Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective / Rumi AGARWAL in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2229-2240 Titre : Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective Type de document : Texte imprimé et/ou numérique Auteurs : Rumi AGARWAL, Auteur ; L. HERON, Auteur ; S. L. BURKE, Auteur Article en page(s) : p.2229-2240 Langues : Anglais (eng) Mots-clés : Academic Performance/psychology  Adolescent  Education of Intellectually Disabled/methods  Education, Professional/methods  Female  Humans  Independent Living/education  Intellectual Disability/psychology  Male  Motivation  Parents/psychology  Program Evaluation  Qualitative Research  Universities  Young Adult  Developmental disability  Evaluation  Intellectual disability  Parent  Postsecondary  Qualitative Index. décimale : PER Périodiques Résumé : Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04676-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective [Texte imprimé et/ou numérique] / Rumi AGARWAL, Auteur ; L. HERON, Auteur ; S. L. BURKE, Auteur . - p.2229-2240. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2229-2240 Mots-clés : Academic Performance/psychology  Adolescent  Education of Intellectually Disabled/methods  Education, Professional/methods  Female  Humans  Independent Living/education  Intellectual Disability/psychology  Male  Motivation  Parents/psychology  Program Evaluation  Qualitative Research  Universities  Young Adult  Developmental disability  Evaluation  Intellectual disability  Parent  Postsecondary  Qualitative Index. décimale : PER Périodiques Résumé : Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04676-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

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

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