Evaluation of career planning tools for use with individuals with autism spectrum disorder: A systematic review / Nina MURRAY in Research in Autism Spectrum Disorders, 23 (March 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 23 (March 2016) . - p.188-202 Titre : Evaluation of career planning tools for use with individuals with autism spectrum disorder: A systematic review Type de document : texte imprimé Auteurs : Nina MURRAY, Auteur ; Megan K. HATFIELD, Auteur ; Marita FALKMER, Auteur ; Torbjörn FALKMER, Auteur Article en page(s) : p.188-202 Langues : Anglais (eng) Mots-clés : Autism  Disability  Tool  Employment  Transition Index. décimale : PER Périodiques Résumé : Abstract This systematic review aimed to identify tools published in peer reviewed journals that could be utilised in career planning for individuals with autism spectrum disorder (ASD), and to describe their clinical utility and psychometric properties. Due to limited results for ASD-specific tools, the search was broadened to career planning tools for individuals with a cognitive or developmental disability, which could be used by individuals with ASD. Six databases were electronically searched. Main search terms used were ‘disability’, ‘young adult’, ‘assessment’ and ‘employment’. Boolean operators expanded the search strategy. Two independent reviewers undertook data extraction and quality assessment. Electronic searches located 2348 literature items; 14 articles met inclusion criteria covering 10 career planning tools. Identified tools were of a predictive nature; however, none of the studies assessed all the psychometric properties necessary for evaluating a sound predictive tool. Only one addressed all three components of clinical utility. None of the identified tools had strong reliability or validity and their clinical utility remains unexplored. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283 [article] Evaluation of career planning tools for use with individuals with autism spectrum disorder: A systematic review [texte imprimé] / Nina MURRAY, Auteur ; Megan K. HATFIELD, Auteur ; Marita FALKMER, Auteur ; Torbjörn FALKMER, Auteur . - p.188-202. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.188-202 Mots-clés : Autism  Disability  Tool  Employment  Transition Index. décimale : PER Périodiques Résumé : Abstract This systematic review aimed to identify tools published in peer reviewed journals that could be utilised in career planning for individuals with autism spectrum disorder (ASD), and to describe their clinical utility and psychometric properties. Due to limited results for ASD-specific tools, the search was broadened to career planning tools for individuals with a cognitive or developmental disability, which could be used by individuals with ASD. Six databases were electronically searched. Main search terms used were ‘disability’, ‘young adult’, ‘assessment’ and ‘employment’. Boolean operators expanded the search strategy. Two independent reviewers undertook data extraction and quality assessment. Electronic searches located 2348 literature items; 14 articles met inclusion criteria covering 10 career planning tools. Identified tools were of a predictive nature; however, none of the studies assessed all the psychometric properties necessary for evaluating a sound predictive tool. Only one addressed all three components of clinical utility. None of the identified tools had strong reliability or validity and their clinical utility remains unexplored. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283

Process Evaluation of the BOOST-A Transition Planning Program for Adolescents on the Autism Spectrum: A Strengths-Based Approach / Megan K. HATFIELD in Journal of Autism and Developmental Disorders, 48-2 (February 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.377-388 Titre : Process Evaluation of the BOOST-A Transition Planning Program for Adolescents on the Autism Spectrum: A Strengths-Based Approach Type de document : texte imprimé Auteurs : Megan K. HATFIELD, Auteur ; Marita FALKMER, Auteur ; Torbjörn FALKMER, Auteur ; Marina CICCARELLI, Auteur Article en page(s) : p.377-388 Langues : Anglais (eng) Mots-clés : Asperger's syndrome  Employment  High school  Pervasive developmental disorder  Self-determination theory  Vocational education Index. décimale : PER Périodiques Résumé : A process evaluation was conducted to determine the effectiveness, usability, and barriers and facilitators related to the Better OutcOmes & Successful Transitions for Autism (BOOST-A), an online transition planning program. Adolescents on the autism spectrum (n = 33) and their parents (n = 39) provided feedback via an online questionnaire. Of these, 13 participants were interviewed to gain in-depth information about their experiences. Data were analyzed using descriptive statistics and thematic analysis. Four themes were identified: (i) taking action to overcome inertia, (ii) new insights that led to clear plans for the future, (iii) adolescent empowerment through strengths focus, and (iv) having a champion to guide the way. The process evaluation revealed why BOOST-A was beneficial to some participants more than others. Trial registration #ACTRN12615000119594. En ligne : https://doi.org/10.1007/s10803-017-3317-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337 [article] Process Evaluation of the BOOST-A Transition Planning Program for Adolescents on the Autism Spectrum: A Strengths-Based Approach [texte imprimé] / Megan K. HATFIELD, Auteur ; Marita FALKMER, Auteur ; Torbjörn FALKMER, Auteur ; Marina CICCARELLI, Auteur . - p.377-388. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.377-388 Mots-clés : Asperger's syndrome  Employment  High school  Pervasive developmental disorder  Self-determination theory  Vocational education Index. décimale : PER Périodiques Résumé : A process evaluation was conducted to determine the effectiveness, usability, and barriers and facilitators related to the Better OutcOmes & Successful Transitions for Autism (BOOST-A), an online transition planning program. Adolescents on the autism spectrum (n = 33) and their parents (n = 39) provided feedback via an online questionnaire. Of these, 13 participants were interviewed to gain in-depth information about their experiences. Data were analyzed using descriptive statistics and thematic analysis. Four themes were identified: (i) taking action to overcome inertia, (ii) new insights that led to clear plans for the future, (iii) adolescent empowerment through strengths focus, and (iv) having a champion to guide the way. The process evaluation revealed why BOOST-A was beneficial to some participants more than others. Trial registration #ACTRN12615000119594. En ligne : https://doi.org/10.1007/s10803-017-3317-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337

"Stop and just breathe for a minute": perspectives of children on the Autism Spectrum and their caregivers on a Mindfulness Group / Megan K. HATFIELD in Journal of Autism and Developmental Disorders, 53-9 (September 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3394-3405 Titre : "Stop and just breathe for a minute": perspectives of children on the Autism Spectrum and their caregivers on a Mindfulness Group Type de document : texte imprimé Auteurs : Megan K. HATFIELD, Auteur ; Emma ASHCROFT, Auteur ; Siobhan MAGUIRE, Auteur ; Lauren KERSHAW, Auteur ; Marina CICCARELLI, Auteur Article en page(s) : p.3394-3405 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children on the autism spectrum often experience anxiety. Mindfulness is growing in popularity as a method to support children with anxiety; however, there is limited evidence on mindfulness for children on the autism spectrum. This study investigated the feasibility of a 10-week group-based mindfulness intervention for 14 children on the autism spectrum. A one-group pre-post design determined outcomes of anxiety (caregiver and child report), mindful attention, and wellbeing (child report). Interviews explored children s and caregivers' perceptions. There were no significant differences in outcomes post-intervention. Five themes were identified from interviews: (1) Children felt calmer; (2) Parents observed differences in anxiety; (3) Breathing and yoga helped; (4) Parents wanted more; and (5) Challenges and benefits of group intervention. En ligne : https://doi.org/10.1007/s10803-022-05542-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] "Stop and just breathe for a minute": perspectives of children on the Autism Spectrum and their caregivers on a Mindfulness Group [texte imprimé] / Megan K. HATFIELD, Auteur ; Emma ASHCROFT, Auteur ; Siobhan MAGUIRE, Auteur ; Lauren KERSHAW, Auteur ; Marina CICCARELLI, Auteur . - p.3394-3405. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3394-3405 Index. décimale : PER Périodiques Résumé : Children on the autism spectrum often experience anxiety. Mindfulness is growing in popularity as a method to support children with anxiety; however, there is limited evidence on mindfulness for children on the autism spectrum. This study investigated the feasibility of a 10-week group-based mindfulness intervention for 14 children on the autism spectrum. A one-group pre-post design determined outcomes of anxiety (caregiver and child report), mindful attention, and wellbeing (child report). Interviews explored children s and caregivers' perceptions. There were no significant differences in outcomes post-intervention. Five themes were identified from interviews: (1) Children felt calmer; (2) Parents observed differences in anxiety; (3) Breathing and yoga helped; (4) Parents wanted more; and (5) Challenges and benefits of group intervention. En ligne : https://doi.org/10.1007/s10803-022-05542-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

---

1 (1 - 3 / 3) Par page : 25 50 100 200