Lockdown Drills and Young Children with Autism Spectrum Disorder: Practitioner Confidence, Experiences, and Perceptions / Melissa A. JACKSON ; Elizabeth J. Golini in Journal of Autism and Developmental Disorders, 55-1 (January 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.323-338 Titre : Lockdown Drills and Young Children with Autism Spectrum Disorder: Practitioner Confidence, Experiences, and Perceptions : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Melissa A. JACKSON, Auteur ; Elizabeth J. Golini, Auteur Article en page(s) : p.323-338 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Lockdown drill practice is part of the "new normal" in schools for young children with autism spectrum disorder (ASD) and educational practitioners in K-12 schools across the United States. These drills place a tremendous amount of responsibility on practitioners (i.e., teachers, paraprofessionals) that is beyond the scope of their training and typical requirements of their position in the classroom. Lockdown drills also require young children with ASD to engage in actions that are inherently hard for most young children but could be especially difficult for children with ASD who need individualized support to develop the executive function and self-regulation skills to participate in drills successfully. This study investigates practitioners' training experiences and perceptions of perceived confidence in teaching young children with ASD lockdown drills. Practitioner?s self-efficacy was measured through survey analysis and their perceptions and experiences were investigated through individual interviews. Results indicated low rates of confidence to teach lockdown drills to young children with ASD and higher rates of confidence were correlated with more drill practice. Themes gleaned from interview data revealed varied training and practice experiences for children and practitioners, general characteristics of ASD that help or hinder children?s participation, connections between these characteristics and aspects of lockdown drills that make them difficult to teach, and identification of practitioner responsibilities beyond following protocols. En ligne : https://doi.org/10.1007/s10803-023-06201-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Lockdown Drills and Young Children with Autism Spectrum Disorder: Practitioner Confidence, Experiences, and Perceptions : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Melissa A. JACKSON, Auteur ; Elizabeth J. Golini, Auteur . - p.323-338. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.323-338 Index. décimale : PER Périodiques Résumé : Lockdown drill practice is part of the "new normal" in schools for young children with autism spectrum disorder (ASD) and educational practitioners in K-12 schools across the United States. These drills place a tremendous amount of responsibility on practitioners (i.e., teachers, paraprofessionals) that is beyond the scope of their training and typical requirements of their position in the classroom. Lockdown drills also require young children with ASD to engage in actions that are inherently hard for most young children but could be especially difficult for children with ASD who need individualized support to develop the executive function and self-regulation skills to participate in drills successfully. This study investigates practitioners' training experiences and perceptions of perceived confidence in teaching young children with ASD lockdown drills. Practitioner?s self-efficacy was measured through survey analysis and their perceptions and experiences were investigated through individual interviews. Results indicated low rates of confidence to teach lockdown drills to young children with ASD and higher rates of confidence were correlated with more drill practice. Themes gleaned from interview data revealed varied training and practice experiences for children and practitioners, general characteristics of ASD that help or hinder children?s participation, connections between these characteristics and aspects of lockdown drills that make them difficult to teach, and identification of practitioner responsibilities beyond following protocols. En ligne : https://doi.org/10.1007/s10803-023-06201-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Run, hide, or fight? Considerations for young children with autism and lockdown drills / Melissa A. JACKSON in Research in Autism Spectrum Disorders, 115 (July 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 115 (July 2024) . - p.102402 Titre : Run, hide, or fight? Considerations for young children with autism and lockdown drills Type de document : Texte imprimé et/ou numérique Auteurs : Melissa A. JACKSON, Auteur Article en page(s) : p.102402 Langues : Anglais (eng) Mots-clés : Autism  Lockdown drills  Active-shooter drills  Safety skills  Early childhood Index. décimale : PER Périodiques Résumé : Lockdown drills have become a normal part of school activities for children across the United States. Despite the increase in drill practice and consistent prevalence of school shootings, little information exists to deem current practice effective, and little guidance exists to guide educators' preparation efforts. As it stands, schools are planning and executing lockdown drills with variability with little to no planning dedicated to diverse learners such as young children with autism spectrum disorder (ASD). At the same time, a vast research base that supports evidence-based practices for learners with a diagnosis of ASD exists, yet these known supports are not being utilized to prepare them for these life-threatening emergencies. This article summarizes the current guidance and research surrounding lockdown drills and evidence-based practices used to teach children with ASD similar skills that could be applied to teach lockdown drills. Potential strategies for multiple component interventions are described for researchers to consider, individualize, and evaluate. En ligne : https://doi.org/10.1016/j.rasd.2024.102402 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532 [article] Run, hide, or fight? Considerations for young children with autism and lockdown drills [Texte imprimé et/ou numérique] / Melissa A. JACKSON, Auteur . - p.102402. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 115 (July 2024) . - p.102402 Mots-clés : Autism  Lockdown drills  Active-shooter drills  Safety skills  Early childhood Index. décimale : PER Périodiques Résumé : Lockdown drills have become a normal part of school activities for children across the United States. Despite the increase in drill practice and consistent prevalence of school shootings, little information exists to deem current practice effective, and little guidance exists to guide educators' preparation efforts. As it stands, schools are planning and executing lockdown drills with variability with little to no planning dedicated to diverse learners such as young children with autism spectrum disorder (ASD). At the same time, a vast research base that supports evidence-based practices for learners with a diagnosis of ASD exists, yet these known supports are not being utilized to prepare them for these life-threatening emergencies. This article summarizes the current guidance and research surrounding lockdown drills and evidence-based practices used to teach children with ASD similar skills that could be applied to teach lockdown drills. Potential strategies for multiple component interventions are described for researchers to consider, individualize, and evaluate. En ligne : https://doi.org/10.1016/j.rasd.2024.102402 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532

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