Characterizing Sleep in Adolescents and Adults with Autism Spectrum Disorders / Samantha E. GOLDMAN in Journal of Autism and Developmental Disorders, 47-6 (June 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1682-1695 Titre : Characterizing Sleep in Adolescents and Adults with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Samantha E. GOLDMAN, Auteur ; M.L. ALDER, Auteur ; Helen J. BURGESS, Auteur ; Blythe A. CORBETT, Auteur ; R. HUNDLEY, Auteur ; D. WOFFORD, Auteur ; D.B. FAWKES, Auteur ; Lifang WANG, Auteur ; M.L. LAUDENSLAGER, Auteur ; Beth A. MALOW, Auteur Article en page(s) : p.1682-1695 Langues : Anglais (eng) Mots-clés : Melatonin  Cortisol  Actigraphy  Adolescent  Sleep  Wake  Scale  Hygiene Index. décimale : PER Périodiques Résumé : We studied 28 adolescents/young adults with autism spectrum disorders (ASD) and 13 age/sex matched individuals of typical development (TD). Structured sleep histories, validated questionnaires, actigraphy (4 weeks), and salivary cortisol and melatonin (4 days each) were collected. Compared to those with TD, adolescents/young adults with ASD had longer sleep latencies and more difficulty going to bed and falling asleep. Morning cortisol, evening cortisol, and the morning-evening difference in cortisol did not differ by diagnosis (ASD vs. TD). Dim light melatonin onsets (DLMOs) averaged across participants were not different for the ASD and TD participants. Average participant scores indicated aspects of poor sleep hygiene in both groups. Insomnia in ASD is multifactorial and not solely related to physiological factors. En ligne : http://dx.doi.org/10.1007/s10803-017-3089-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 [article] Characterizing Sleep in Adolescents and Adults with Autism Spectrum Disorders [texte imprimé] / Samantha E. GOLDMAN, Auteur ; M.L. ALDER, Auteur ; Helen J. BURGESS, Auteur ; Blythe A. CORBETT, Auteur ; R. HUNDLEY, Auteur ; D. WOFFORD, Auteur ; D.B. FAWKES, Auteur ; Lifang WANG, Auteur ; M.L. LAUDENSLAGER, Auteur ; Beth A. MALOW, Auteur . - p.1682-1695. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1682-1695 Mots-clés : Melatonin  Cortisol  Actigraphy  Adolescent  Sleep  Wake  Scale  Hygiene Index. décimale : PER Périodiques Résumé : We studied 28 adolescents/young adults with autism spectrum disorders (ASD) and 13 age/sex matched individuals of typical development (TD). Structured sleep histories, validated questionnaires, actigraphy (4 weeks), and salivary cortisol and melatonin (4 days each) were collected. Compared to those with TD, adolescents/young adults with ASD had longer sleep latencies and more difficulty going to bed and falling asleep. Morning cortisol, evening cortisol, and the morning-evening difference in cortisol did not differ by diagnosis (ASD vs. TD). Dim light melatonin onsets (DLMOs) averaged across participants were not different for the ASD and TD participants. Average participant scores indicated aspects of poor sleep hygiene in both groups. Insomnia in ASD is multifactorial and not solely related to physiological factors. En ligne : http://dx.doi.org/10.1007/s10803-017-3089-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308

Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes? / Samantha E. GOLDMAN in Journal of Autism and Developmental Disorders, 51-2 (February 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.550-563 Titre : Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes? Type de document : texte imprimé Auteurs : Samantha E. GOLDMAN, Auteur ; Allison F. GILMOUR, Auteur Article en page(s) : p.550-563 Langues : Anglais (eng) Mots-clés : Academic outcomes  Autism spectrum disorders  Teacher certification  Teacher preparation Index. décimale : PER Périodiques Résumé : Although typically taught by special educators, few studies have examined if certification area is associated with academic outcomes for students with autism spectrum disorders (ASDs). The purpose of this study was to determine whether students with ASD scored better on language arts and mathematics state assessments depending on teacher certification, and whether these associations varied by assessment type. We analyzed 3 years of state administrative data from students with ASD in grades 4-8 receiving special education services. Results showed students taking the regular or alternate assessment had similar academic outcomes regardless of teacher certification. Students who were taught by special education certified teachers and took the modified assessment had lower academic outcomes. Implications for practice, policy, and research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04561-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes? [texte imprimé] / Samantha E. GOLDMAN, Auteur ; Allison F. GILMOUR, Auteur . - p.550-563. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.550-563 Mots-clés : Academic outcomes  Autism spectrum disorders  Teacher certification  Teacher preparation Index. décimale : PER Périodiques Résumé : Although typically taught by special educators, few studies have examined if certification area is associated with academic outcomes for students with autism spectrum disorders (ASDs). The purpose of this study was to determine whether students with ASD scored better on language arts and mathematics state assessments depending on teacher certification, and whether these associations varied by assessment type. We analyzed 3 years of state administrative data from students with ASD in grades 4-8 receiving special education services. Results showed students taking the regular or alternate assessment had similar academic outcomes regardless of teacher certification. Students who were taught by special education certified teachers and took the modified assessment had lower academic outcomes. Implications for practice, policy, and research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04561-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Identifying the Associated Factors of Mediation and Due Process in Families of Students with Autism Spectrum Disorder / Meghan M. BURKE in Journal of Autism and Developmental Disorders, 45-5 (May 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1345-1353 Titre : Identifying the Associated Factors of Mediation and Due Process in Families of Students with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Meghan M. BURKE, Auteur ; Samantha E. GOLDMAN, Auteur Article en page(s) : p.1345-1353 Langues : Anglais (eng) Mots-clés : School  Litigation  Advocacy  Family-school partnership  Internalizing behaviors  Inclusion Index. décimale : PER Périodiques Résumé : Compared to families of students with other types of disabilities, families of students with autism spectrum disorder (ASD) are significantly more likely to enact their procedural safeguards such as mediation and due process. However, we do not know which school, child, and parent characteristics are associated with the enactment of safeguards. For this study, 507 parents of students with ASD responded to a national web-based survey. Parents who filed for due process or mediation were more likely to advocate for their child, have poor family-school partnerships, and have greater household incomes. Parents were also more likely to utilize their safeguards if their children were older, experiencing more internalizing behaviors, and educated in segregated placements. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2294-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Identifying the Associated Factors of Mediation and Due Process in Families of Students with Autism Spectrum Disorder [texte imprimé] / Meghan M. BURKE, Auteur ; Samantha E. GOLDMAN, Auteur . - p.1345-1353. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1345-1353 Mots-clés : School  Litigation  Advocacy  Family-school partnership  Internalizing behaviors  Inclusion Index. décimale : PER Périodiques Résumé : Compared to families of students with other types of disabilities, families of students with autism spectrum disorder (ASD) are significantly more likely to enact their procedural safeguards such as mediation and due process. However, we do not know which school, child, and parent characteristics are associated with the enactment of safeguards. For this study, 507 parents of students with ASD responded to a national web-based survey. Parents who filed for due process or mediation were more likely to advocate for their child, have poor family-school partnerships, and have greater household incomes. Parents were also more likely to utilize their safeguards if their children were older, experiencing more internalizing behaviors, and educated in segregated placements. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2294-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

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