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Détail de l'auteur
Auteur Kayden M. STOCKWELL |
Documents disponibles écrits par cet auteur (3)
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 : 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
in Autism > 27-2 (February 2023) . - p.356-370[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
Titre : Literacy in nonspeaking autistic people Type de document : Texte imprimé et/ou numérique Auteurs : Vikram K. JASWAL, Auteur ; Andrew J. LAMPI, Auteur ; Kayden M. STOCKWELL, Auteur Article en page(s) : p.2503-2514 Langues : Anglais (eng) Mots-clés : communication disability literacy nonspeaking autism Index. décimale : PER Périodiques Résumé : Autistic people who cannot speak risk being underestimated. Their inability to speak, along with other unconventional behaviors and mannerisms, can give rise to limiting assumptions about their capacities, including their capacity to acquire literacy. In this preregistered study, we developed a task to investigate whether autistic adolescents and adults with limited or no phrase speech (N = 31) have learned English orthographic conventions. Participants played a game that involved tapping sequentially pulsing targets on an iPad as quickly as they could. Three patterns in their response times suggest they know how to spell: (a) They were faster to tap letters of the alphabet that pulsed in sequences that spelled sentences than letters or nonsense symbols that pulsed in closely matched but meaningless sequences; (b) they responded more quickly to pairs of letters in meaningful sequences the more often the letters co-occur in English; and (c) they spontaneously paused before tapping the first pulsing letter of a new word. These findings suggest that nonspeaking autistic people can acquire foundational literacy skills. With appropriate instruction and support, it might be possible to harness these skills to provide nonspeaking autistic people access to written forms of communication as an alternative to speech. Lay abstract Many autistic people who do not talk cannot tell other people what they know or what they are thinking. As a result, they might not be able to go to the schools they want, share feelings with friends, or get jobs they like. It might be possible to teach them to type on a computer or tablet instead of talking. But first, they would have to know how to spell. Some people do not believe that nonspeaking autistic people can learn to spell. We did a study to see if they can. We tested 31 autistic teenagers and adults who do not talk much or at all. They played a game on an iPad where they had to tap flashing letters. After they played the game, we looked at how fast they tapped the letters. They did three things that people who know how to spell would do. First, they tapped flashing letters faster when the letters spelled out sentences than when the letters made no sense. Second, they tapped letters that usually go together faster than letters that do not usually go together. This shows that they knew some spelling rules. Third, they paused before tapping the first letter of a new word. This shows that they knew where one word ended and the next word began. These results suggest that many autistic people who do not talk can learn how to spell. If they are given appropriate opportunities, they might be able to learn to communicate by typing. En ligne : https://dx.doi.org/10.1177/13623613241230709 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536
in Autism > 28-10 (October 2024) . - p.2503-2514[article] Literacy in nonspeaking autistic people [Texte imprimé et/ou numérique] / Vikram K. JASWAL, Auteur ; Andrew J. LAMPI, Auteur ; Kayden M. STOCKWELL, Auteur . - p.2503-2514.
Langues : Anglais (eng)
in Autism > 28-10 (October 2024) . - p.2503-2514
Mots-clés : communication disability literacy nonspeaking autism Index. décimale : PER Périodiques Résumé : Autistic people who cannot speak risk being underestimated. Their inability to speak, along with other unconventional behaviors and mannerisms, can give rise to limiting assumptions about their capacities, including their capacity to acquire literacy. In this preregistered study, we developed a task to investigate whether autistic adolescents and adults with limited or no phrase speech (N = 31) have learned English orthographic conventions. Participants played a game that involved tapping sequentially pulsing targets on an iPad as quickly as they could. Three patterns in their response times suggest they know how to spell: (a) They were faster to tap letters of the alphabet that pulsed in sequences that spelled sentences than letters or nonsense symbols that pulsed in closely matched but meaningless sequences; (b) they responded more quickly to pairs of letters in meaningful sequences the more often the letters co-occur in English; and (c) they spontaneously paused before tapping the first pulsing letter of a new word. These findings suggest that nonspeaking autistic people can acquire foundational literacy skills. With appropriate instruction and support, it might be possible to harness these skills to provide nonspeaking autistic people access to written forms of communication as an alternative to speech. Lay abstract Many autistic people who do not talk cannot tell other people what they know or what they are thinking. As a result, they might not be able to go to the schools they want, share feelings with friends, or get jobs they like. It might be possible to teach them to type on a computer or tablet instead of talking. But first, they would have to know how to spell. Some people do not believe that nonspeaking autistic people can learn to spell. We did a study to see if they can. We tested 31 autistic teenagers and adults who do not talk much or at all. They played a game on an iPad where they had to tap flashing letters. After they played the game, we looked at how fast they tapped the letters. They did three things that people who know how to spell would do. First, they tapped flashing letters faster when the letters spelled out sentences than when the letters made no sense. Second, they tapped letters that usually go together faster than letters that do not usually go together. This shows that they knew some spelling rules. Third, they paused before tapping the first letter of a new word. This shows that they knew where one word ended and the next word began. These results suggest that many autistic people who do not talk can learn how to spell. If they are given appropriate opportunities, they might be able to learn to communicate by typing. En ligne : https://dx.doi.org/10.1177/13623613241230709 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536
