Learning from the experts: Evaluating a participatory autism and universal design training for university educators / TC WAISMAN in Autism, 27-2 (February 2023)  

Public ISBD [article]  inAutism > 27-2 (February 2023) . - p.356-370 Titre : Learning from the experts: Evaluating a participatory autism and universal design training for university educators Type de document : Texte imprimé et/ou numérique Auteurs : TC WAISMAN, Auteur ; Zachary J. WILLIAMS, Auteur ; Eilidh CAGE, Auteur ; Siva Priya SANTHANAM, Auteur ; Iliana MAGIATI, Auteur ; Patrick DWYER, Auteur ; Kayden M. STOCKWELL, Auteur ; Bella KOFNER, Auteur ; Heather BROWN, Auteur ; Denise DAVIDSON, Auteur ; Jessye HERRELL, Auteur ; Stephen M. SHORE, Auteur ; Dave CAUDEL, Auteur ; Emine GURBUZ, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.356-370 Langues : Anglais (eng) Mots-clés : autism training  autistic university students  higher education  participatory  stigma  universal design Index. décimale : PER Périodiques Résumé : Autistic students experience strengths and challenges that can impact their full inclusion in higher education, including stigma. A participatory team of autistic and non-autistic scholars developed an autism and universal design (UD) training. This participatory approach centered the voices of autistic collaborators in training design and evaluation. Ninety-eight educators from 53 institutions across five countries completed assessments before training (pre-tests), 89 completed post-tests (after training), and 82 completed maintenance assessments (a month after post-test). Pre-test autism stigma was heightened among males, educators with less autism knowledge, and those who reported heightened social dominance orientation. Autism knowledge, autism stigma, and attitudes toward UD improved with training. Improvements remained apparent a month after post-test but were somewhat attenuated for knowledge and stigma. To the best of our knowledge, this is the first evidence of maintenance of benefits of an autism training over time. Participants’ main reason for enrolling in the study was to gain a better understanding about neurodiversity. Feedback indicates that this goal was reached by most with the added benefit of gaining understanding about UD. Results suggest that interest in one type of diversity (e.g. autism) can motivate faculty to learn UD-aligned teaching strategies that benefit diverse students more generally. En ligne : http://dx.doi.org/10.1177/13623613221097207 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Learning from the experts: Evaluating a participatory autism and universal design training for university educators [Texte imprimé et/ou numérique] / TC WAISMAN, Auteur ; Zachary J. WILLIAMS, Auteur ; Eilidh CAGE, Auteur ; Siva Priya SANTHANAM, Auteur ; Iliana MAGIATI, Auteur ; Patrick DWYER, Auteur ; Kayden M. STOCKWELL, Auteur ; Bella KOFNER, Auteur ; Heather BROWN, Auteur ; Denise DAVIDSON, Auteur ; Jessye HERRELL, Auteur ; Stephen M. SHORE, Auteur ; Dave CAUDEL, Auteur ; Emine GURBUZ, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.356-370. Langues : Anglais (eng) in Autism > 27-2 (February 2023) . - p.356-370 Mots-clés : autism training  autistic university students  higher education  participatory  stigma  universal design Index. décimale : PER Périodiques Résumé : Autistic students experience strengths and challenges that can impact their full inclusion in higher education, including stigma. A participatory team of autistic and non-autistic scholars developed an autism and universal design (UD) training. This participatory approach centered the voices of autistic collaborators in training design and evaluation. Ninety-eight educators from 53 institutions across five countries completed assessments before training (pre-tests), 89 completed post-tests (after training), and 82 completed maintenance assessments (a month after post-test). Pre-test autism stigma was heightened among males, educators with less autism knowledge, and those who reported heightened social dominance orientation. Autism knowledge, autism stigma, and attitudes toward UD improved with training. Improvements remained apparent a month after post-test but were somewhat attenuated for knowledge and stigma. To the best of our knowledge, this is the first evidence of maintenance of benefits of an autism training over time. Participants’ main reason for enrolling in the study was to gain a better understanding about neurodiversity. Feedback indicates that this goal was reached by most with the added benefit of gaining understanding about UD. Results suggest that interest in one type of diversity (e.g. autism) can motivate faculty to learn UD-aligned teaching strategies that benefit diverse students more generally. En ligne : http://dx.doi.org/10.1177/13623613221097207 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

The diagnostic journey of autistic women as shared on TikTok / Karen Whisenhunt SAAR ; Siva Priya SANTHANAM ; Shahryar HEYDARI in Research in Autism, 120 (February 2025)  

Public ISBD [article]  inResearch in Autism > 120 (February 2025) . - 202529 Titre : The diagnostic journey of autistic women as shared on TikTok Type de document : Texte imprimé et/ou numérique Auteurs : Karen Whisenhunt SAAR, Auteur ; Siva Priya SANTHANAM, Auteur ; Shahryar HEYDARI, Auteur Article en page(s) : 202529 Langues : Anglais (eng) Mots-clés : Autistic women  Diagnosis  Social media  TikTok  Autistic identity  Autistic community Index. décimale : PER Périodiques Résumé : Background TikTok serves as a social media platform for fostering social empowerment and facilitating community discussions. Recent research indicates that autistic adults use TikTok to share insights into their diagnoses. Adding to this line of inquiry, the current study examines the diagnostic journey of autistic women as shared on TikTok. Method Personal narratives of autistic women regarding their diagnostic experiences as shared on TikTok were identified and analyzed using reflexive thematic analysis (Braun and Clarke, 2021) to inductively identify shared themes. Results Data related to theme I (i.e., "I have spent my whole life trying to fix myself"), II (i.e., "No one realized I was struggling"), and III (i.e., "This isn?t how it should be") was consistent with other research examining the experiences of autistic women in their diagnostic journey. Theme IV (i.e., "You know yourself better than anyone") provided unique findings with regard to the TikTok community. Specifically, content creators used TikTok as a platform for communal discourse and social empowerment. They provided and sought reciprocal support and direction. Conclusions Autistic women are turning to TikTok to share experiences and express perspectives. The data informs professionals on how to support women in their journey toward understanding themselves within an autistic identity. En ligne : https://doi.org/10.1016/j.reia.2025.202529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555 [article] The diagnostic journey of autistic women as shared on TikTok [Texte imprimé et/ou numérique] / Karen Whisenhunt SAAR, Auteur ; Siva Priya SANTHANAM, Auteur ; Shahryar HEYDARI, Auteur . - 202529. Langues : Anglais (eng) in Research in Autism > 120 (February 2025) . - 202529 Mots-clés : Autistic women  Diagnosis  Social media  TikTok  Autistic identity  Autistic community Index. décimale : PER Périodiques Résumé : Background TikTok serves as a social media platform for fostering social empowerment and facilitating community discussions. Recent research indicates that autistic adults use TikTok to share insights into their diagnoses. Adding to this line of inquiry, the current study examines the diagnostic journey of autistic women as shared on TikTok. Method Personal narratives of autistic women regarding their diagnostic experiences as shared on TikTok were identified and analyzed using reflexive thematic analysis (Braun and Clarke, 2021) to inductively identify shared themes. Results Data related to theme I (i.e., "I have spent my whole life trying to fix myself"), II (i.e., "No one realized I was struggling"), and III (i.e., "This isn?t how it should be") was consistent with other research examining the experiences of autistic women in their diagnostic journey. Theme IV (i.e., "You know yourself better than anyone") provided unique findings with regard to the TikTok community. Specifically, content creators used TikTok as a platform for communal discourse and social empowerment. They provided and sought reciprocal support and direction. Conclusions Autistic women are turning to TikTok to share experiences and express perspectives. The data informs professionals on how to support women in their journey toward understanding themselves within an autistic identity. En ligne : https://doi.org/10.1016/j.reia.2025.202529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555

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