Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings / Giacomo VIVANTI in Autism Research, 15-11 (November 2022)  

Public ISBD [article]  inAutism Research > 15-11 (November 2022) . - p.2200-2209 Titre : Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings Type de document : Texte imprimé et/ou numérique Auteurs : Giacomo VIVANTI, Auteur ; Catherine BENT, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.2200-2209 Langues : Anglais (eng) Mots-clés : Child  Child, Preschool  Humans  Autism Spectrum Disorder/therapy/psychology  Autistic Disorder  Child Development Disorders, Pervasive/psychology  Early Intervention, Educational  Social Behavior  autism spectrum disorder  early intervention  early start Denver model  inclusion  mainstream education  moderators  predictors Index. décimale : PER Périodiques Résumé : This study examined the factors associated with social-communicative outcomes for children on the autism spectrum receiving early intervention in inclusive versus specialised early childhood education programmes. Fifty-eight preschool-aged children randomly assigned to receive the Group-Early Start Denver Model (G-ESDM) in either inclusive or specialised (i.e., autism-specific) classrooms across one calendar year showed similar outcomes at group mean-level across measures of communication and social behaviour. We examined factors moderating outcomes across settings. Novel moderation analyses revealed that higher baseline social interest and nonverbal cognitive skills were associated with increased social communication gains for children in the inclusive classrooms, but not for those in specialised settings. Children who spend more time paying attention to people and have higher cognitive skills might benefit from receiving early intervention in inclusive settings, whilst these factors might be less relevant for children educated in specialised settings. En ligne : http://dx.doi.org/10.1002/aur.2815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings [Texte imprimé et/ou numérique] / Giacomo VIVANTI, Auteur ; Catherine BENT, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.2200-2209. Langues : Anglais (eng) in Autism Research > 15-11 (November 2022) . - p.2200-2209 Mots-clés : Child  Child, Preschool  Humans  Autism Spectrum Disorder/therapy/psychology  Autistic Disorder  Child Development Disorders, Pervasive/psychology  Early Intervention, Educational  Social Behavior  autism spectrum disorder  early intervention  early start Denver model  inclusion  mainstream education  moderators  predictors Index. décimale : PER Périodiques Résumé : This study examined the factors associated with social-communicative outcomes for children on the autism spectrum receiving early intervention in inclusive versus specialised early childhood education programmes. Fifty-eight preschool-aged children randomly assigned to receive the Group-Early Start Denver Model (G-ESDM) in either inclusive or specialised (i.e., autism-specific) classrooms across one calendar year showed similar outcomes at group mean-level across measures of communication and social behaviour. We examined factors moderating outcomes across settings. Novel moderation analyses revealed that higher baseline social interest and nonverbal cognitive skills were associated with increased social communication gains for children in the inclusive classrooms, but not for those in specialised settings. Children who spend more time paying attention to people and have higher cognitive skills might benefit from receiving early intervention in inclusive settings, whilst these factors might be less relevant for children educated in specialised settings. En ligne : http://dx.doi.org/10.1002/aur.2815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

"We go through trauma": South Asian parents' experiences of autism diagnosis and early supports for their autistic children in Australia / Alexandra AULICH ; Catherine BENT ; Christos CONSTANTINE ; Kathleen FRANKS ; Nilushi GOONETILLEKE ; Cherie GREEN ; Rabia IJAZ ; Kanisha PATEL ; Helen SAID ; Sarah WOOD ; Kristelle HUDRY in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102408 Titre : "We go through trauma": South Asian parents' experiences of autism diagnosis and early supports for their autistic children in Australia Type de document : Texte imprimé et/ou numérique Auteurs : Alexandra AULICH, Auteur ; Catherine BENT, Auteur ; Christos CONSTANTINE, Auteur ; Kathleen FRANKS, Auteur ; Nilushi GOONETILLEKE, Auteur ; Cherie GREEN, Auteur ; Rabia IJAZ, Auteur ; Kanisha PATEL, Auteur ; Helen SAID, Auteur ; Sarah WOOD, Auteur ; Kristelle HUDRY, Auteur Année de publication : 2024 Article en page(s) : p.102408 Langues : Anglais (eng) Mots-clés : Autism  Participatory research  Migrants  Parent experiences  Early intervention Index. décimale : PER Périodiques Résumé : Introduction Growth of the Australian South Asian migrant community has surged over the last decade. Yet we have minimal information about migrant South Asian parents' experiences of raising an autistic child in Australia. This participatory research informs the issue through reporting first-hand accounts of accessing an autism diagnosis and receiving early supports for South Asian parents and their autistic children living in Australia. Methods Parents from India, Pakistan and Sri Lanka (n = 13) were interviewed in their preferred language. During interviews, parents were asked about their experiences of the diagnostic process and navigating early supports for their autistic child. Interviews were analysed using reflexive thematic analysis. Results Parents described experiencing myriad challenges to accessing early autism supports, including limited knowledge, funding issues, lengthy waiting lists, and poor-quality clinicians. They also reported struggling to accept their child?s diagnoses and facing judgement from within their community. Unlike other migrant Australian communities, this group of parents did not describe obtaining community-specific supports and often navigated their journeys alone. These cumulative challenges impacted parents' mental health. Yet, parents also described proactively seeking as much support as possible, preferring goal-based, intensive, behavioural early interventions. Discussion and implications Clinicians should be aware that families from particular migrant/cultural minority groups may be more isolated than others, and consider how best to support a sense of community belonging in other ways. That these parents expressed preference for intensive, behavioural autism supports also highlights the diversity of service-related views and desires in the autistic and autism communities. En ligne : https://doi.org/10.1016/j.rasd.2024.102408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] "We go through trauma": South Asian parents' experiences of autism diagnosis and early supports for their autistic children in Australia [Texte imprimé et/ou numérique] / Alexandra AULICH, Auteur ; Catherine BENT, Auteur ; Christos CONSTANTINE, Auteur ; Kathleen FRANKS, Auteur ; Nilushi GOONETILLEKE, Auteur ; Cherie GREEN, Auteur ; Rabia IJAZ, Auteur ; Kanisha PATEL, Auteur ; Helen SAID, Auteur ; Sarah WOOD, Auteur ; Kristelle HUDRY, Auteur . - 2024 . - p.102408. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102408 Mots-clés : Autism  Participatory research  Migrants  Parent experiences  Early intervention Index. décimale : PER Périodiques Résumé : Introduction Growth of the Australian South Asian migrant community has surged over the last decade. Yet we have minimal information about migrant South Asian parents' experiences of raising an autistic child in Australia. This participatory research informs the issue through reporting first-hand accounts of accessing an autism diagnosis and receiving early supports for South Asian parents and their autistic children living in Australia. Methods Parents from India, Pakistan and Sri Lanka (n = 13) were interviewed in their preferred language. During interviews, parents were asked about their experiences of the diagnostic process and navigating early supports for their autistic child. Interviews were analysed using reflexive thematic analysis. Results Parents described experiencing myriad challenges to accessing early autism supports, including limited knowledge, funding issues, lengthy waiting lists, and poor-quality clinicians. They also reported struggling to accept their child?s diagnoses and facing judgement from within their community. Unlike other migrant Australian communities, this group of parents did not describe obtaining community-specific supports and often navigated their journeys alone. These cumulative challenges impacted parents' mental health. Yet, parents also described proactively seeking as much support as possible, preferring goal-based, intensive, behavioural early interventions. Discussion and implications Clinicians should be aware that families from particular migrant/cultural minority groups may be more isolated than others, and consider how best to support a sense of community belonging in other ways. That these parents expressed preference for intensive, behavioural autism supports also highlights the diversity of service-related views and desires in the autistic and autism communities. En ligne : https://doi.org/10.1016/j.rasd.2024.102408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

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