Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder / Anna MILGRAMM in Journal of Autism and Developmental Disorders, 51-6 (June 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2132-2138 Titre : Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Anna MILGRAMM, Auteur ; Kristin V. CHRISTODULU, Auteur ; Melissa L. RINALDI, Auteur Article en page(s) : p.2132-2138 Langues : Anglais (eng) Mots-clés : Academic Performance/statistics & numerical data  Autism Spectrum Disorder/psychology  Child  Child, Preschool  Comprehension  Educational Measurement  Female  Humans  Male  Problem Behavior  Regression Analysis  School Teachers  Schools  Social Skills  Academic competence  Autism  Problem behaviors  Social skills  Teacher report Index. décimale : PER Périodiques Résumé : The rising prevalence of autism spectrum disorder (ASD) necessitates a greater understanding of the academic experience of diagnosed children. The present study investigates several predictors of teacher-reported academic competence among a sample of elementary school children. All children in the sample were referred for an ASD evaluation and approximately half received a diagnosis. Children with and without ASD did not differ on overall academic competence, social skills, or problem behaviors. Regression analyses indicated that cognitive ability, social skills, and problem behaviors accounted for significant variance in academic competence. Moderation analyses indicated that the relations between the predictors and academic competence were comparable for children with and without ASD. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04680-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Brief Report: Predictors of Teacher-Rated Academic Competence in a Clinic Sample of Children With and Without Autism Spectrum Disorder [texte imprimé] / Anna MILGRAMM, Auteur ; Kristin V. CHRISTODULU, Auteur ; Melissa L. RINALDI, Auteur . - p.2132-2138. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2132-2138 Mots-clés : Academic Performance/statistics & numerical data  Autism Spectrum Disorder/psychology  Child  Child, Preschool  Comprehension  Educational Measurement  Female  Humans  Male  Problem Behavior  Regression Analysis  School Teachers  Schools  Social Skills  Academic competence  Autism  Problem behaviors  Social skills  Teacher report Index. décimale : PER Périodiques Résumé : The rising prevalence of autism spectrum disorder (ASD) necessitates a greater understanding of the academic experience of diagnosed children. The present study investigates several predictors of teacher-reported academic competence among a sample of elementary school children. All children in the sample were referred for an ASD evaluation and approximately half received a diagnosis. Children with and without ASD did not differ on overall academic competence, social skills, or problem behaviors. Regression analyses indicated that cognitive ability, social skills, and problem behaviors accounted for significant variance in academic competence. Moderation analyses indicated that the relations between the predictors and academic competence were comparable for children with and without ASD. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04680-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Brief Report: Reductions in Parenting Stress in the Context of PEERS-A Social Skills Intervention for Adolescents with Autism Spectrum Disorder / Laura L. CORONA in Journal of Autism and Developmental Disorders, 49-12 (December 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.5073-5077 Titre : Brief Report: Reductions in Parenting Stress in the Context of PEERS-A Social Skills Intervention for Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Laura L. CORONA, Auteur ; Cortney JANICKI, Auteur ; Anna MILGRAMM, Auteur ; Kristin V. CHRISTODULU, Auteur Article en page(s) : p.5073-5077 Langues : Anglais (eng) Mots-clés : Adolescence  Autism  Parenting stress  Social skills intervention Index. décimale : PER Périodiques Résumé : Social skills intervention is an evidence-based practice for enhancing communication and interpersonal skills in individuals with autism spectrum disorder (ASD). Participation in the Program for the Education and Enrichment of Relational Skills (PEERS(R)), a manualized social skills intervention for adolescents with ASD, is associated with improved social skills and peer interactions, as well as decreased autism symptoms. Participation in PEERS(R) has also been linked to increased parent self-efficacy and decreased family chaos. The present study examined parenting stress in the context of PEERS(R). Following participation in PEERS(R), parents reported lower levels of parenting stress associated with adolescent mood and social isolation. These findings provide further evidence of the family-wide benefits of adolescent-focused social skills intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04201-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411 [article] Brief Report: Reductions in Parenting Stress in the Context of PEERS-A Social Skills Intervention for Adolescents with Autism Spectrum Disorder [texte imprimé] / Laura L. CORONA, Auteur ; Cortney JANICKI, Auteur ; Anna MILGRAMM, Auteur ; Kristin V. CHRISTODULU, Auteur . - p.5073-5077. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.5073-5077 Mots-clés : Adolescence  Autism  Parenting stress  Social skills intervention Index. décimale : PER Périodiques Résumé : Social skills intervention is an evidence-based practice for enhancing communication and interpersonal skills in individuals with autism spectrum disorder (ASD). Participation in the Program for the Education and Enrichment of Relational Skills (PEERS(R)), a manualized social skills intervention for adolescents with ASD, is associated with improved social skills and peer interactions, as well as decreased autism symptoms. Participation in PEERS(R) has also been linked to increased parent self-efficacy and decreased family chaos. The present study examined parenting stress in the context of PEERS(R). Following participation in PEERS(R), parents reported lower levels of parenting stress associated with adolescent mood and social isolation. These findings provide further evidence of the family-wide benefits of adolescent-focused social skills intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04201-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411

Camouflaging and identity development among autistic female and gender-diverse youth: A qualitative exploration / Daniel J MAGIN ; Melissa L. RINALDI ; Kristin V. CHRISTODULU in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2535-2549 Titre : Camouflaging and identity development among autistic female and gender-diverse youth: A qualitative exploration Type de document : texte imprimé Auteurs : Daniel J MAGIN, Auteur ; Melissa L. RINALDI, Auteur ; Kristin V. CHRISTODULU, Auteur Article en page(s) : p.2535-2549 Langues : Anglais (eng) Mots-clés : adolescents  autism spectrum disorders  camouflaging  females  gender diverse  identity  qualitative research Index. décimale : PER Périodiques Résumé : Adolescence is a vulnerable developmental period for autistic youth. Autistic adolescents often use camouflaging to combat social challenges, perceived differences, and stigmatization. Although adolescence is an integral period for identity development, integration of these topics remains understudied in current literature. Evidence of elevated camouflaging rates among autistic females and gender-diverse adults underscores the need to examine the developmental trajectory of these topics. The present study qualitatively explored first-person perspectives on camouflaging and identity formation among autistic female and gender-diverse youth. Ten autistic adolescents (female: n = 7; gender diverse: n = 3) and their caregivers were enrolled in the present study. Youths completed a semi-structured interview or focus group discussion. Data were qualitatively analyzed and produced several prominent themes in three domains of investigation: (1) the nuts and bolts of camouflaging, (2) the aftermath of camouflaging, and (3) understanding being autistic. Identified themes and subthemes are discussed. Results demonstrated that autistic youth employ complex camouflaging strategies, motivated and reinforced by their experiences within society, that hold damaging consequences for their self-understanding and well-being. These findings reinforce the harmful implications of camouflaging on youths' positive identity development, mental health, and well-being. Implications and future directions are discussed.Lay Abstract Adolescence is a challenging time for autistic youth. Many autistic adolescents change their behavior in social situations to adapt or cope with social challenges, feeling different, and/or stigma. We conducted in-depth discussions with autistic adolescents who identify as female or gender-diverse to understand how changing their behavior in social situations impacts their identity, or self-understanding. Ten autistic adolescents and their caregivers were included in the study. Discussions were analyzed to understand how and why youths change their social behavior and the impact it has on their self-understanding. Participants described using many complex strategies to change their social behavior that are influenced by negative views our society has about people?s differences. The strategies often harmed participants' self-understanding and negatively affected their overall well-being. The results are important for understanding how to support autistic adolescents' self-understanding, mental health, and well-being. En ligne : https://dx.doi.org/10.1177/13623613251345855 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Camouflaging and identity development among autistic female and gender-diverse youth: A qualitative exploration [texte imprimé] / Daniel J MAGIN, Auteur ; Melissa L. RINALDI, Auteur ; Kristin V. CHRISTODULU, Auteur . - p.2535-2549. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2535-2549 Mots-clés : adolescents  autism spectrum disorders  camouflaging  females  gender diverse  identity  qualitative research Index. décimale : PER Périodiques Résumé : Adolescence is a vulnerable developmental period for autistic youth. Autistic adolescents often use camouflaging to combat social challenges, perceived differences, and stigmatization. Although adolescence is an integral period for identity development, integration of these topics remains understudied in current literature. Evidence of elevated camouflaging rates among autistic females and gender-diverse adults underscores the need to examine the developmental trajectory of these topics. The present study qualitatively explored first-person perspectives on camouflaging and identity formation among autistic female and gender-diverse youth. Ten autistic adolescents (female: n = 7; gender diverse: n = 3) and their caregivers were enrolled in the present study. Youths completed a semi-structured interview or focus group discussion. Data were qualitatively analyzed and produced several prominent themes in three domains of investigation: (1) the nuts and bolts of camouflaging, (2) the aftermath of camouflaging, and (3) understanding being autistic. Identified themes and subthemes are discussed. Results demonstrated that autistic youth employ complex camouflaging strategies, motivated and reinforced by their experiences within society, that hold damaging consequences for their self-understanding and well-being. These findings reinforce the harmful implications of camouflaging on youths' positive identity development, mental health, and well-being. Implications and future directions are discussed.Lay Abstract Adolescence is a challenging time for autistic youth. Many autistic adolescents change their behavior in social situations to adapt or cope with social challenges, feeling different, and/or stigma. We conducted in-depth discussions with autistic adolescents who identify as female or gender-diverse to understand how changing their behavior in social situations impacts their identity, or self-understanding. Ten autistic adolescents and their caregivers were included in the study. Discussions were analyzed to understand how and why youths change their social behavior and the impact it has on their self-understanding. Participants described using many complex strategies to change their social behavior that are influenced by negative views our society has about people?s differences. The strategies often harmed participants' self-understanding and negatively affected their overall well-being. The results are important for understanding how to support autistic adolescents' self-understanding, mental health, and well-being. En ligne : https://dx.doi.org/10.1177/13623613251345855 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Community-based Parent Education for Caregivers of Children Newly Diagnosed with Autism Spectrum Disorder / Anna MILGRAMM in Journal of Autism and Developmental Disorders, 52-3 (March 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1200-1210 Titre : Community-based Parent Education for Caregivers of Children Newly Diagnosed with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Anna MILGRAMM, Auteur ; Laura L. CORONA, Auteur ; Cortney JANICKI-MENZIE, Auteur ; Kristin V. CHRISTODULU, Auteur Article en page(s) : p.1200-1210 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/therapy  Caregivers  Child  Educational Status  Humans  Parenting  Parents  Autism spectrum disorder  Parent education  Post-diagnosis support Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorder (ASD) frequently report high levels of stress related to the process of receiving an ASD diagnosis and navigating the intervention landscape. Parent education programs offer one approach to providing families with support, information, and resources following a child's diagnosis. Given the heterogeneity of such programs, there have been calls within the literature for increased characterization and systematic evaluation of this type of parent-focused intervention. The present study describes the structure and content of a community-based, group-format parent education program for families of children newly diagnosed with ASD. Following program participation, parents reported reductions in parenting stress, increases in knowledge and empowerment, and high levels of satisfaction. Implications and future research directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05025-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Community-based Parent Education for Caregivers of Children Newly Diagnosed with Autism Spectrum Disorder [texte imprimé] / Anna MILGRAMM, Auteur ; Laura L. CORONA, Auteur ; Cortney JANICKI-MENZIE, Auteur ; Kristin V. CHRISTODULU, Auteur . - p.1200-1210. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1200-1210 Mots-clés : Autism Spectrum Disorder/diagnosis/therapy  Caregivers  Child  Educational Status  Humans  Parenting  Parents  Autism spectrum disorder  Parent education  Post-diagnosis support Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorder (ASD) frequently report high levels of stress related to the process of receiving an ASD diagnosis and navigating the intervention landscape. Parent education programs offer one approach to providing families with support, information, and resources following a child's diagnosis. Given the heterogeneity of such programs, there have been calls within the literature for increased characterization and systematic evaluation of this type of parent-focused intervention. The present study describes the structure and content of a community-based, group-format parent education program for families of children newly diagnosed with ASD. Following program participation, parents reported reductions in parenting stress, increases in knowledge and empowerment, and high levels of satisfaction. Implications and future research directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05025-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

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