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Auteur Hannah E. MORTON
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Documents disponibles écrits par cet auteur (6)
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 : Brief report: Fraudulent data responses as a major threat to validity in online autism research - Case studies from four independent research teams Type de document : texte imprimé Auteurs : Patrick DWYER, Auteur ; Elizabeth A. KAPLAN-KAHN, Auteur ; Kaitlin PROCTOR, Auteur ; Ava GURBA, Auteur ; Hannah E. MORTON, Auteur Article en page(s) : p.202619 Langues : Anglais (eng) Mots-clés : Online methods Fraudulent responses Data integrity Case studies Bots Scammers Autism research Index. décimale : PER Périodiques Résumé : Purpose The growing popularity of online research increases risks of fraudulent data that threaten the validity of findings. Autism research is particularly susceptible, as digital methods are frequently used to enhance inclusivity and accessibility. Methods Here we examine this vulnerability to bot-generated data and impersonation by scammers, which can jeopardize the integrity of study results. Results Four case studies are presented from independent research teams who encountered fraudulent participation. Each team used a variety of strategies to detect, address, and prevent these issues. Conclusion Our discussion emphasizes the importance of balancing the need for ethical inclusivity, particularly for autistic people who may benefit from online participation options, with necessary data integrity protections.We emphasize the role of proactive and adaptable safeguards in mitigating threats posed by fraudulent responses without inadvertently limiting access for legitimate participants. Finally, we offer practical recommendations for autism researchers to mitigate validity threats. En ligne : https://doi.org/10.1016/j.reia.2025.202619 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=559
in Research in Autism > 125 (July 2025) . - p.202619[article] Brief report: Fraudulent data responses as a major threat to validity in online autism research - Case studies from four independent research teams [texte imprimé] / Patrick DWYER, Auteur ; Elizabeth A. KAPLAN-KAHN, Auteur ; Kaitlin PROCTOR, Auteur ; Ava GURBA, Auteur ; Hannah E. MORTON, Auteur . - p.202619.
Langues : Anglais (eng)
in Research in Autism > 125 (July 2025) . - p.202619
Mots-clés : Online methods Fraudulent responses Data integrity Case studies Bots Scammers Autism research Index. décimale : PER Périodiques Résumé : Purpose The growing popularity of online research increases risks of fraudulent data that threaten the validity of findings. Autism research is particularly susceptible, as digital methods are frequently used to enhance inclusivity and accessibility. Methods Here we examine this vulnerability to bot-generated data and impersonation by scammers, which can jeopardize the integrity of study results. Results Four case studies are presented from independent research teams who encountered fraudulent participation. Each team used a variety of strategies to detect, address, and prevent these issues. Conclusion Our discussion emphasizes the importance of balancing the need for ethical inclusivity, particularly for autistic people who may benefit from online participation options, with necessary data integrity protections.We emphasize the role of proactive and adaptable safeguards in mitigating threats posed by fraudulent responses without inadvertently limiting access for legitimate participants. Finally, we offer practical recommendations for autism researchers to mitigate validity threats. En ligne : https://doi.org/10.1016/j.reia.2025.202619 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=559
Titre : Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder Type de document : texte imprimé Auteurs : Abbey J. MCCLEMONT, Auteur ; Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur Article en page(s) : p.1781-1788 Langues : Anglais (eng) Mots-clés : Attention-Deficit/Hyperactivity Disorder Autism Spectrum Disorder Bullying School refusal Victimization Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for bullying victimization. School refusal is a 'red flag' for identification of bullying in children with ASD and/or ADHD. This study examined the impact of diagnoses, demographics, and school variables on school refusal due to bullying. Participants were 97 parents of 154 children with ASD, ADHD, ASD + ADHD, other diagnoses, or no diagnosis. Children with ASD + ADHD were most likely to refuse school due to bullying. Classroom aides and behavior problems were protective and risk factors, respectively. In the final regression model, child diagnosis no longer predicted school refusal. School refusal and problem behavior warrant consideration as a marker of distress for victimized children. En ligne : http://dx.doi.org/10.1007/s10803-020-04640-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1781-1788[article] Brief Report: Predictors of School Refusal Due to Bullying in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder [texte imprimé] / Abbey J. MCCLEMONT, Auteur ; Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur . - p.1781-1788.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1781-1788
Mots-clés : Attention-Deficit/Hyperactivity Disorder Autism Spectrum Disorder Bullying School refusal Victimization Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) or Attention-Deficit/Hyperactivity Disorder (ADHD) are at increased risk for bullying victimization. School refusal is a 'red flag' for identification of bullying in children with ASD and/or ADHD. This study examined the impact of diagnoses, demographics, and school variables on school refusal due to bullying. Participants were 97 parents of 154 children with ASD, ADHD, ASD + ADHD, other diagnoses, or no diagnosis. Children with ASD + ADHD were most likely to refuse school due to bullying. Classroom aides and behavior problems were protective and risk factors, respectively. In the final regression model, child diagnosis no longer predicted school refusal. School refusal and problem behavior warrant consideration as a marker of distress for victimized children. En ligne : http://dx.doi.org/10.1007/s10803-020-04640-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
Titre : Conceptualizing bullying in children with autism spectrum disorder: Using a mixed model to differentiate behavior types and identify predictors Type de document : texte imprimé Auteurs : Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Richard E. MATTSON, Auteur ; Raymond G. ROMANCZYK, Auteur Article en page(s) : p.1853-1864 Langues : Anglais (eng) Mots-clés : assessment autism spectrum disorders bullying methodology parents teachers victimization vignette Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder experience bullying more frequently than their typical peers. Inconsistent definitions for and imprecise measurement of bullying in the literature impede a better understanding of this difference, and multiple types of bullying topographies create additional dimensions for analysis. In this study, participants rated the severity of bullying depicted in written vignettes of child-dyadic interactions. The vignettes varied across child age (4-15 years old) and described either one of four different types of bullying or non-bullying behavior. Participants included teachers and parents of children with autism spectrum disorder and community members without an autism spectrum disorder child. Participants' severity ratings of vignettes that described bullying differed by bullying type (i.e. verbal, physical, cyber, and interpersonal). Multilevel modeling revealed that bullying severity ratings are impacted by the age of children in the vignette, being a community member without children, and other demographic variables. These findings have implications for research methodology, assessment, and conceptualization of bullying in typical children as well as those with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318813997 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Autism > 23-7 (October 2019) . - p.1853-1864[article] Conceptualizing bullying in children with autism spectrum disorder: Using a mixed model to differentiate behavior types and identify predictors [texte imprimé] / Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Richard E. MATTSON, Auteur ; Raymond G. ROMANCZYK, Auteur . - p.1853-1864.
Langues : Anglais (eng)
in Autism > 23-7 (October 2019) . - p.1853-1864
Mots-clés : assessment autism spectrum disorders bullying methodology parents teachers victimization vignette Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder experience bullying more frequently than their typical peers. Inconsistent definitions for and imprecise measurement of bullying in the literature impede a better understanding of this difference, and multiple types of bullying topographies create additional dimensions for analysis. In this study, participants rated the severity of bullying depicted in written vignettes of child-dyadic interactions. The vignettes varied across child age (4-15 years old) and described either one of four different types of bullying or non-bullying behavior. Participants included teachers and parents of children with autism spectrum disorder and community members without an autism spectrum disorder child. Participants' severity ratings of vignettes that described bullying differed by bullying type (i.e. verbal, physical, cyber, and interpersonal). Multilevel modeling revealed that bullying severity ratings are impacted by the age of children in the vignette, being a community member without children, and other demographic variables. These findings have implications for research methodology, assessment, and conceptualization of bullying in typical children as well as those with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318813997 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
Titre : Development and Validation of the Assessment of Bullying Experiences Questionnaire for Neurodivergent Youth Type de document : texte imprimé Auteurs : Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Emily L. ZALE, Auteur ; Kim C. BRIMHALL, Auteur ; Raymond G. ROMANCZYK, Auteur Article en page(s) : p.4651-4664 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder Bullying Crime Victims Humans Peer Group Schools Assessment Attention-Deficit/Hyperactivity Disorder Autism Questionnaire Index. décimale : PER Périodiques Résumé : Bullying victimization is a prevalent concern for neurodivergent (e.g., autistic, ADHD) youth. Bullying assessment methods vary widely and there is currently no questionnaire specific to neurodivergent youth. The Assessment of Bullying Experiences (ABE) was created to fill this gap. The ABE questionnaire was completed by 335 parents of school-age youth characterized as autistic, having ADHD, or community comparison. Exploratory and Confirmatory Factor Analysis identified a four-factor solution, aligning with verbal, physical, relational, and cyber victimization. Construct validity analyses indicate the ABE converges with an existing bullying questionnaire and diverges from disruptive behavior or internalizing symptoms. The ABE questionnaire is a valid measure of bullying that furthers understanding of nuance in peer victimization for neurodivergent youth and informs group-specific intervention. En ligne : http://dx.doi.org/10.1007/s10803-021-05330-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489
in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4651-4664[article] Development and Validation of the Assessment of Bullying Experiences Questionnaire for Neurodivergent Youth [texte imprimé] / Hannah E. MORTON, Auteur ; Jennifer M. GILLIS, Auteur ; Emily L. ZALE, Auteur ; Kim C. BRIMHALL, Auteur ; Raymond G. ROMANCZYK, Auteur . - p.4651-4664.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4651-4664
Mots-clés : Adolescent Autism Spectrum Disorder Bullying Crime Victims Humans Peer Group Schools Assessment Attention-Deficit/Hyperactivity Disorder Autism Questionnaire Index. décimale : PER Périodiques Résumé : Bullying victimization is a prevalent concern for neurodivergent (e.g., autistic, ADHD) youth. Bullying assessment methods vary widely and there is currently no questionnaire specific to neurodivergent youth. The Assessment of Bullying Experiences (ABE) was created to fill this gap. The ABE questionnaire was completed by 335 parents of school-age youth characterized as autistic, having ADHD, or community comparison. Exploratory and Confirmatory Factor Analysis identified a four-factor solution, aligning with verbal, physical, relational, and cyber victimization. Construct validity analyses indicate the ABE converges with an existing bullying questionnaire and diverges from disruptive behavior or internalizing symptoms. The ABE questionnaire is a valid measure of bullying that furthers understanding of nuance in peer victimization for neurodivergent youth and informs group-specific intervention. En ligne : http://dx.doi.org/10.1007/s10803-021-05330-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489
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