627 Mots-clés : Adolescent  Adult  Autism Spectrum Disorder/therapy  Autistic Disorder  Humans  Problem Solving  Schools  autism spectrum disorders  barriers  facilitators  families  high schools  intervention implementation  transition to adulthood Index. décimale : PER Périodiques Résumé : Transitioning Together is an intervention that supports families of adolescents on the autism spectrum as they prepare for the transition to adulthood. While it has been delivered successfully and shown to result in positive outcomes for families in the university setting, questions remain about whether and how well it can be widely provided to families in real-world settings such as high schools. In this study, we analyzed predictors, facilitators, and barriers to providing Transitioning Together to families at 30 high schools across three US states, all of which received training from a team of researchers to deliver this intervention. Our findings highlight struggles and successes with real-world use of the intervention. Seventeen of the 30 schools were successful in providing Transitioning Together to families. Schools who had higher community socioeconomic status, higher quality family involvement, and higher quality transition planning programming before changing anything for this study were much more likely to provide this new intervention to families. Schools who used the intervention were mostly able to deliver it as designed and received positive feedback from families who participated. Common parts of the intervention that schools struggled with most included following the structure of the sessions, including group problem-solving and dialogue in the sessions, and collecting feedback from families. Future research is needed to learn how to make it even easier for public high schools and other service systems to provide this intervention to families, in a way that also maximizes its effectiveness and accessibility for historically underserved autism spectrum populations. En ligne : https://dx.doi.org/10.1177/13623613211065533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder / Leann S. DAWALT in Autism Research, 13-12 (December 2020)  

Public ISBD [article]  inAutism Research > 13-12 (December 2020) . - p.2155-2163 Titre : Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Leann S. DAWALT, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Somer L. BISHOP, Auteur ; Laura J. HALL, Auteur ; Jessica Dykstra STEINBRENNER, Auteur ; Bonnie KRAEMER, Auteur ; Kara A. HUME, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.2155-2163 Langues : Anglais (eng) Mots-clés : adolescence  autism spectrum disorder  sex differences  social interactions Index. décimale : PER Périodiques Résumé : There is lack of consensus in the literature regarding sex differences in social outcomes for individuals on the autism spectrum. Furthermore, little research has focused on the social experiences of high school students with autism spectrum disorder (ASD) during the school day. Using a large racially/ethnically diverse sample of high school students with ASD receiving special education services (n = 547; 76 females, 471 males), we examined sex differences in social interactions of youth both during and after school. We also tested for sex differences in background and phenotypic characteristics including autism severity, IQ, adaptive behavior, and mental health. Results indicated few statistically significant differences between males and females in social interactions and phenotypic characteristics (including raw scores of autism symptom severity). However, analysis of standardized scores of autism symptoms suggested that symptom scores for females with ASD diverged more from same-sex peers in the normed sample than scores of males with ASD. Lack of sex difference in social participation for youth with ASD in this study stands in contrast to patterns of sex differences in the general population. Findings suggest that few differences between males and females with ASD, both in social participation and autism symptom severity, might result in females with ASD being more dissimilar to their same-sex peers than males with ASD. Implications of findings for understanding sex differences in ASD across the life course are discussed. LAY SUMMARY: The present study examined sex differences in social participation in a large, diverse sample of high school students with autism spectrum disorder (ASD). Males and females were very similar in their social interactions both at school and outside of school, based on reports by teachers and parents. Level of autism symptoms was also similar for males and females. However, standardized scores of autism symptoms, which take into account age and sex specific norms, suggested that females with ASD may have behaviors that are more divergent from their same-sex peers than males with ASD. En ligne : http://dx.doi.org/10.1002/aur.2348 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Leann S. DAWALT, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Somer L. BISHOP, Auteur ; Laura J. HALL, Auteur ; Jessica Dykstra STEINBRENNER, Auteur ; Bonnie KRAEMER, Auteur ; Kara A. HUME, Auteur ; Samuel L ODOM, Auteur . - p.2155-2163. Langues : Anglais (eng) in Autism Research > 13-12 (December 2020) . - p.2155-2163 Mots-clés : adolescence  autism spectrum disorder  sex differences  social interactions Index. décimale : PER Périodiques Résumé : There is lack of consensus in the literature regarding sex differences in social outcomes for individuals on the autism spectrum. Furthermore, little research has focused on the social experiences of high school students with autism spectrum disorder (ASD) during the school day. Using a large racially/ethnically diverse sample of high school students with ASD receiving special education services (n = 547; 76 females, 471 males), we examined sex differences in social interactions of youth both during and after school. We also tested for sex differences in background and phenotypic characteristics including autism severity, IQ, adaptive behavior, and mental health. Results indicated few statistically significant differences between males and females in social interactions and phenotypic characteristics (including raw scores of autism symptom severity). However, analysis of standardized scores of autism symptoms suggested that symptom scores for females with ASD diverged more from same-sex peers in the normed sample than scores of males with ASD. Lack of sex difference in social participation for youth with ASD in this study stands in contrast to patterns of sex differences in the general population. Findings suggest that few differences between males and females with ASD, both in social participation and autism symptom severity, might result in females with ASD being more dissimilar to their same-sex peers than males with ASD. Implications of findings for understanding sex differences in ASD across the life course are discussed. LAY SUMMARY: The present study examined sex differences in social participation in a large, diverse sample of high school students with autism spectrum disorder (ASD). Males and females were very similar in their social interactions both at school and outside of school, based on reports by teachers and parents. Level of autism symptoms was also similar for males and females. However, standardized scores of autism symptoms, which take into account age and sex specific norms, suggested that females with ASD may have behaviors that are more divergent from their same-sex peers than males with ASD. En ligne : http://dx.doi.org/10.1002/aur.2348 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

Student, Educator, and Parent Perspectives of Self-Determination in High School Students with Autism Spectrum Disorder / Brianne TOMASZEWSKI in Autism Research, 13-12 (December 2020)  

Public ISBD [article]  inAutism Research > 13-12 (December 2020) . - p.2164-2176 Titre : Student, Educator, and Parent Perspectives of Self-Determination in High School Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Brianne TOMASZEWSKI, Auteur ; Bonnie KRAEMER, Auteur ; Jessica R. STEINBRENNER, Auteur ; Leann S. DAWALT, Auteur ; Laura J. HALL, Auteur ; Kara HUME, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.2164-2176 Langues : Anglais (eng) Mots-clés : adolescents  autism spectrum disorder  choice behavior  personal autonomy  self-report  surveys and questionnaires Index. décimale : PER Périodiques Résumé : Self-determination refers to an individual being a causal agent in their daily activities, including the ability to express their own needs, interests, and wants, make choices, and set goals. Self-determination is critical during adolescence and has been linked to positive educational outcomes in individuals with disabilities. Few studies have characterized the measurement of self-determination in adolescents with autism spectrum disorder (ASD). The purpose of the current study was to (a) examine the agreement across the American Institutes for Research Self-Determination Scale (Wolman et al., AIR Self-determination scale and user guide. Palo Alto, CA: American Institute for Research, 1994) student, educator, and parent forms for high school students with ASD, and (b) examine student and family predictors of self-determination. Participants included adolescents with ASD (N = 547, mean chronological age = 16.1?years, SD = 1.4?years), their parents, and educators. Student reports did not correspond to parent or educator reports, and parent and educator reports were in moderate agreement. Adaptive behavior was a significant predictor of self-determination across reporters, highlighting the significance of adaptive behavior skills during high school. In addition to promoting adaptive behavior, supporting family empowerment, and reducing family burden may help to increase self-determination in high school students with ASD. LAY SUMMARY: Self-determination refers to the abilities and opportunities for students to make choices, plans, and set goals. The current study examined self-determination from multiple perspectives in a large, diverse sample of high school students with ASD. Students, parents, and their teachers each completed a questionnaire on self-determination and had little to some agreement across reporters. Providing support to families and help for students to increase independent skills may promote self-determination. En ligne : http://dx.doi.org/10.1002/aur.2337 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] Student, Educator, and Parent Perspectives of Self-Determination in High School Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Brianne TOMASZEWSKI, Auteur ; Bonnie KRAEMER, Auteur ; Jessica R. STEINBRENNER, Auteur ; Leann S. DAWALT, Auteur ; Laura J. HALL, Auteur ; Kara HUME, Auteur ; Samuel L ODOM, Auteur . - p.2164-2176. Langues : Anglais (eng) in Autism Research > 13-12 (December 2020) . - p.2164-2176 Mots-clés : adolescents  autism spectrum disorder  choice behavior  personal autonomy  self-report  surveys and questionnaires Index. décimale : PER Périodiques Résumé : Self-determination refers to an individual being a causal agent in their daily activities, including the ability to express their own needs, interests, and wants, make choices, and set goals. Self-determination is critical during adolescence and has been linked to positive educational outcomes in individuals with disabilities. Few studies have characterized the measurement of self-determination in adolescents with autism spectrum disorder (ASD). The purpose of the current study was to (a) examine the agreement across the American Institutes for Research Self-Determination Scale (Wolman et al., AIR Self-determination scale and user guide. Palo Alto, CA: American Institute for Research, 1994) student, educator, and parent forms for high school students with ASD, and (b) examine student and family predictors of self-determination. Participants included adolescents with ASD (N = 547, mean chronological age = 16.1?years, SD = 1.4?years), their parents, and educators. Student reports did not correspond to parent or educator reports, and parent and educator reports were in moderate agreement. Adaptive behavior was a significant predictor of self-determination across reporters, highlighting the significance of adaptive behavior skills during high school. In addition to promoting adaptive behavior, supporting family empowerment, and reducing family burden may help to increase self-determination in high school students with ASD. LAY SUMMARY: Self-determination refers to the abilities and opportunities for students to make choices, plans, and set goals. The current study examined self-determination from multiple perspectives in a large, diverse sample of high school students with ASD. Students, parents, and their teachers each completed a questionnaire on self-determination and had little to some agreement across reporters. Providing support to families and help for students to increase independent skills may promote self-determination. En ligne : http://dx.doi.org/10.1002/aur.2337 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

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