Do labels matter? The effect of specific and generic labels on university students’ openness towards autistic peers / Yong-Hwee NAH in Research in Autism Spectrum Disorders, 97 (September 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 97 (September 2022) . - 102020 Titre : Do labels matter? The effect of specific and generic labels on university students’ openness towards autistic peers Type de document : Texte imprimé et/ou numérique Auteurs : Yong-Hwee NAH, Auteur ; Yi-Fang NEO, Auteur ; Annabel Shen-Hsing CHEN, Auteur Article en page(s) : 102020 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Special needs  Label  University students  Openness  Disclosure Index. décimale : PER Périodiques Résumé : Background The number of autistic students enroling into universities and completing a higher education qualification is increasing. They would have to decide whether to disclose their diagnosis in order to receive appropriate and adequate support or not to share their diagnosis due to possible stigmatisation faced by them. This study examined the effect of labels ( ˜Autism Spectrum Disorder (ASD)’ or ˜Special Needs’ [SN]) used on university students’ openness towards autistic peers. Method 121 university students (43 males, 78 females; age range = 18 “26) were randomly assigned to read one of three conditions with student characters identified as (1) having ASD or (2) SN; or (3) not identified with any label. They rated their openness towards the featured student and completed an ASD knowledge survey. Result Participants reported a greater level of openness toward vignettes characters with the ASD label and SN label as compared to vignettes characters with no label (with a large effect size). However, openness towards ASD and SN labels were not different. Knowledge of ASD accounted for a small but significant variance (3.3 %) of how university students rated the behaviours in the vignettes. Conclusion We proposed that the present findings may serve as an encouragement to autistic individuals in local universities to consider disclosing their ASD diagnosis to the people around them and at the same time, underscore the importance of greater public education on ASD, to create a more supportive environment for autistic individuals to thrive in. En ligne : https://doi.org/10.1016/j.rasd.2022.102020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Do labels matter? The effect of specific and generic labels on university students’ openness towards autistic peers [Texte imprimé et/ou numérique] / Yong-Hwee NAH, Auteur ; Yi-Fang NEO, Auteur ; Annabel Shen-Hsing CHEN, Auteur . - 102020. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102020 Mots-clés : Autism Spectrum Disorder  Special needs  Label  University students  Openness  Disclosure Index. décimale : PER Périodiques Résumé : Background The number of autistic students enroling into universities and completing a higher education qualification is increasing. They would have to decide whether to disclose their diagnosis in order to receive appropriate and adequate support or not to share their diagnosis due to possible stigmatisation faced by them. This study examined the effect of labels ( ˜Autism Spectrum Disorder (ASD)’ or ˜Special Needs’ [SN]) used on university students’ openness towards autistic peers. Method 121 university students (43 males, 78 females; age range = 18 “26) were randomly assigned to read one of three conditions with student characters identified as (1) having ASD or (2) SN; or (3) not identified with any label. They rated their openness towards the featured student and completed an ASD knowledge survey. Result Participants reported a greater level of openness toward vignettes characters with the ASD label and SN label as compared to vignettes characters with no label (with a large effect size). However, openness towards ASD and SN labels were not different. Knowledge of ASD accounted for a small but significant variance (3.3 %) of how university students rated the behaviours in the vignettes. Conclusion We proposed that the present findings may serve as an encouragement to autistic individuals in local universities to consider disclosing their ASD diagnosis to the people around them and at the same time, underscore the importance of greater public education on ASD, to create a more supportive environment for autistic individuals to thrive in. En ligne : https://doi.org/10.1016/j.rasd.2022.102020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Do Types of Information in an Animated Video Intervention Affect University Students' Autism Knowledge and Openness Towards Peers on the Autism Spectrum? / Yong-Hwee NAH in Journal of Autism and Developmental Disorders, 54-11 (November)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-11 (November) . - p.4167-4178 Titre : Do Types of Information in an Animated Video Intervention Affect University Students' Autism Knowledge and Openness Towards Peers on the Autism Spectrum? Type de document : Texte imprimé et/ou numérique Auteurs : Yong-Hwee NAH, Auteur ; Raelene Shu-Xuan LEE, Auteur ; Annabel Shen-Hsing CHEN, Auteur Article en page(s) : p.4167-4178 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This pre-test post-test control group design sought to compare the effectiveness of delivering different types of information ([1] factual information vs. [2] factual information?+?descriptive and explanatory information vs. [3] factual information?+?descriptive, explanatory?+?directive information) in an animated video intervention in increasing university students' autism knowledge and openness toward peers on the autism spectrum. The sample consisted of 92 undergraduates (27 males, 65 females; age range = 18-36) from various universities in Singapore. Participants were randomly assigned to one of the three experimental conditions/videos, where they completed a measure of their autism knowledge and openness scale, before viewing a 5-minute long animated video containing different types of information about autism. After which, participants completed the measure of autism knowledge and openness scale again, followed by a measure of their empathy level. Results indicated that participants' autism knowledge improved following the viewing of the animated video. However, the three different videos containing different types of information did not differ in influencing participants' openness toward peers on the autism spectrum. Nevertheless, qualitative responses proposed that the video containing factual information, with descriptive, explanatory, and directive information was useful in helping participants to know how to interact with their peers on the autism spectrum. The findings of this study provide preliminary support for the most effective method to educate and raise awareness about autism, among the general student population in order to foster a supportive and inclusive environment. En ligne : https://doi.org/10.1007/s10803-023-06119-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 [article] Do Types of Information in an Animated Video Intervention Affect University Students' Autism Knowledge and Openness Towards Peers on the Autism Spectrum? [Texte imprimé et/ou numérique] / Yong-Hwee NAH, Auteur ; Raelene Shu-Xuan LEE, Auteur ; Annabel Shen-Hsing CHEN, Auteur . - p.4167-4178. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-11 (November) . - p.4167-4178 Index. décimale : PER Périodiques Résumé : This pre-test post-test control group design sought to compare the effectiveness of delivering different types of information ([1] factual information vs. [2] factual information?+?descriptive and explanatory information vs. [3] factual information?+?descriptive, explanatory?+?directive information) in an animated video intervention in increasing university students' autism knowledge and openness toward peers on the autism spectrum. The sample consisted of 92 undergraduates (27 males, 65 females; age range = 18-36) from various universities in Singapore. Participants were randomly assigned to one of the three experimental conditions/videos, where they completed a measure of their autism knowledge and openness scale, before viewing a 5-minute long animated video containing different types of information about autism. After which, participants completed the measure of autism knowledge and openness scale again, followed by a measure of their empathy level. Results indicated that participants' autism knowledge improved following the viewing of the animated video. However, the three different videos containing different types of information did not differ in influencing participants' openness toward peers on the autism spectrum. Nevertheless, qualitative responses proposed that the video containing factual information, with descriptive, explanatory, and directive information was useful in helping participants to know how to interact with their peers on the autism spectrum. The findings of this study provide preliminary support for the most effective method to educate and raise awareness about autism, among the general student population in order to foster a supportive and inclusive environment. En ligne : https://doi.org/10.1007/s10803-023-06119-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537

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