"He Sees his Autism as a Strength, Not a Deficit Now": A Repeated Cross-Sectional Study Investigating the Impact of Strengths-Based Programs on Autistic Adolescents / Elinda Ai Lim LEE in Journal of Autism and Developmental Disorders, 54-5 (May 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-5 (May 2024) . - p.1656-1671 Titre : "He Sees his Autism as a Strength, Not a Deficit Now": A Repeated Cross-Sectional Study Investigating the Impact of Strengths-Based Programs on Autistic Adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Elinda Ai Lim LEE, Auteur ; Melissa SCOTT, Auteur ; Melissa H. BLACK, Auteur ; Emily D?ARCY, Auteur ; Tele TAN, Auteur ; Louise SHEEHY, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : p.1656-1671 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Recent studies have reported that strengths-based programs, leveraging autistic adolescents' abilities and interests, could improve their skills and facilitate social engagement. However, little is known about the long-term impact of strengths-based approaches. This study aimed to explore the long-term outcomes of community strengths-based programs designed to support autistic adolescents in developing interests and skills in Science, Technology, Engineering, Arts, and Mathematics (STEAM) and the factors influencing their participation in these programs. A repeated cross-sectional survey study over three years recruited 52 parents in 2018, 52 parents in 2019, and 38 parents in 2020. Results highlighted the positive impact of these programs on autistic adolescents' health and well-being, social relationships and interactions, self-confidence and self-esteem, sense of belonging, and activities and participation. Five key elements influencing participation included the enthusiasm of the participants, their self-perception, the approach of the programs, the learning environment, and the attitudes of the mentors. This study implies that strengths-based approaches to intervention and support for autistic adolescents in a supported environment are a social model solution that could potentially have positive participant outcomes. Findings from this study could provide a framework underpinning future strengths-based interventions. En ligne : https://doi.org/10.1007/s10803-022-05881-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530 [article] "He Sees his Autism as a Strength, Not a Deficit Now": A Repeated Cross-Sectional Study Investigating the Impact of Strengths-Based Programs on Autistic Adolescents [Texte imprimé et/ou numérique] / Elinda Ai Lim LEE, Auteur ; Melissa SCOTT, Auteur ; Melissa H. BLACK, Auteur ; Emily D?ARCY, Auteur ; Tele TAN, Auteur ; Louise SHEEHY, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur . - p.1656-1671. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-5 (May 2024) . - p.1656-1671 Index. décimale : PER Périodiques Résumé : Recent studies have reported that strengths-based programs, leveraging autistic adolescents' abilities and interests, could improve their skills and facilitate social engagement. However, little is known about the long-term impact of strengths-based approaches. This study aimed to explore the long-term outcomes of community strengths-based programs designed to support autistic adolescents in developing interests and skills in Science, Technology, Engineering, Arts, and Mathematics (STEAM) and the factors influencing their participation in these programs. A repeated cross-sectional survey study over three years recruited 52 parents in 2018, 52 parents in 2019, and 38 parents in 2020. Results highlighted the positive impact of these programs on autistic adolescents' health and well-being, social relationships and interactions, self-confidence and self-esteem, sense of belonging, and activities and participation. Five key elements influencing participation included the enthusiasm of the participants, their self-perception, the approach of the programs, the learning environment, and the attitudes of the mentors. This study implies that strengths-based approaches to intervention and support for autistic adolescents in a supported environment are a social model solution that could potentially have positive participant outcomes. Findings from this study could provide a framework underpinning future strengths-based interventions. En ligne : https://doi.org/10.1007/s10803-022-05881-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530

The Gestalt of functioning in autism revisited: First revision of the International Classification of Functioning, Disability and Health Core Sets / Lovisa ALEHAGEN ; Melissa H. BLACK ; John HASSLINGER ; Elina WESSMAN ; Karl LUNDIN REMNÉLIUS ; Peter B. MARSCHIK ; Emily D?ARCY ; Susanna CROWSON ; Megan FREETH ; Andreas SEIDEL ; Sonya GIRDLER ; Eric ZANDER in Autism, 28-9 (September 2024)  

Public ISBD [article]  inAutism > 28-9 (September 2024) . - p.2394-2411 Titre : The Gestalt of functioning in autism revisited: First revision of the International Classification of Functioning, Disability and Health Core Sets Type de document : Texte imprimé et/ou numérique Auteurs : Lovisa ALEHAGEN, Auteur ; Melissa H. BLACK, Auteur ; John HASSLINGER, Auteur ; Elina WESSMAN, Auteur ; Karl LUNDIN REMNÉLIUS, Auteur ; Peter B. MARSCHIK, Auteur ; Emily D?ARCY, Auteur ; Susanna CROWSON, Auteur ; Megan FREETH, Auteur ; Andreas SEIDEL, Auteur ; Sonya GIRDLER, Auteur ; Eric ZANDER, Auteur Article en page(s) : p.2394-2411 Langues : (en) Mots-clés : adolescents  adults  assessment  autism  children  Core Sets  functioning  International Classification of Functioning  Disability and Health  participation  revision  validation  World Health Organization Index. décimale : PER Périodiques Résumé : Functioning is a construct capturing how an individual?s engagement in everyday life emerges from the interaction between the individual and their environment. The World Health Organization?s International Classification of Functioning, Disability and Health (ICF) provides a biopsychosocial framework of functioning. Previously, the ICF was adapted for use in autism by developing Core Sets, a selection of ICF codes from the entire classification for specific conditions. Here, we present the first revision of the ICF of the Core sets for autism from a Delphi-like technique, based on evidence from Core Sets validation/linking studies, stakeholder feedback, and the development and piloting of the autism ICF Core Sets platform. Two ICF second-level codes were removed, and 12 were added to the comprehensive autism Core Set. The added codes reflect body functions in various sensory domains, fine hand use, and environmental factors. Changes were extensive for the age-appropriate brief Core Sets where ICF codes from the initial Core Sets were added or removed. The revisions conducted indicate a continued need for regularly updating Core Sets, based on empirical evidence and stakeholder involvement. We recommend the updated Core Sets for future use in autism research and practice in different age groups and contexts. Lay abstract Autistic people experience individual strengths and challenges as well as barriers and facilitators in their environment. All of these factors contribute to how well autistic people can cope in everyday life, fulfill the roles they choose, and meet their needs. The World Health Organization has developed a system aiming to capture the many factors within people (like how someone thinks and feels) and outside of people (things around a person) that influence their daily living, called the International Classification of Functioning, Disability and Health. The International Classification of Functioning, Disability and Health can be used for different purposes in research and practice to assess people?s situations and plan support measures. Previously in 2019, the International Classification of Functioning, Disability and Health was adapted to autism by developing so-called Core Sets, which are shorter International Classification of Functioning, Disability and Health versions for use in specific conditions. Here, we present the first revisions of the International Classification of Functioning, Disability and Health Core Sets for autism, based on research, development results, and community feedback. Some factors influencing daily life for autistic people were added to the Core Sets, and other factors deemed less relevant were removed. Changes were also made in Core Sets designed for different age groups (0-5, 6-16, and ?17?years). Particularly, contents for sensory processing (like smell, touch, seeing, hearing) were added. We recommend these updated Core Sets for future use in autism research and practice. These changes to the Core Sets after 4?years indicate that there should be ongoing updates based on research and experience from practice and involvement of stakeholders. En ligne : https://dx.doi.org/10.1177/13623613241228896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535 [article] The Gestalt of functioning in autism revisited: First revision of the International Classification of Functioning, Disability and Health Core Sets [Texte imprimé et/ou numérique] / Lovisa ALEHAGEN, Auteur ; Melissa H. BLACK, Auteur ; John HASSLINGER, Auteur ; Elina WESSMAN, Auteur ; Karl LUNDIN REMNÉLIUS, Auteur ; Peter B. MARSCHIK, Auteur ; Emily D?ARCY, Auteur ; Susanna CROWSON, Auteur ; Megan FREETH, Auteur ; Andreas SEIDEL, Auteur ; Sonya GIRDLER, Auteur ; Eric ZANDER, Auteur . - p.2394-2411. Langues : (en) in Autism > 28-9 (September 2024) . - p.2394-2411 Mots-clés : adolescents  adults  assessment  autism  children  Core Sets  functioning  International Classification of Functioning  Disability and Health  participation  revision  validation  World Health Organization Index. décimale : PER Périodiques Résumé : Functioning is a construct capturing how an individual?s engagement in everyday life emerges from the interaction between the individual and their environment. The World Health Organization?s International Classification of Functioning, Disability and Health (ICF) provides a biopsychosocial framework of functioning. Previously, the ICF was adapted for use in autism by developing Core Sets, a selection of ICF codes from the entire classification for specific conditions. Here, we present the first revision of the ICF of the Core sets for autism from a Delphi-like technique, based on evidence from Core Sets validation/linking studies, stakeholder feedback, and the development and piloting of the autism ICF Core Sets platform. Two ICF second-level codes were removed, and 12 were added to the comprehensive autism Core Set. The added codes reflect body functions in various sensory domains, fine hand use, and environmental factors. Changes were extensive for the age-appropriate brief Core Sets where ICF codes from the initial Core Sets were added or removed. The revisions conducted indicate a continued need for regularly updating Core Sets, based on empirical evidence and stakeholder involvement. We recommend the updated Core Sets for future use in autism research and practice in different age groups and contexts. Lay abstract Autistic people experience individual strengths and challenges as well as barriers and facilitators in their environment. All of these factors contribute to how well autistic people can cope in everyday life, fulfill the roles they choose, and meet their needs. The World Health Organization has developed a system aiming to capture the many factors within people (like how someone thinks and feels) and outside of people (things around a person) that influence their daily living, called the International Classification of Functioning, Disability and Health. The International Classification of Functioning, Disability and Health can be used for different purposes in research and practice to assess people?s situations and plan support measures. Previously in 2019, the International Classification of Functioning, Disability and Health was adapted to autism by developing so-called Core Sets, which are shorter International Classification of Functioning, Disability and Health versions for use in specific conditions. Here, we present the first revisions of the International Classification of Functioning, Disability and Health Core Sets for autism, based on research, development results, and community feedback. Some factors influencing daily life for autistic people were added to the Core Sets, and other factors deemed less relevant were removed. Changes were also made in Core Sets designed for different age groups (0-5, 6-16, and ?17?years). Particularly, contents for sensory processing (like smell, touch, seeing, hearing) were added. We recommend these updated Core Sets for future use in autism research and practice. These changes to the Core Sets after 4?years indicate that there should be ongoing updates based on research and experience from practice and involvement of stakeholders. En ligne : https://dx.doi.org/10.1177/13623613241228896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535

The Well-being and Support Needs of Australian Caregivers of Neurodiverse Children / Emily D?ARCY in Journal of Autism and Developmental Disorders, 54-5 (May 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-5 (May 2024) . - p.1857-1869 Titre : The Well-being and Support Needs of Australian Caregivers of Neurodiverse Children Type de document : Texte imprimé et/ou numérique Auteurs : Emily D?ARCY, Auteur ; Tayah BURNETT, Auteur ; Emily CAPSTICK, Auteur ; Catherine ELDER, Auteur ; Olivia SLEE, Auteur ; Sonya GIRDLER, Auteur ; Melissa SCOTT, Auteur ; Ben MILBOURN, Auteur Article en page(s) : p.1857-1869 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Caregivers of children with neurodiverse needs are known to experience challenges and hardship due to the increased needs of the child and the lack of support available. This study aimed to explore the support needs and well-being of caregivers of children with neurodiverse needs in Australia. Sixty-six caregivers participated in an online survey asking questions about support needs. The results highlighted five main themes that caregivers commonly experienced including: barriers to community engagement, impact on close relationships, negative impact on mental health and identity, financial hardship, and identified support needs. Findings identified multiple unmet needs existing amongst caregivers and further emphasises the importance of addressing these needs to improve the quality of life of caregivers of children with neurodiverse needs. En ligne : https://doi.org/10.1007/s10803-023-05910-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530 [article] The Well-being and Support Needs of Australian Caregivers of Neurodiverse Children [Texte imprimé et/ou numérique] / Emily D?ARCY, Auteur ; Tayah BURNETT, Auteur ; Emily CAPSTICK, Auteur ; Catherine ELDER, Auteur ; Olivia SLEE, Auteur ; Sonya GIRDLER, Auteur ; Melissa SCOTT, Auteur ; Ben MILBOURN, Auteur . - p.1857-1869. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-5 (May 2024) . - p.1857-1869 Index. décimale : PER Périodiques Résumé : Caregivers of children with neurodiverse needs are known to experience challenges and hardship due to the increased needs of the child and the lack of support available. This study aimed to explore the support needs and well-being of caregivers of children with neurodiverse needs in Australia. Sixty-six caregivers participated in an online survey asking questions about support needs. The results highlighted five main themes that caregivers commonly experienced including: barriers to community engagement, impact on close relationships, negative impact on mental health and identity, financial hardship, and identified support needs. Findings identified multiple unmet needs existing amongst caregivers and further emphasises the importance of addressing these needs to improve the quality of life of caregivers of children with neurodiverse needs. En ligne : https://doi.org/10.1007/s10803-023-05910-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530

Validating the International Classification of Functioning, Disability and Health Core Sets for Autism in a Sample of Australian School-Aged Children on the Spectrum / Maya HAYDEN-EVANS in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1424-1437 Titre : Validating the International Classification of Functioning, Disability and Health Core Sets for Autism in a Sample of Australian School-Aged Children on the Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Maya HAYDEN-EVANS, Auteur ; Kiah EVANS, Auteur ; Benjamin MILBOURN, Auteur ; Emily D?ARCY, Auteur ; Angela CHAMBERLAIN, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Andrew WHITEHOUSE, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : p.1424-1437 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Assessing functioning of children on the autism spectrum is necessary to determine the level of support they require to participate in everyday activities across contexts. The International Classification of Functioning, Disability and Health (ICF) is a comprehensive biopsychosocial framework recommended for classifying health-related functioning in a holistic manner, across the components of body functions, activities and participation, and environmental factors. The ICF Core Sets (ICF-CSs) are sub-sets of relevant codes from the broader framework that provide a basis for developing condition-specific measures. This study combined the ICF-CSs for autism, attention deficit hyperactivity disorder (ADHD) and cerebral palsy (CP) to validate the ICF-CSs for autism in an Australian sample of school-aged children. This cross-sectional study involved caregivers of school-aged children on the spectrum (n = 70) completing an online survey and being visited in their homes by an occupational therapist to complete the proxy-report measure based on the ICF-CSs for autism, ADHD and CP. Absolute and relative frequencies of ratings for each of the codes included in the measure were calculated and reported, along with the number of participants who required clarification to understand the terminology used. Findings indicate that the body functions and activities and participation represented in the ICF-CSs for autism were the most applicable for the sample. However, findings relating to environmental factors were less conclusive. Some codes not currently included in the ICF-CSs for autism may warrant further investigation, and the language used in measures based on the ICF-CSs should be revised to ensure clarity. En ligne : https://doi.org/10.1007/s10803-024-06295-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Validating the International Classification of Functioning, Disability and Health Core Sets for Autism in a Sample of Australian School-Aged Children on the Spectrum [Texte imprimé et/ou numérique] / Maya HAYDEN-EVANS, Auteur ; Kiah EVANS, Auteur ; Benjamin MILBOURN, Auteur ; Emily D?ARCY, Auteur ; Angela CHAMBERLAIN, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Andrew WHITEHOUSE, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur . - p.1424-1437. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1424-1437 Index. décimale : PER Périodiques Résumé : Assessing functioning of children on the autism spectrum is necessary to determine the level of support they require to participate in everyday activities across contexts. The International Classification of Functioning, Disability and Health (ICF) is a comprehensive biopsychosocial framework recommended for classifying health-related functioning in a holistic manner, across the components of body functions, activities and participation, and environmental factors. The ICF Core Sets (ICF-CSs) are sub-sets of relevant codes from the broader framework that provide a basis for developing condition-specific measures. This study combined the ICF-CSs for autism, attention deficit hyperactivity disorder (ADHD) and cerebral palsy (CP) to validate the ICF-CSs for autism in an Australian sample of school-aged children. This cross-sectional study involved caregivers of school-aged children on the spectrum (n = 70) completing an online survey and being visited in their homes by an occupational therapist to complete the proxy-report measure based on the ICF-CSs for autism, ADHD and CP. Absolute and relative frequencies of ratings for each of the codes included in the measure were calculated and reported, along with the number of participants who required clarification to understand the terminology used. Findings indicate that the body functions and activities and participation represented in the ICF-CSs for autism were the most applicable for the sample. However, findings relating to environmental factors were less conclusive. Some codes not currently included in the ICF-CSs for autism may warrant further investigation, and the language used in measures based on the ICF-CSs should be revised to ensure clarity. En ligne : https://doi.org/10.1007/s10803-024-06295-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

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