Brief Report: A Brief Video Intervention for Increasing Autism Knowledge in a General Population Sample / Jennifer HA in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.5058-5063 Titre : Brief Report: A Brief Video Intervention for Increasing Autism Knowledge in a General Population Sample Type de document : texte imprimé Auteurs : Jennifer HA, Auteur ; Maryellen BRUNSON MCCLAIN, Auteur ; Benjamin COVINGTON, Auteur ; Megan E. GOLSON, Auteur Article en page(s) : p.5058-5063 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder/diagnosis/therapy  Autistic Disorder/diagnosis/therapy  Humans  Autism  Autism knowledge  Autism knowledge intervention  General population Index. décimale : PER Périodiques Résumé : As many individuals in the general population will likely interact with autistic persons in various contexts, ensuring adequate autism knowledge and awareness is important. Increased knowledge of autism has been linked to positive outcomes such as a reduction in explicit bias against autism by non-autistic adults and an increase in service quality for autistic individuals provided by indirect professionals. For this study we developed an informational video about autism and employed a randomized control trial to evaluate its effectiveness at increasing autism awareness in a general population sample. Participants were randomly assigned to the intervention (n=80) or active control group (n=72). Results from a repeated measures analysis of variance indicated that the video intervention was effective at increasing knowledge about autism. Results from this study can be applied to future educational efforts aimed at increasing awareness about autism among the general population. En ligne : http://dx.doi.org/10.1007/s10803-021-05341-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Brief Report: A Brief Video Intervention for Increasing Autism Knowledge in a General Population Sample [texte imprimé] / Jennifer HA, Auteur ; Maryellen BRUNSON MCCLAIN, Auteur ; Benjamin COVINGTON, Auteur ; Megan E. GOLSON, Auteur . - p.5058-5063. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.5058-5063 Mots-clés : Adult  Autism Spectrum Disorder/diagnosis/therapy  Autistic Disorder/diagnosis/therapy  Humans  Autism  Autism knowledge  Autism knowledge intervention  General population Index. décimale : PER Périodiques Résumé : As many individuals in the general population will likely interact with autistic persons in various contexts, ensuring adequate autism knowledge and awareness is important. Increased knowledge of autism has been linked to positive outcomes such as a reduction in explicit bias against autism by non-autistic adults and an increase in service quality for autistic individuals provided by indirect professionals. For this study we developed an informational video about autism and employed a randomized control trial to evaluate its effectiveness at increasing autism awareness in a general population sample. Participants were randomly assigned to the intervention (n=80) or active control group (n=72). Results from a repeated measures analysis of variance indicated that the video intervention was effective at increasing knowledge about autism. Results from this study can be applied to future educational efforts aimed at increasing awareness about autism among the general population. En ligne : http://dx.doi.org/10.1007/s10803-021-05341-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Effectiveness of different modalities of autism knowledge interventions on autism knowledge and stigma / Jennifer HA in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202773 Titre : Effectiveness of different modalities of autism knowledge interventions on autism knowledge and stigma Type de document : texte imprimé Auteurs : Jennifer HA, Auteur ; Hayden CHRISTENSEN, Auteur ; Jac’lyn BERA, Auteur ; Megan E. GOLSON, Auteur ; Benjamin COVINGTON, Auteur ; Maryellen Brunson MCCLAIN, Auteur Article en page(s) : p.202773 Langues : Anglais (eng) Mots-clés : Autism  Autism knowledge  Autism stigma  Autism knowledge intervention Index. décimale : PER Périodiques Résumé : Background Rates of autism diagnosis have steadily increased in recent years, underscoring the need for greater public knowledge and understanding of autism. Although previous studies have shown that increasing autism knowledge can reduce stigma, little is known about how different modes of delivering educational content influence these outcomes. The present study explored the effectiveness of brief autism knowledge interventions delivered through various modalities at increasing autism knowledge and reducing stigma. Methods A total of 148 participants were randomly assigned to one of four intervention conditions (video, video with autistic narrator, audio-only, visual-only) and completed autism knowledge and stigma measures pre- and post-participation. We hypothesized that a video intervention, specifically with an autistic narrator, would be more effective at increasing autism knowledge and decreasing autism stigma compared to other intervention modalities. Results Results showed that autism knowledge increased from pre- to post-intervention, F(1, 144) = 243.75, p < .001, η2 = .63, but no significant difference between intervention conditions was found, F(3, 144) = 0.68, p = .57, η2 = 0.01, indicating that participants improved their autism knowledge regardless of which autism knowledge intervention they received. Autism stigma had similar results, showing a decrease in autism stigma across all intervention conditions, F(1, 144) = 20.01, p < .001, η2 = 0.12, and no difference between intervention conditions, F(3, 144) = 0.76, p = .52, η2 = 0.02. Conclusion Findings revealed significant autism knowledge increases and autism stigma decreases irrespective of intervention condition. This suggests that intervention formats can be chosen based on accessibility and feasibility. A variety of intervention modalities may be effective at increasing autism knowledge and that the information provided during the intervention is more impactful than the delivery modality. En ligne : https://doi.org/10.1016/j.reia.2025.202773 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Effectiveness of different modalities of autism knowledge interventions on autism knowledge and stigma [texte imprimé] / Jennifer HA, Auteur ; Hayden CHRISTENSEN, Auteur ; Jac’lyn BERA, Auteur ; Megan E. GOLSON, Auteur ; Benjamin COVINGTON, Auteur ; Maryellen Brunson MCCLAIN, Auteur . - p.202773. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202773 Mots-clés : Autism  Autism knowledge  Autism stigma  Autism knowledge intervention Index. décimale : PER Périodiques Résumé : Background Rates of autism diagnosis have steadily increased in recent years, underscoring the need for greater public knowledge and understanding of autism. Although previous studies have shown that increasing autism knowledge can reduce stigma, little is known about how different modes of delivering educational content influence these outcomes. The present study explored the effectiveness of brief autism knowledge interventions delivered through various modalities at increasing autism knowledge and reducing stigma. Methods A total of 148 participants were randomly assigned to one of four intervention conditions (video, video with autistic narrator, audio-only, visual-only) and completed autism knowledge and stigma measures pre- and post-participation. We hypothesized that a video intervention, specifically with an autistic narrator, would be more effective at increasing autism knowledge and decreasing autism stigma compared to other intervention modalities. Results Results showed that autism knowledge increased from pre- to post-intervention, F(1, 144) = 243.75, p < .001, η2 = .63, but no significant difference between intervention conditions was found, F(3, 144) = 0.68, p = .57, η2 = 0.01, indicating that participants improved their autism knowledge regardless of which autism knowledge intervention they received. Autism stigma had similar results, showing a decrease in autism stigma across all intervention conditions, F(1, 144) = 20.01, p < .001, η2 = 0.12, and no difference between intervention conditions, F(3, 144) = 0.76, p = .52, η2 = 0.02. Conclusion Findings revealed significant autism knowledge increases and autism stigma decreases irrespective of intervention condition. This suggests that intervention formats can be chosen based on accessibility and feasibility. A variety of intervention modalities may be effective at increasing autism knowledge and that the information provided during the intervention is more impactful than the delivery modality. En ligne : https://doi.org/10.1016/j.reia.2025.202773 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Executive functioning in children with ASD + ADHD and ASD + ID: A systematic review / Kandice J. BENALLIE in Research in Autism Spectrum Disorders, 86 (August 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 86 (August 2021) . - 101807 Titre : Executive functioning in children with ASD + ADHD and ASD + ID: A systematic review Type de document : texte imprimé Auteurs : Kandice J. BENALLIE, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Kaelah E. BAKNER, Auteur ; Tyus ROANHORSE, Auteur ; Jennifer HA, Auteur Article en page(s) : 101807 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Attention-deficit/hyperactivity disorder  Intellectual disability  Executive functions  Children Index. décimale : PER Périodiques Résumé : Executive functions (EF) are skills that impact an individual’s ability to flexibly and efficiently problem solve and react to their environment. Children with neurodevelopmental disorders (NDDs), such as autism spectrum disorder (ASD), commonly experience EF deficits. However, it is unclear how a co-occurring diagnosis of attention-deficit/hyperactivity disorder (ADHD) or intellectual disability (ID) impact EF in children with ASD. This study systematically reviewed 26 studies – within 24 journal articles – that examined EF among children with ASD + ADHD and ASD + ID. Results revealed many non-congruent findings regarding EF in children with ASD + ADHD and ASD + ID, including differences across performance-based and indirect measures of EF. Children with ASD + ADHD exhibited unique flexibility and shifting, inhibition, and attention deficits. Among children with ASD + ID, planning and organizing, flexibility and shifting, attention, behavior regulation, and global EF skills significantly differed from comparison groups. Notably, these findings were dependent on assessment type used (performance-based versus indirect). Furthermore, analyses of mean Z-scores suggest that children with ASD + ADHD and ASD + ID exhibited more severe EF impairments than children with ASD. These results may be used to inform assessment practices for differentiating and determining co-occurring diagnoses. Understanding unique EF deficits may also inform the development of targeted treatment and interventions. En ligne : https://doi.org/10.1016/j.rasd.2021.101807 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Executive functioning in children with ASD + ADHD and ASD + ID: A systematic review [texte imprimé] / Kandice J. BENALLIE, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Kaelah E. BAKNER, Auteur ; Tyus ROANHORSE, Auteur ; Jennifer HA, Auteur . - 101807. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 86 (August 2021) . - 101807 Mots-clés : Autism spectrum disorder  Attention-deficit/hyperactivity disorder  Intellectual disability  Executive functions  Children Index. décimale : PER Périodiques Résumé : Executive functions (EF) are skills that impact an individual’s ability to flexibly and efficiently problem solve and react to their environment. Children with neurodevelopmental disorders (NDDs), such as autism spectrum disorder (ASD), commonly experience EF deficits. However, it is unclear how a co-occurring diagnosis of attention-deficit/hyperactivity disorder (ADHD) or intellectual disability (ID) impact EF in children with ASD. This study systematically reviewed 26 studies – within 24 journal articles – that examined EF among children with ASD + ADHD and ASD + ID. Results revealed many non-congruent findings regarding EF in children with ASD + ADHD and ASD + ID, including differences across performance-based and indirect measures of EF. Children with ASD + ADHD exhibited unique flexibility and shifting, inhibition, and attention deficits. Among children with ASD + ID, planning and organizing, flexibility and shifting, attention, behavior regulation, and global EF skills significantly differed from comparison groups. Notably, these findings were dependent on assessment type used (performance-based versus indirect). Furthermore, analyses of mean Z-scores suggest that children with ASD + ADHD and ASD + ID exhibited more severe EF impairments than children with ASD. These results may be used to inform assessment practices for differentiating and determining co-occurring diagnoses. Understanding unique EF deficits may also inform the development of targeted treatment and interventions. En ligne : https://doi.org/10.1016/j.rasd.2021.101807 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

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