Digital citizenship of children and youth with autism: Developing guidelines and strategies for caregivers and clinicians to support healthy use of screens / Yael MAYER in Autism, 28-4 (April 2024)  

Public ISBD [article]  inAutism > 28-4 (April 2024) . - p.1010-1028 Titre : Digital citizenship of children and youth with autism: Developing guidelines and strategies for caregivers and clinicians to support healthy use of screens Type de document : texte imprimé Auteurs : Yael MAYER, Auteur ; Mor COHEN-EILIG, Auteur ; Janice CHAN, Auteur ; Natasha KUZYK, Auteur ; Armansa GLODJO, Auteur ; Tal JARUS, Auteur Article en page(s) : p.1010-1028 Langues : Anglais (eng) Mots-clés : autism,caregivers and clinicians,children and youth,digital citizenship,guidelines,screen time use Index. décimale : PER Périodiques Résumé : Over the past few years, screen-based usage among children and youth has increased significantly, particularly among those with autism. Yet current screen time guidelines do not address the specific needs of autistic children and youth. Therefore, the objective of this study was to develop specific and clear guidelines and strategies that caregivers and expert clinicians agree upon to support the digital citizenship of children with autism. Using the Delphi method, 30 experts, including 20 clinicians and 10 caregivers, were invited to complete a series of three surveys. The experts had to rate their agreement levels on a series of statements that included possible guidelines and strategies. The final statements to be included in the guidelines were accepted by more than 75% of the panel. The final guidelines included six sections: (1) general principles, (2) considerations for timing and content of leisure screen time use, (3) strategies for caregivers and clinicians to monitor and regulate screen time use, (4) behaviors to monitor for screen time overuse, (5) additional guidelines for clinicians, and (6) resources. The agreed-upon guidelines developed in this study could be the stepping stones for clinical interventions targeting screen time overuse of children with autism, addressing the screen time challenges that many families are experiencing. Lay Abstract Children and youth with autism use screens in their daily lives and in their rehabilitation programs. Although parents and clinicians experience specific challenges when supporting positive screen time use of children and youth with autism, no detailed information for this group exists. Therefore, this study aimed to develop clear guidelines that are agreed by expert clinicians and parents of children and youth with autism. Using a method called Delphi, 30 experts-20 clinicians and 10 caregivers, who have experience working with or caring for children and youth with autism were invited to complete a series of three surveys. In each round, the experts had to rate their agreement with statements regarding screen time management. The agreement level was set to 75%. The final themes to be included in the guidelines were accepted by more than 75% of the panel. The final guidelines included six main sections: (1) general principles, (2) considerations for timing and content of leisure screen time use, (3) strategies for caregivers and clinicians to monitor and regulate screen time use, (4) behaviors to monitor for screen time overuse, (5) additional guidelines for clinicians, and (6) resources. The new guidelines developed in this study can provide potential guidance on how to further the development of digital citizenship for children and youth with autism and provide strategies to families to help manage screen time use. En ligne : https://dx.doi.org/10.1177/13623613231192870 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526 [article] Digital citizenship of children and youth with autism: Developing guidelines and strategies for caregivers and clinicians to support healthy use of screens [texte imprimé] / Yael MAYER, Auteur ; Mor COHEN-EILIG, Auteur ; Janice CHAN, Auteur ; Natasha KUZYK, Auteur ; Armansa GLODJO, Auteur ; Tal JARUS, Auteur . - p.1010-1028. Langues : Anglais (eng) in Autism > 28-4 (April 2024) . - p.1010-1028 Mots-clés : autism,caregivers and clinicians,children and youth,digital citizenship,guidelines,screen time use Index. décimale : PER Périodiques Résumé : Over the past few years, screen-based usage among children and youth has increased significantly, particularly among those with autism. Yet current screen time guidelines do not address the specific needs of autistic children and youth. Therefore, the objective of this study was to develop specific and clear guidelines and strategies that caregivers and expert clinicians agree upon to support the digital citizenship of children with autism. Using the Delphi method, 30 experts, including 20 clinicians and 10 caregivers, were invited to complete a series of three surveys. The experts had to rate their agreement levels on a series of statements that included possible guidelines and strategies. The final statements to be included in the guidelines were accepted by more than 75% of the panel. The final guidelines included six sections: (1) general principles, (2) considerations for timing and content of leisure screen time use, (3) strategies for caregivers and clinicians to monitor and regulate screen time use, (4) behaviors to monitor for screen time overuse, (5) additional guidelines for clinicians, and (6) resources. The agreed-upon guidelines developed in this study could be the stepping stones for clinical interventions targeting screen time overuse of children with autism, addressing the screen time challenges that many families are experiencing. Lay Abstract Children and youth with autism use screens in their daily lives and in their rehabilitation programs. Although parents and clinicians experience specific challenges when supporting positive screen time use of children and youth with autism, no detailed information for this group exists. Therefore, this study aimed to develop clear guidelines that are agreed by expert clinicians and parents of children and youth with autism. Using a method called Delphi, 30 experts-20 clinicians and 10 caregivers, who have experience working with or caring for children and youth with autism were invited to complete a series of three surveys. In each round, the experts had to rate their agreement with statements regarding screen time management. The agreement level was set to 75%. The final themes to be included in the guidelines were accepted by more than 75% of the panel. The final guidelines included six main sections: (1) general principles, (2) considerations for timing and content of leisure screen time use, (3) strategies for caregivers and clinicians to monitor and regulate screen time use, (4) behaviors to monitor for screen time overuse, (5) additional guidelines for clinicians, and (6) resources. The new guidelines developed in this study can provide potential guidance on how to further the development of digital citizenship for children and youth with autism and provide strategies to families to help manage screen time use. En ligne : https://dx.doi.org/10.1177/13623613231192870 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526

Perceived Barriers and Existing Challenges in Participation of Children with Autism Spectrum Disorders: "He Did Not Understand and No One Else Seemed to Understand Him" / Parisa GHANOUNI in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3136-3145 Titre : Perceived Barriers and Existing Challenges in Participation of Children with Autism Spectrum Disorders: "He Did Not Understand and No One Else Seemed to Understand Him" Type de document : texte imprimé Auteurs : Parisa GHANOUNI, Auteur ; Tal JARUS, Auteur ; Jill G. ZWICKER, Auteur ; Joseph LUCYSHYN, Auteur ; Stephanie CHAUHAN, Auteur ; Chelsea MOIR, Auteur Article en page(s) : p.3136-3145 Langues : Anglais (eng) Mots-clés : Asd  Perceived barriers  Qualitative study  Social participation Index. décimale : PER Périodiques Résumé : Social participation is one of the most important predictors of the children's physical and mental health. Although it is evidenced that children with autism spectrum disorder (ASD) have restricted social participation, it is unclear which factors play a significant role. This research aimed to uncover perceived barriers of social participation by involving 26 stakeholders including parents of children with ASD, youth with ASD, and clinicians working with individuals with ASD in focus groups and interviews. Using thematic analysis yielded three themes including (a) difficulty understanding social situations; (b) maladaptive behaviours; and (c) conflicting priorities and restricted nature of training. This project was the first study to involve key stakeholders to highlight barriers of social participation among individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04036-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Perceived Barriers and Existing Challenges in Participation of Children with Autism Spectrum Disorders: "He Did Not Understand and No One Else Seemed to Understand Him" [texte imprimé] / Parisa GHANOUNI, Auteur ; Tal JARUS, Auteur ; Jill G. ZWICKER, Auteur ; Joseph LUCYSHYN, Auteur ; Stephanie CHAUHAN, Auteur ; Chelsea MOIR, Auteur . - p.3136-3145. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3136-3145 Mots-clés : Asd  Perceived barriers  Qualitative study  Social participation Index. décimale : PER Périodiques Résumé : Social participation is one of the most important predictors of the children's physical and mental health. Although it is evidenced that children with autism spectrum disorder (ASD) have restricted social participation, it is unclear which factors play a significant role. This research aimed to uncover perceived barriers of social participation by involving 26 stakeholders including parents of children with ASD, youth with ASD, and clinicians working with individuals with ASD in focus groups and interviews. Using thematic analysis yielded three themes including (a) difficulty understanding social situations; (b) maladaptive behaviours; and (c) conflicting priorities and restricted nature of training. This project was the first study to involve key stakeholders to highlight barriers of social participation among individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04036-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Social Stories for Children with Autism Spectrum Disorder: Validating the Content of a Virtual Reality Program / Parisa GHANOUNI in Journal of Autism and Developmental Disorders, 49-2 (February 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.660-668 Titre : Social Stories for Children with Autism Spectrum Disorder: Validating the Content of a Virtual Reality Program Type de document : texte imprimé Auteurs : Parisa GHANOUNI, Auteur ; Tal JARUS, Auteur ; Jill G. ZWICKER, Auteur ; Joseph LUCYSHYN, Auteur ; Kristin MOW, Auteur ; Alyssa LEDINGHAM, Auteur Article en page(s) : p.660-668 Langues : Anglais (eng) Mots-clés : Asd  Emotion recognition  General case training  Perspective taking  Social stories  Virtual reality programs Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects socio-emotional skills and perspective-taking abilities. Although social stories in a form of virtual reality program can help children with ASD, developing them and identifying appropriate responses might be subjective and thus challenging. Using Delphi method, and guided by general case training, we involved 63 parents and clinicians of individuals with ASD, in two rounds of online iteration to refine the stories. Scenarios that reached a 75% agreement level were accepted. This project is the first study to develop and validate a library of 75 short socio-emotional stories that illustrate various types and intensities of emotion in three social contexts of home, school, and community as the content of a virtual reality program. En ligne : http://dx.doi.org/10.1007/s10803-018-3737-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 [article] Social Stories for Children with Autism Spectrum Disorder: Validating the Content of a Virtual Reality Program [texte imprimé] / Parisa GHANOUNI, Auteur ; Tal JARUS, Auteur ; Jill G. ZWICKER, Auteur ; Joseph LUCYSHYN, Auteur ; Kristin MOW, Auteur ; Alyssa LEDINGHAM, Auteur . - p.660-668. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.660-668 Mots-clés : Asd  Emotion recognition  General case training  Perspective taking  Social stories  Virtual reality programs Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects socio-emotional skills and perspective-taking abilities. Although social stories in a form of virtual reality program can help children with ASD, developing them and identifying appropriate responses might be subjective and thus challenging. Using Delphi method, and guided by general case training, we involved 63 parents and clinicians of individuals with ASD, in two rounds of online iteration to refine the stories. Scenarios that reached a 75% agreement level were accepted. This project is the first study to develop and validate a library of 75 short socio-emotional stories that illustrate various types and intensities of emotion in three social contexts of home, school, and community as the content of a virtual reality program. En ligne : http://dx.doi.org/10.1007/s10803-018-3737-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382

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