Brief Report: Improving Employment Interview Self-efficacy Among Adults with Autism and Other Developmental Disabilities Using Virtual Interactive Training Agents (ViTA) / Shanna L. BURKE 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.741-748 Titre : Brief Report: Improving Employment Interview Self-efficacy Among Adults with Autism and Other Developmental Disabilities Using Virtual Interactive Training Agents (ViTA) Type de document : Texte imprimé et/ou numérique Auteurs : Shanna L. BURKE, Auteur ; Tan LI, Auteur ; Adrienne GRUDZIEN, Auteur ; Stephanie GARCIA, Auteur Article en page(s) : p.741-748 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Employment  Intellectual disabilities  Interviewing  Self-efficacy  Virtual interactive training agents Index. décimale : PER Périodiques Résumé : This study evaluated the measurable impact of the use of virtual interactive training agents (ViTA) as a way to practice interviewing and gain confidence in responding to questions asked during job interviews. Of the total participants (n?=?153), the majority were male (72.55%) with an average age of 21.71 years old (SD?=?3.14 years). Autism spectrum disorders (ASDs; 64.71%) and intellectual disability (40%) were the most frequently reported diagnoses. Using a within-subjects repeated measures design, the repeated measures linear regression analysis found that the average self-efficacy score increased by 0.31 (p?=?0.002), and statistically significant increases were found in all three subscales. Further development of virtual reality interventions like ViTA, that improve outcomes for adults with ASDs and other developmental disabilities, is warranted. En ligne : http://dx.doi.org/10.1007/s10803-020-04571-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Brief Report: Improving Employment Interview Self-efficacy Among Adults with Autism and Other Developmental Disabilities Using Virtual Interactive Training Agents (ViTA) [Texte imprimé et/ou numérique] / Shanna L. BURKE, Auteur ; Tan LI, Auteur ; Adrienne GRUDZIEN, Auteur ; Stephanie GARCIA, Auteur . - p.741-748. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.741-748 Mots-clés : Autism spectrum disorders  Employment  Intellectual disabilities  Interviewing  Self-efficacy  Virtual interactive training agents Index. décimale : PER Périodiques Résumé : This study evaluated the measurable impact of the use of virtual interactive training agents (ViTA) as a way to practice interviewing and gain confidence in responding to questions asked during job interviews. Of the total participants (n?=?153), the majority were male (72.55%) with an average age of 21.71 years old (SD?=?3.14 years). Autism spectrum disorders (ASDs; 64.71%) and intellectual disability (40%) were the most frequently reported diagnoses. Using a within-subjects repeated measures design, the repeated measures linear regression analysis found that the average self-efficacy score increased by 0.31 (p?=?0.002), and statistically significant increases were found in all three subscales. Further development of virtual reality interventions like ViTA, that improve outcomes for adults with ASDs and other developmental disabilities, is warranted. En ligne : http://dx.doi.org/10.1007/s10803-020-04571-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

How Robust is the Evidence for a Role of Oxidative Stress in Autism Spectrum Disorders and Intellectual Disabilities? / Shanna L. BURKE in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1428-1445 Titre : How Robust is the Evidence for a Role of Oxidative Stress in Autism Spectrum Disorders and Intellectual Disabilities? Type de document : Texte imprimé et/ou numérique Auteurs : Shanna L. BURKE, Auteur ; Jessica COBB, Auteur ; Rumi AGARWAL, Auteur ; Marlaina MADDUX, Auteur ; Marcus S. COOKE, Auteur Article en page(s) : p.1428-1445 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Biomarker  Developmental disability  Intellectual disability  Oxidative stress Index. décimale : PER Périodiques Résumé : Growing interest in the pathogenesis of autism spectrum disorders (ASDs) and other intellectual and developmental disabilities (IDD) has led to emerging evidence implicating a role for oxidative stress. However, understanding the strength of this association is made challenging by the use of a variety of purported biomarkers of oxidative stress, many of which have either uncertain specificity or flawed methods of analysis. This review aims to address this issue, which is widespread in the ASD and IDD literature, by providing readers with information concerning the strengths and limitations of the choice and analysis of biomarkers of oxidative stress. We highlight that biomarkers and assays should be specific, sensitive, reproducible, precise, robust, and chosen with careful consideration. Future studies should be sufficiently powered and address sample collection, processing, and storage which are, additionally, poorly considered, sources of bad practice, and potential errors. Only with these issues considered, will the data lead to conclusions as to the precise role of oxidative stress in ASDs and IDD. En ligne : http://dx.doi.org/10.1007/s10803-020-04611-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] How Robust is the Evidence for a Role of Oxidative Stress in Autism Spectrum Disorders and Intellectual Disabilities? [Texte imprimé et/ou numérique] / Shanna L. BURKE, Auteur ; Jessica COBB, Auteur ; Rumi AGARWAL, Auteur ; Marlaina MADDUX, Auteur ; Marcus S. COOKE, Auteur . - p.1428-1445. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1428-1445 Mots-clés : Autism spectrum disorder  Biomarker  Developmental disability  Intellectual disability  Oxidative stress Index. décimale : PER Périodiques Résumé : Growing interest in the pathogenesis of autism spectrum disorders (ASDs) and other intellectual and developmental disabilities (IDD) has led to emerging evidence implicating a role for oxidative stress. However, understanding the strength of this association is made challenging by the use of a variety of purported biomarkers of oxidative stress, many of which have either uncertain specificity or flawed methods of analysis. This review aims to address this issue, which is widespread in the ASD and IDD literature, by providing readers with information concerning the strengths and limitations of the choice and analysis of biomarkers of oxidative stress. We highlight that biomarkers and assays should be specific, sensitive, reproducible, precise, robust, and chosen with careful consideration. Future studies should be sufficiently powered and address sample collection, processing, and storage which are, additionally, poorly considered, sources of bad practice, and potential errors. Only with these issues considered, will the data lead to conclusions as to the precise role of oxidative stress in ASDs and IDD. En ligne : http://dx.doi.org/10.1007/s10803-020-04611-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Mentoring Students with Intellectual and Developmental Disabilities: Evaluation of Role-Specific Workshops for Mentors and Mentees / Rumi AGARWAL in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1281-1289 Titre : Mentoring Students with Intellectual and Developmental Disabilities: Evaluation of Role-Specific Workshops for Mentors and Mentees Type de document : Texte imprimé et/ou numérique Auteurs : Rumi AGARWAL, Auteur ; Laura HERON, Auteur ; Mitra NASEH, Auteur ; Shanna L. BURKE, Auteur Article en page(s) : p.1281-1289 Langues : Anglais (eng) Mots-clés : Developmental disability  Intellectual disability  Mentee  Mentor  Mentoring  Workshop Index. décimale : PER Périodiques Résumé : Transitioning to post-secondary education is often challenging for students with intellectual and developmental disabilities (IDD). To address this, Florida International University, specifically FIU Embrace, piloted the Embrace Mentoring Program (EMP), which provided unique role-specific workshops to both faculty/staff mentors, and student mentees with IDD. A mixed-method design was used to analyze knowledge acquisition and participant perceptions of the workshops. Quantitative findings indicated knowledge improvement in a key area for mentors, while qualitative data demonstrated a positive response to workshop content, and highlighted areas of improvement for future workshops. Ultimately, the results from the pilot EMP demonstrated promise in supporting students with IDD towards academic and career-related goals, by providing mentorship training to both mentors and mentees. En ligne : http://dx.doi.org/10.1007/s10803-020-04599-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Mentoring Students with Intellectual and Developmental Disabilities: Evaluation of Role-Specific Workshops for Mentors and Mentees [Texte imprimé et/ou numérique] / Rumi AGARWAL, Auteur ; Laura HERON, Auteur ; Mitra NASEH, Auteur ; Shanna L. BURKE, Auteur . - p.1281-1289. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1281-1289 Mots-clés : Developmental disability  Intellectual disability  Mentee  Mentor  Mentoring  Workshop Index. décimale : PER Périodiques Résumé : Transitioning to post-secondary education is often challenging for students with intellectual and developmental disabilities (IDD). To address this, Florida International University, specifically FIU Embrace, piloted the Embrace Mentoring Program (EMP), which provided unique role-specific workshops to both faculty/staff mentors, and student mentees with IDD. A mixed-method design was used to analyze knowledge acquisition and participant perceptions of the workshops. Quantitative findings indicated knowledge improvement in a key area for mentors, while qualitative data demonstrated a positive response to workshop content, and highlighted areas of improvement for future workshops. Ultimately, the results from the pilot EMP demonstrated promise in supporting students with IDD towards academic and career-related goals, by providing mentorship training to both mentors and mentees. En ligne : http://dx.doi.org/10.1007/s10803-020-04599-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

The role of mentorship on social engagement among adolescents with autism spectrum disorders / Kathleen E. FEENEY in Research in Autism Spectrum Disorders, 88 (October 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 88 (October 2021) . - 101842 Titre : The role of mentorship on social engagement among adolescents with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen E. FEENEY, Auteur ; Shanna L. BURKE, Auteur Article en page(s) : 101842 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Adolescence  Mentor  Social engagement  Transition planning Index. décimale : PER Périodiques Résumé : Background One primary component of autism spectrum disorder (ASD) is difficulty with social communication and interaction. These challenges may impede upon postsecondary education and/or employment outcomes of young adults with ASD. Prior to the postsecondary transition, programming for adolescents mainly focuses on social skills training, although there are limitations in the generalizability of skills. Emerging work is beginning to explore the use of peer and adult mentors in benefiting social functioning among adolescents with ASD. Despite the benefits of adult mentorship among other populations, limited work has been conducted with students with ASD. Method This study utilized National Survey of Children’s Health data on 27,417 adolescents with an assessed diagnosis of ASD. The data also accounted for the presence of adult mentorship, and the level of social engagement. The current study sought to examine the moderating role of adult mentorship in the association between ASD status and social engagement. Results As expected, adolescents with ASD had significantly lower levels of social engagement compared to peers. Adult mentorship was found to moderate the association between ASD status and social engagement when controlling for the adolescent’s age, ASD severity, family income level, presence of intellectual disability, and sex. Importantly, adolescents with ASD who had an adult mentor demonstrated a level of social engagement higher than their non-mentored typically-developing peers. Conclusions Findings support the implementation of formal adult mentors to facilitate improvements in social functioning prior to the postsecondary transition. En ligne : https://doi.org/10.1016/j.rasd.2021.101842 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] The role of mentorship on social engagement among adolescents with autism spectrum disorders [Texte imprimé et/ou numérique] / Kathleen E. FEENEY, Auteur ; Shanna L. BURKE, Auteur . - 101842. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 88 (October 2021) . - 101842 Mots-clés : Autism spectrum disorder  Adolescence  Mentor  Social engagement  Transition planning Index. décimale : PER Périodiques Résumé : Background One primary component of autism spectrum disorder (ASD) is difficulty with social communication and interaction. These challenges may impede upon postsecondary education and/or employment outcomes of young adults with ASD. Prior to the postsecondary transition, programming for adolescents mainly focuses on social skills training, although there are limitations in the generalizability of skills. Emerging work is beginning to explore the use of peer and adult mentors in benefiting social functioning among adolescents with ASD. Despite the benefits of adult mentorship among other populations, limited work has been conducted with students with ASD. Method This study utilized National Survey of Children’s Health data on 27,417 adolescents with an assessed diagnosis of ASD. The data also accounted for the presence of adult mentorship, and the level of social engagement. The current study sought to examine the moderating role of adult mentorship in the association between ASD status and social engagement. Results As expected, adolescents with ASD had significantly lower levels of social engagement compared to peers. Adult mentorship was found to moderate the association between ASD status and social engagement when controlling for the adolescent’s age, ASD severity, family income level, presence of intellectual disability, and sex. Importantly, adolescents with ASD who had an adult mentor demonstrated a level of social engagement higher than their non-mentored typically-developing peers. Conclusions Findings support the implementation of formal adult mentors to facilitate improvements in social functioning prior to the postsecondary transition. En ligne : https://doi.org/10.1016/j.rasd.2021.101842 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

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