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

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