An On-Line Survey of University Students with Autism Spectrum Disorder in Australia and New Zealand: Characteristics, Support Satisfaction, and Advocacy / Anastasia H. ANDERSON in Journal of Autism and Developmental Disorders, 50-2 (February 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.440-454 Titre : An On-Line Survey of University Students with Autism Spectrum Disorder in Australia and New Zealand: Characteristics, Support Satisfaction, and Advocacy Type de document : Texte imprimé et/ou numérique Auteurs : Anastasia H. ANDERSON, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur Article en page(s) : p.440-454 Langues : Anglais (eng) Mots-clés : Advocacy  Autism spectrum disorder  Educational supports and services  On-line survey  University students Index. décimale : PER Périodiques Résumé : An on-line survey of 102 (51 females; undergraduate and graduate) university students with ASD across Australia and New Zealand examined student characteristics and satisfaction with academic and non-academic supports. A broad range of disciplines were studied, and the participants' reported strengths included a passion for learning, strong technology skills, and creative thoughts. The participants' greatest concerns were academic requirements and mental health, including high rates of self-harm and suicidal ideation. Despite support satisfaction ratings being high, support usage was low, possibly indicating a mismatch of supports and needs, lack of awareness of available supports, and/or poor advocacy skills. En ligne : http://dx.doi.org/10.1007/s10803-019-04259-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] An On-Line Survey of University Students with Autism Spectrum Disorder in Australia and New Zealand: Characteristics, Support Satisfaction, and Advocacy [Texte imprimé et/ou numérique] / Anastasia H. ANDERSON, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur . - p.440-454. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.440-454 Mots-clés : Advocacy  Autism spectrum disorder  Educational supports and services  On-line survey  University students Index. décimale : PER Périodiques Résumé : An on-line survey of 102 (51 females; undergraduate and graduate) university students with ASD across Australia and New Zealand examined student characteristics and satisfaction with academic and non-academic supports. A broad range of disciplines were studied, and the participants' reported strengths included a passion for learning, strong technology skills, and creative thoughts. The participants' greatest concerns were academic requirements and mental health, including high rates of self-harm and suicidal ideation. Despite support satisfaction ratings being high, support usage was low, possibly indicating a mismatch of supports and needs, lack of awareness of available supports, and/or poor advocacy skills. En ligne : http://dx.doi.org/10.1007/s10803-019-04259-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Cognitive-behavioral approaches for children with autism spectrum disorder: A trend analysis / Betty P. V. HO in Research in Autism Spectrum Disorders, 45 (January 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 45 (January 2018) . - p.27-41 Titre : Cognitive-behavioral approaches for children with autism spectrum disorder: A trend analysis Type de document : Texte imprimé et/ou numérique Auteurs : Betty P. V. HO, Auteur ; Jennifer STEPHENSON, Auteur ; Mark CARTER, Auteur Article en page(s) : p.27-41 Langues : Anglais (eng) Mots-clés : Autism  Children  Cognitive-behavioral  Intervention  Research design  Trend analysis Index. décimale : PER Périodiques Résumé : AbstractBackground Cognitive-behavioral interventions for children with autism spectrum disorders (ASD) have emerged in the last two decades, and these interventions are now regarded as evidence-based. However, reviews conducted so far often focus on specific areas and do not examine broad trends in the development of relevant research in this area. Method This current trend analysis provided an overview of the development in the research of cognitive-behavioral interventions for children with ASD.This study is based on a total of 103 reports located through a database keyword search and ancestral search. Results It was observed that early stage qualitative case studies have been gradually replaced by experimental studies, while the use of randomized, controlled trials is still limited. Participants included were mainly children with ASD and typical cognitive ability, and demographic description was often incomplete. Programs used were heterogeneous and often replicated. A heavy reliance on rating scales rather than behavioral observation and insufficient data on effect maintenance and generalization were observed. Very recently, researchers conducted supplementary analyses on intervention data and provided information not available in original trial reports. Conclusion A trend to include younger participants (i.e., children at or below 8 years of age) was observed. Although a substantial number of experimental group studies have been conducted, the proportion of randomized, controlled trials and sample sizes did not increase as expected. Consequently, there is the need for larger scale randomized, controlled trials. A major problem was incomplete participant description, in particular measures of autistic symptomology and intelligence. There is the need for more comprehensive participant descriptions that allow readers to identify the characteristics of children with ASD who may benefit from the intervention. En ligne : https://doi.org/10.1016/j.rasd.2017.10.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=327 [article] Cognitive-behavioral approaches for children with autism spectrum disorder: A trend analysis [Texte imprimé et/ou numérique] / Betty P. V. HO, Auteur ; Jennifer STEPHENSON, Auteur ; Mark CARTER, Auteur . - p.27-41. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 45 (January 2018) . - p.27-41 Mots-clés : Autism  Children  Cognitive-behavioral  Intervention  Research design  Trend analysis Index. décimale : PER Périodiques Résumé : AbstractBackground Cognitive-behavioral interventions for children with autism spectrum disorders (ASD) have emerged in the last two decades, and these interventions are now regarded as evidence-based. However, reviews conducted so far often focus on specific areas and do not examine broad trends in the development of relevant research in this area. Method This current trend analysis provided an overview of the development in the research of cognitive-behavioral interventions for children with ASD.This study is based on a total of 103 reports located through a database keyword search and ancestral search. Results It was observed that early stage qualitative case studies have been gradually replaced by experimental studies, while the use of randomized, controlled trials is still limited. Participants included were mainly children with ASD and typical cognitive ability, and demographic description was often incomplete. Programs used were heterogeneous and often replicated. A heavy reliance on rating scales rather than behavioral observation and insufficient data on effect maintenance and generalization were observed. Very recently, researchers conducted supplementary analyses on intervention data and provided information not available in original trial reports. Conclusion A trend to include younger participants (i.e., children at or below 8 years of age) was observed. Although a substantial number of experimental group studies have been conducted, the proportion of randomized, controlled trials and sample sizes did not increase as expected. Consequently, there is the need for larger scale randomized, controlled trials. A major problem was incomplete participant description, in particular measures of autistic symptomology and intelligence. There is the need for more comprehensive participant descriptions that allow readers to identify the characteristics of children with ASD who may benefit from the intervention. En ligne : https://doi.org/10.1016/j.rasd.2017.10.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=327

A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success / Mark CARTER in Research in Autism Spectrum Disorders, 68 (December 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 68 (December 2019) . - p.101452 Titre : A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success Type de document : Texte imprimé et/ou numérique Auteurs : Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Trevor CLARK, Auteur ; Debra COSTLEY, Auteur ; Jon MARTIN, Auteur ; Katrina WILLIAMS, Auteur ; Susan BRUCK, Auteur ; Louise DAVIES, Auteur ; Leah BROWNE, Auteur ; Naomi SWELLER, Auteur Article en page(s) : p.101452 Langues : Anglais (eng) Mots-clés : ASD  Educational support models  School success Index. décimale : PER Périodiques Résumé : Background There is little comparative data on models of support for children with Autism spectrum disorder (ASD) in school. The objectives of this research were (1) to compare the outcomes of two service delivery models (Autism Spectrum Australia satellite support class and Autism SA consultative model) that were designed to facilitate the support of children with ASD in mainstream schools and (2) to examine factors that were associated with successful outcomes. Method A total of 90 students were followed 6-monthly for up to 7 rounds (3.5 years). Primary outcomes of interest included continuity of placement, school engagement and adjustment, perceived success of placement, and parent/teacher/principal satisfaction with service delivery. Results Continuity of placement was relatively high in both models. There were no differences in child outcome across the models but the parents in the satellite model rated placement success higher, albeit in the context of high overall ratings in both groups. Parents and principals also rated satisfaction with support higher in the satellite model but transitions from the model into regular classes were low during the period of the study. Teacher rated academic skill predicted child social skills as well as engagement and adjustment, child problem behavior negatively predicted parent and teacher rating of placement success and adaptive behavior predicted teacher and principal rating of placement success. Conclusions The present study offers insight into possible program and child related predictors of a range of outcome measures. Implications for the respective service delivery models and directions for future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2019.101452 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success [Texte imprimé et/ou numérique] / Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Trevor CLARK, Auteur ; Debra COSTLEY, Auteur ; Jon MARTIN, Auteur ; Katrina WILLIAMS, Auteur ; Susan BRUCK, Auteur ; Louise DAVIES, Auteur ; Leah BROWNE, Auteur ; Naomi SWELLER, Auteur . - p.101452. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 68 (December 2019) . - p.101452 Mots-clés : ASD  Educational support models  School success Index. décimale : PER Périodiques Résumé : Background There is little comparative data on models of support for children with Autism spectrum disorder (ASD) in school. The objectives of this research were (1) to compare the outcomes of two service delivery models (Autism Spectrum Australia satellite support class and Autism SA consultative model) that were designed to facilitate the support of children with ASD in mainstream schools and (2) to examine factors that were associated with successful outcomes. Method A total of 90 students were followed 6-monthly for up to 7 rounds (3.5 years). Primary outcomes of interest included continuity of placement, school engagement and adjustment, perceived success of placement, and parent/teacher/principal satisfaction with service delivery. Results Continuity of placement was relatively high in both models. There were no differences in child outcome across the models but the parents in the satellite model rated placement success higher, albeit in the context of high overall ratings in both groups. Parents and principals also rated satisfaction with support higher in the satellite model but transitions from the model into regular classes were low during the period of the study. Teacher rated academic skill predicted child social skills as well as engagement and adjustment, child problem behavior negatively predicted parent and teacher rating of placement success and adaptive behavior predicted teacher and principal rating of placement success. Conclusions The present study offers insight into possible program and child related predictors of a range of outcome measures. Implications for the respective service delivery models and directions for future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2019.101452 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

Conversations With Individuals With ASD: Effect of Relationship, Contact Regularity, and Age on Partner Perceptions / Cheong Ying SNG in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.120-131 Titre : Conversations With Individuals With ASD: Effect of Relationship, Contact Regularity, and Age on Partner Perceptions Type de document : Texte imprimé et/ou numérique Auteurs : Cheong Ying SNG, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Naomi SWELLER, Auteur Article en page(s) : p.120-131 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  social-communicative  socialization  social interaction  communication  social  skills Index. décimale : PER Périodiques Résumé : People with autism spectrum disorder (ASD) may have difficulties with pragmatic behaviors in conversation such as staying on topic, taking the perspective of others, and repairing misunderstandings. Many social skill interventions teach conversation skills to assist the development of friendships and avoid social isolation, but few studies have examined whether conversation partners find the reported pragmatic behaviors problematic. We examined the effect of relationship type, regularity of contact, and age of the person with ASD on conversation partner perceptions. For problem scores, multiple regressions indicated an effect for relationship type such that friends tended to report lower problem scores than siblings/other relatives, parents, or life partners. Difficulties understanding humor was reported to be more problematic by friends, whereas for life partners it was the failure to keep conversations going and inappropriate terminations. Further research is needed to confirm and extend these results to better inform interventions into social communication. En ligne : https://doi.org/10.1177/10883576211073689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] Conversations With Individuals With ASD: Effect of Relationship, Contact Regularity, and Age on Partner Perceptions [Texte imprimé et/ou numérique] / Cheong Ying SNG, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Naomi SWELLER, Auteur . - p.120-131. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.120-131 Mots-clés : autism spectrum disorders  social-communicative  socialization  social interaction  communication  social  skills Index. décimale : PER Périodiques Résumé : People with autism spectrum disorder (ASD) may have difficulties with pragmatic behaviors in conversation such as staying on topic, taking the perspective of others, and repairing misunderstandings. Many social skill interventions teach conversation skills to assist the development of friendships and avoid social isolation, but few studies have examined whether conversation partners find the reported pragmatic behaviors problematic. We examined the effect of relationship type, regularity of contact, and age of the person with ASD on conversation partner perceptions. For problem scores, multiple regressions indicated an effect for relationship type such that friends tended to report lower problem scores than siblings/other relatives, parents, or life partners. Difficulties understanding humor was reported to be more problematic by friends, whereas for life partners it was the failure to keep conversations going and inappropriate terminations. Further research is needed to confirm and extend these results to better inform interventions into social communication. En ligne : https://doi.org/10.1177/10883576211073689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

Erratum to: “A review of declared factors identified by parents of children with autism spectrum disorders (ASD) in making intervention decisions” [Res. Autism Spectrum Disord. 7 (2013) 369–381] / Sarah CARLON in Research in Autism Spectrum Disorders, 7-3 (March 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-3 (March 2013) . - p.502-503 Titre : Erratum to: “A review of declared factors identified by parents of children with autism spectrum disorders (ASD) in making intervention decisions” [Res. Autism Spectrum Disord. 7 (2013) 369–381] Type de document : Texte imprimé et/ou numérique Auteurs : Sarah CARLON, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur Article en page(s) : p.502-503 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1016/j.rasd.2013.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Erratum to: “A review of declared factors identified by parents of children with autism spectrum disorders (ASD) in making intervention decisions” [Res. Autism Spectrum Disord. 7 (2013) 369–381] [Texte imprimé et/ou numérique] / Sarah CARLON, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur . - p.502-503. in Research in Autism Spectrum Disorders > 7-3 (March 2013) . - p.502-503 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1016/j.rasd.2013.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

Friendship Satisfaction in Children with Autism Spectrum Disorder and Nominated Friends / Neysa PETRINA in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

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Partner Perceptions of Conversations with Individuals with Autism Spectrum Disorder / Cheong Ying SNG in Journal of Autism and Developmental Disorders, 50-4 (April 2020)  

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Perceived Friendship Quality of Children with Autism Spectrum Disorder as Compared to their Peers in Mixed and Non-mixed Dyads / Neysa PETRINA in Journal of Autism and Developmental Disorders, 46-4 (April 2016)  

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Perspectives of Former Students with ASD from Australia and New Zealand on Their University Experience / Anastasia H. ANDERSON in Journal of Autism and Developmental Disorders, 50-8 (August 2020)  

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Quality of the information on educational and therapy interventions provided on the web sites of national autism associations / Jennifer STEPHENSON in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

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A review of declared factors identified by parents of children with autism spectrum disorders (ASD) in making intervention decisions / Sarah CARLON in Research in Autism Spectrum Disorders, 7-2 (February 2013)  

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A Review of the Use of Touch-Screen Mobile Devices by People with Developmental Disabilities / Jennifer STEPHENSON in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

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A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education / Anastasia H. ANDERSON in Research in Autism Spectrum Disorders, 39 (July 2017)  

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A systematic review of the comparative pragmatic differences in conversational skills of individuals with autism / Cheong YING SNG in Autism & Developmental Language Impairments, 3 (January-December 2018)  

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The nature of friendship in children with autism spectrum disorders: A systematic review / Neysa PETRINA in Research in Autism Spectrum Disorders, 8-2 (February 2014)  

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