Influence of a Brief Autism Education Intervention on Peer Engagement and Inclusion At Mainstream Day Camps: A Mixed-Methods Pilot Study / Ashley MCKILLOP ; Mélanie COUTURE ; Stephanie Shire ; Jonathan A. WEISS ; Lonnie ZWAIGENBAUM in Journal of Autism and Developmental Disorders, 54-8 (August 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2860-2873 Titre : Influence of a Brief Autism Education Intervention on Peer Engagement and Inclusion At Mainstream Day Camps: A Mixed-Methods Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Ashley MCKILLOP, Auteur ; Mélanie COUTURE, Auteur ; Stephanie Shire, Auteur ; Jonathan A. WEISS, Auteur ; Lonnie ZWAIGENBAUM, Auteur Article en page(s) : p.2860-2873 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : To explore the benefits of a brief autism education intervention on peer engagement and inclusion of autistic children at day camps. A convergent, parallel, two-arm (intervention/no intervention), non-randomized, mixed-methods design was used. The individualized, peer-directed, 5-10 min intervention included four components: (1) diagnostic label, (2) description and purpose of unique behaviors, (3) favorite activities and interests, and (4) strategies to engage. A timed-interval behavior-coding system was used to evaluate engagement between each autistic camper and their peers based on videos taken at camp (days 1, 2, 5). Interviews with campers and camp staff explored why changes in targeted outcomes may have occurred. Percent intervals in which the autistic campers were jointly engaged with peers improved in the intervention group (n = 10) and did not change in the control group (n = 5). A large between group intervention effect occurred by day 5 (Z = ? 1.942, ?2 = 0.29). Interviews (5 autistic campers, 34 peers, 18 staff) done on the last day of camp in the intervention group garnered three themes: (1) Changed behavioral attribution, (2) Knowledge facilitates understanding and engagement, and (3) (Mis)perceptions of increased inclusion. A brief educational intervention that includes individualized explanatory information and strengths-based strategies might improve peers'understanding of and social engagement with autistic children in community programs such as camps. En ligne : https://doi.org/10.1007/s10803-023-06024-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] Influence of a Brief Autism Education Intervention on Peer Engagement and Inclusion At Mainstream Day Camps: A Mixed-Methods Pilot Study [Texte imprimé et/ou numérique] / Ashley MCKILLOP, Auteur ; Mélanie COUTURE, Auteur ; Stephanie Shire, Auteur ; Jonathan A. WEISS, Auteur ; Lonnie ZWAIGENBAUM, Auteur . - p.2860-2873. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-8 (August 2024) . - p.2860-2873 Index. décimale : PER Périodiques Résumé : To explore the benefits of a brief autism education intervention on peer engagement and inclusion of autistic children at day camps. A convergent, parallel, two-arm (intervention/no intervention), non-randomized, mixed-methods design was used. The individualized, peer-directed, 5-10 min intervention included four components: (1) diagnostic label, (2) description and purpose of unique behaviors, (3) favorite activities and interests, and (4) strategies to engage. A timed-interval behavior-coding system was used to evaluate engagement between each autistic camper and their peers based on videos taken at camp (days 1, 2, 5). Interviews with campers and camp staff explored why changes in targeted outcomes may have occurred. Percent intervals in which the autistic campers were jointly engaged with peers improved in the intervention group (n = 10) and did not change in the control group (n = 5). A large between group intervention effect occurred by day 5 (Z = ? 1.942, ?2 = 0.29). Interviews (5 autistic campers, 34 peers, 18 staff) done on the last day of camp in the intervention group garnered three themes: (1) Changed behavioral attribution, (2) Knowledge facilitates understanding and engagement, and (3) (Mis)perceptions of increased inclusion. A brief educational intervention that includes individualized explanatory information and strengths-based strategies might improve peers'understanding of and social engagement with autistic children in community programs such as camps. En ligne : https://doi.org/10.1007/s10803-023-06024-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

Male and Female Healthcare Trajectories in Autism: Are There Any Differences Considering Age at Diagnosis and Intellectual or Developmental Disabilities Status? / Mélanie COUTURE in Autism Research, 18-8 (August 2025)  

Public ISBD [article]  inAutism Research > 18-8 (August 2025) . - p.1674-1692 Titre : Male and Female Healthcare Trajectories in Autism: Are There Any Differences Considering Age at Diagnosis and Intellectual or Developmental Disabilities Status? Type de document : Texte imprimé et/ou numérique Auteurs : Mélanie COUTURE, Auteur ; Josiane COURTEAU, Auteur ; Sébastien BRODEUR, Auteur ; Yohann M. CHIU, Auteur ; Mireille COURTEAU, Auteur ; Émilie DUBÉ, Auteur ; Nina THOMAS, Auteur ; Lesage ALAIN, Auteur ; Eric FOMBONNE, Auteur ; Isabelle DUFOUR, Auteur Article en page(s) : p.1674-1692 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  care trajectory  healthcare utilization  mental health  state sequence analysis Index. décimale : PER Périodiques Résumé : ABSTRACT The aim of this study was to compare the healthcare trajectories (HCTs) 2?years after a first diagnosis of autism according to sex, age at diagnosis, and intellectual or developmental disabilities (IDD) status. This is a retrospective cohort study using health administrative data from Québec, Canada. The cohort included all individuals with a first diagnosis of autism registered by a physician between April 2012 and March 2015. HCTs were stratified by sex, presence of IDD, and age at diagnosis (youth, adult), and analyzed using state sequence analysis across healthcare settings, providers, and reasons for use. Our cohort included 5289 individuals, 76.6% were male, and 26.3% were adults at the time of diagnosis. The healthcare use decreased slightly over time, though intensity was higher in females. Sex differences in HCTs were strongly influenced by IDD status and age at diagnosis. While no significant sex differences were observed in HCTs for individuals with IDD diagnosed with autism in adulthood, the psychiatric condition profiles showed notable differences between males and females. Hospital days nearly doubled for females diagnosed in childhood compared to males, while males with IDD diagnosed with autism in childhood and males without IDD diagnosed in adulthood had fewer physical illness visits. Although physical and mental health challenges appear largely managed in ambulatory care during youth, high hospitalization rates in those diagnosed in adulthood, particularly females and those with IDD, highlight concerns about continuity of care and avoidable hospitalizations for these subgroups of patients. En ligne : https://doi.org/10.1002/aur.70072 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Male and Female Healthcare Trajectories in Autism: Are There Any Differences Considering Age at Diagnosis and Intellectual or Developmental Disabilities Status? [Texte imprimé et/ou numérique] / Mélanie COUTURE, Auteur ; Josiane COURTEAU, Auteur ; Sébastien BRODEUR, Auteur ; Yohann M. CHIU, Auteur ; Mireille COURTEAU, Auteur ; Émilie DUBÉ, Auteur ; Nina THOMAS, Auteur ; Lesage ALAIN, Auteur ; Eric FOMBONNE, Auteur ; Isabelle DUFOUR, Auteur . - p.1674-1692. Langues : Anglais (eng) in Autism Research > 18-8 (August 2025) . - p.1674-1692 Mots-clés : autism spectrum disorders  care trajectory  healthcare utilization  mental health  state sequence analysis Index. décimale : PER Périodiques Résumé : ABSTRACT The aim of this study was to compare the healthcare trajectories (HCTs) 2?years after a first diagnosis of autism according to sex, age at diagnosis, and intellectual or developmental disabilities (IDD) status. This is a retrospective cohort study using health administrative data from Québec, Canada. The cohort included all individuals with a first diagnosis of autism registered by a physician between April 2012 and March 2015. HCTs were stratified by sex, presence of IDD, and age at diagnosis (youth, adult), and analyzed using state sequence analysis across healthcare settings, providers, and reasons for use. Our cohort included 5289 individuals, 76.6% were male, and 26.3% were adults at the time of diagnosis. The healthcare use decreased slightly over time, though intensity was higher in females. Sex differences in HCTs were strongly influenced by IDD status and age at diagnosis. While no significant sex differences were observed in HCTs for individuals with IDD diagnosed with autism in adulthood, the psychiatric condition profiles showed notable differences between males and females. Hospital days nearly doubled for females diagnosed in childhood compared to males, while males with IDD diagnosed with autism in childhood and males without IDD diagnosed in adulthood had fewer physical illness visits. Although physical and mental health challenges appear largely managed in ambulatory care during youth, high hospitalization rates in those diagnosed in adulthood, particularly females and those with IDD, highlight concerns about continuity of care and avoidable hospitalizations for these subgroups of patients. En ligne : https://doi.org/10.1002/aur.70072 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Moi, autiste et sexuelle / Josée DUROCHER

Public ISBD Titre : Moi, autiste et sexuelle : La sexualité de la femme Asperger Type de document : Texte imprimé et/ou numérique Auteurs : Josée DUROCHER, Auteur ; Mélanie COUTURE, Préfacier, etc. Editeur : Varennes [Canada] : Éditions AdA Année de publication : 2022 Importance : 96 p. Présentation : ill. Format : 15,4 cm × 21,5 cm × 1,4 cm ISBN/ISSN/EAN : 978-2-89808-782-0 Note générale : Bibliogr. Langues : Français (fre) Index. décimale : ASP-E ASP-E - TSA sans Déficience au Féminin Résumé : La femme autiste en a vu d'autres ! Mais bien qu'elle ait beaucoup de choses à nous raconter, encore faut-il que nous soyons là pour l'écouter. C'est un discours loin d'être ennuyant celui de la femme autiste ! C'est avec l'énergie de la découverte et du partage que l'auteure de Moi, autiste et sexuelle, Josée Durocher, elle-même autiste, nous invite à la lecture. Les seules qualités qu'on doit avoir pour cette lecture sont essentiellement la curiosité et l'amour des femmes puisque les femmes autistes ne sont pas si différentes des autres femmes, ayant des besoins comme elles toutes et des envies aussi. La curiosité servira à toujours en savoir davantage - encore bien plus loin que ce livre - et l'amour des femmes vous incitera à les respecter toujours un peu plus. L'auteure vient ici mettre les assises d'une réalité qui existe bel et bien : la sexualité de la femme autiste, de ces balbutiements à ses grandes expressions en passant par tout (ou à peu près tout) ce qu'elle peut y vivre. Pourquoi un tel livre ? Parce que les intéressées le savent déjà, la femme autiste souffre d'une grande invisibilité diagnostique. Il est facile de conclure alors que cette invisibilité s'étend à toute sa vie et ses expressions. Ce livre est un début de réflexion et de discussion pour un respect inspiré de tout ce que vous avez d'humanité en vous. Moi, autiste et sexuelle vous apprendra beaucoup, vous fera rire, sourire et vous touchera comme vous ne pensiez pas être touchés. Bonne lecture ! [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=480 Moi, autiste et sexuelle : La sexualité de la femme Asperger [Texte imprimé et/ou numérique] / Josée DUROCHER, Auteur ; Mélanie COUTURE, Préfacier, etc. . - Varennes [Canada] : Éditions AdA, 2022 . - 96 p. : ill. ; 15,4 cm × 21,5 cm × 1,4 cm. ISBN : 978-2-89808-782-0 Bibliogr. Langues : Français (fre) Index. décimale : ASP-E ASP-E - TSA sans Déficience au Féminin Résumé : La femme autiste en a vu d'autres ! Mais bien qu'elle ait beaucoup de choses à nous raconter, encore faut-il que nous soyons là pour l'écouter. C'est un discours loin d'être ennuyant celui de la femme autiste ! C'est avec l'énergie de la découverte et du partage que l'auteure de Moi, autiste et sexuelle, Josée Durocher, elle-même autiste, nous invite à la lecture. Les seules qualités qu'on doit avoir pour cette lecture sont essentiellement la curiosité et l'amour des femmes puisque les femmes autistes ne sont pas si différentes des autres femmes, ayant des besoins comme elles toutes et des envies aussi. La curiosité servira à toujours en savoir davantage - encore bien plus loin que ce livre - et l'amour des femmes vous incitera à les respecter toujours un peu plus. L'auteure vient ici mettre les assises d'une réalité qui existe bel et bien : la sexualité de la femme autiste, de ces balbutiements à ses grandes expressions en passant par tout (ou à peu près tout) ce qu'elle peut y vivre. Pourquoi un tel livre ? Parce que les intéressées le savent déjà, la femme autiste souffre d'une grande invisibilité diagnostique. Il est facile de conclure alors que cette invisibilité s'étend à toute sa vie et ses expressions. Ce livre est un début de réflexion et de discussion pour un respect inspiré de tout ce que vous avez d'humanité en vous. Moi, autiste et sexuelle vous apprendra beaucoup, vous fera rire, sourire et vous touchera comme vous ne pensiez pas être touchés. Bonne lecture ! [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=480

Exemplaires (2)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0006425	ASP-E DUR	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	ASP - Trouble du Spectre de l'Autisme Sans Déficience Intellectuelle(TSA-STDI ex Asperger)	Disponible
DOC0006424	ASP-E DUR	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	ASP - Trouble du Spectre de l'Autisme Sans Déficience Intellectuelle(TSA-STDI ex Asperger)	Disponible

Les abonnés qui ont emprunté ce document ont également emprunté :

Les cartes des émotions	AUTISME ET APPRENTISSAGES
Léon et ses amis. Programme pour développer les habiletés sociales	DUBE, Maude
Josef Schovanec tel qu'en lui-même	SCHOVANEC, Josef
La philosophie face au handicap	QUENTIN, Bertrand
Les émotions	KHALIL, Michelle
Comprendre les règles tacites des relations sociales	GRANDIN, Temple

Parent-mediated intervention tends to improve parent-child engagement, and behavioral outcomes of toddlers with ASD-positive screening: A randomized crossover trial / Audrée Jeanne BEAUDOIN in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101416 Titre : Parent-mediated intervention tends to improve parent-child engagement, and behavioral outcomes of toddlers with ASD-positive screening: A randomized crossover trial Type de document : Texte imprimé et/ou numérique Auteurs : Audrée Jeanne BEAUDOIN, Auteur ; Guillaume SEBIRE, Auteur ; Mélanie COUTURE, Auteur Article en page(s) : p.101416 Langues : Anglais (eng) Mots-clés : Parent coaching  Caregiver  Parent-child interaction  Infant  Early intervention Index. décimale : PER Périodiques Résumé : Background By participating in parent-mediated interventions, parents develop skills to promote their toddler’s development. Knowing that the potential mediating role of a parent’s behavior has been poorly assessed, our objective was to measure the effects of a parent-mediated intervention on the developmental outcome of toddlers (12–30 months) at risk for autism spectrum disorder (ASD), and on parent-child interactions. Methods Randomized crossover trial using a 12-week parent-mediated intervention (adapted from the parent delivery of the Early Start Denver Model and the Social Communication Emotion Regulation Transaction Support) and measuring its impact on parent-child dyadic engagement and child development. Results The intervention resulted in improved toddlers’ motor skills (p?=?.005; ES?=?.60) and a trend toward improvement in social adaptive behaviors (p?=?.053; ES?=?.45) compared to the Waitlist group. There was also a trend toward improved parent-child engagement during the Intervention (p?=?.010; ES?=?.77), that did not significantly differ from the change in the Waitlist group (p?=?.221). Conclusions This study highlights potential benefits in motor and social skills for children at risk of ASD, as well as in parent-child engagement. En ligne : https://doi.org/10.1016/j.rasd.2019.101416 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] Parent-mediated intervention tends to improve parent-child engagement, and behavioral outcomes of toddlers with ASD-positive screening: A randomized crossover trial [Texte imprimé et/ou numérique] / Audrée Jeanne BEAUDOIN, Auteur ; Guillaume SEBIRE, Auteur ; Mélanie COUTURE, Auteur . - p.101416. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101416 Mots-clés : Parent coaching  Caregiver  Parent-child interaction  Infant  Early intervention Index. décimale : PER Périodiques Résumé : Background By participating in parent-mediated interventions, parents develop skills to promote their toddler’s development. Knowing that the potential mediating role of a parent’s behavior has been poorly assessed, our objective was to measure the effects of a parent-mediated intervention on the developmental outcome of toddlers (12–30 months) at risk for autism spectrum disorder (ASD), and on parent-child interactions. Methods Randomized crossover trial using a 12-week parent-mediated intervention (adapted from the parent delivery of the Early Start Denver Model and the Social Communication Emotion Regulation Transaction Support) and measuring its impact on parent-child dyadic engagement and child development. Results The intervention resulted in improved toddlers’ motor skills (p?=?.005; ES?=?.60) and a trend toward improvement in social adaptive behaviors (p?=?.053; ES?=?.45) compared to the Waitlist group. There was also a trend toward improved parent-child engagement during the Intervention (p?=?.010; ES?=?.77), that did not significantly differ from the change in the Waitlist group (p?=?.221). Conclusions This study highlights potential benefits in motor and social skills for children at risk of ASD, as well as in parent-child engagement. En ligne : https://doi.org/10.1016/j.rasd.2019.101416 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

Sensori-motor and Daily Living Skills of Preschool Children with Autism Spectrum Disorders / Emmanuelle JASMIN in Journal of Autism and Developmental Disorders, 39-2 (February 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-2 (February 2009) . - p.231-241 Titre : Sensori-motor and Daily Living Skills of Preschool Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Emmanuelle JASMIN, Auteur ; Eric FOMBONNE, Auteur ; Mélanie COUTURE, Auteur ; Patricia MCKINLEY, Auteur ; Greg REID, Auteur ; Erika GISEL, Auteur Année de publication : 2009 Article en page(s) : p.231-241 Langues : Anglais (eng) Mots-clés : Pervasive-developmental-disorders Sensory-Profile Gross-motor-skills Fine-motor-skills Self-care-activities Functional-independence Index. décimale : PER Périodiques Résumé : Sensori-motor development and performance of daily living skills (DLS) remain little explored in children with autism spectrum disorders (ASD). The objective of this study was to determine the impact of sensori-motor skills on the performance of DLS in preschool children with ASD. Thirty-five children, 3–4 years of age, were recruited and assessed with a battery of diagnostic and clinical tests. Children showed atypical sensory responses, very poor motor and DLS. Sensory avoiding, an excessive reaction to sensory stimuli, and fine motor skills were highly correlated with DLS, even when cognitive performance was taken into account. Sensori-motor deficits have an impact on the autonomy of children with ASD and interventions should aim at improving and supporting the development of sensori-motor skills. En ligne : http://dx.doi.org/10.1007/s10803-008-0617-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=683 [article] Sensori-motor and Daily Living Skills of Preschool Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Emmanuelle JASMIN, Auteur ; Eric FOMBONNE, Auteur ; Mélanie COUTURE, Auteur ; Patricia MCKINLEY, Auteur ; Greg REID, Auteur ; Erika GISEL, Auteur . - 2009 . - p.231-241. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-2 (February 2009) . - p.231-241 Mots-clés : Pervasive-developmental-disorders Sensory-Profile Gross-motor-skills Fine-motor-skills Self-care-activities Functional-independence Index. décimale : PER Périodiques Résumé : Sensori-motor development and performance of daily living skills (DLS) remain little explored in children with autism spectrum disorders (ASD). The objective of this study was to determine the impact of sensori-motor skills on the performance of DLS in preschool children with ASD. Thirty-five children, 3–4 years of age, were recruited and assessed with a battery of diagnostic and clinical tests. Children showed atypical sensory responses, very poor motor and DLS. Sensory avoiding, an excessive reaction to sensory stimuli, and fine motor skills were highly correlated with DLS, even when cognitive performance was taken into account. Sensori-motor deficits have an impact on the autonomy of children with ASD and interventions should aim at improving and supporting the development of sensori-motor skills. En ligne : http://dx.doi.org/10.1007/s10803-008-0617-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=683

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