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Auteur Elizabeth PELLICANO |
Documents disponibles écrits par cet auteur (64)
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"Knowing That I'm Not Necessarily Alone in My Struggles": UK Autistic Performing Arts Professionals' Experiences of a Mentoring Programme / Eleanor BUCKLEY in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
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Titre : "Knowing That I'm Not Necessarily Alone in My Struggles": UK Autistic Performing Arts Professionals' Experiences of a Mentoring Programme Type de document : Texte imprimé et/ou numérique Auteurs : Eleanor BUCKLEY, Auteur ; Elizabeth PELLICANO, Auteur ; Anna REMINGTON, Auteur Année de publication : 2022 Article en page(s) : p.5451-5470 Langues : Anglais (eng) Mots-clés : Humans Mentoring Mentors Autistic Disorder Autism Spectrum Disorder United Kingdom Program Evaluation Arts Autism Employment Support Index. décimale : PER Périodiques Résumé : This research examined whether professional mentoring could have a positive effect on the occupational self-efficacy of autistic performing arts professionals. We compared the outcomes of one group who received mentoring to a waitlist control group. 26 participants took part in this study: 15 autistic mentees and 11 mentors, three of whom were also autistic. The mentoring programme was well received and felt to be beneficial by the participating mentees and mentors, particularly regarding gains in mentees' occupational self-efficacy. Professional mentoring also addressed several work-oriented challenges identified by autistic performing arts professionals such as feelings of isolation in the industry and need for consultation and advice on both a professional level, and for mentees with autistic mentors, also a neurodivergent one. En ligne : http://dx.doi.org/10.1007/s10803-021-05394-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5451-5470[article] "Knowing That I'm Not Necessarily Alone in My Struggles": UK Autistic Performing Arts Professionals' Experiences of a Mentoring Programme [Texte imprimé et/ou numérique] / Eleanor BUCKLEY, Auteur ; Elizabeth PELLICANO, Auteur ; Anna REMINGTON, Auteur . - 2022 . - p.5451-5470.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5451-5470
Mots-clés : Humans Mentoring Mentors Autistic Disorder Autism Spectrum Disorder United Kingdom Program Evaluation Arts Autism Employment Support Index. décimale : PER Périodiques Résumé : This research examined whether professional mentoring could have a positive effect on the occupational self-efficacy of autistic performing arts professionals. We compared the outcomes of one group who received mentoring to a waitlist control group. 26 participants took part in this study: 15 autistic mentees and 11 mentors, three of whom were also autistic. The mentoring programme was well received and felt to be beneficial by the participating mentees and mentors, particularly regarding gains in mentees' occupational self-efficacy. Professional mentoring also addressed several work-oriented challenges identified by autistic performing arts professionals such as feelings of isolation in the industry and need for consultation and advice on both a professional level, and for mentees with autistic mentors, also a neurodivergent one. En ligne : http://dx.doi.org/10.1007/s10803-021-05394-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 Letter to the Editor: A possible threat to data integrity for online qualitative autism research / Elizabeth PELLICANO in Autism, 28-3 (March 2024)
[article]
Titre : Letter to the Editor: A possible threat to data integrity for online qualitative autism research Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth PELLICANO, Auteur ; Dawn ADAMS, Auteur ; Laura CRANE, Auteur ; Calliope HOLLINGUE, Auteur ; Connie ALLEN, Auteur ; Katherine ALMENDINGER, Auteur ; Monique BOTHA, Auteur ; Tori HAAR, Auteur ; Steven K. KAPP, Auteur ; Elizabeth WHEELEY, Auteur Article en page(s) : p.786-792 Langues : Anglais (eng) Mots-clés : fraud imposter research participation Index. décimale : PER Périodiques Résumé : Researchers are increasingly relying on online methods for data collection, including for qualitative research involving interviews and focus groups. In this letter, we alert autism researchers to a possible threat to data integrity in such studies: "scammer" participants, who may be posing as autistic people and/or parents of autistic children in research studies, presumably for financial gain. Here, we caution qualitative autism researchers to be vigilant of potential scammer participants in their online studies and invite a broader discussion about the implications of such fraudulent acts. Lay abstract Doing research online, via Zoom, Teams, or live chat, is becoming more and more common. It can help researchers to reach more people, including from different parts of the world. It can also make the research more accessible for participants, especially those with different communication preferences. However, online research can have its downsides too. We have recently been involved in three studies in which we had in-depth discussions with autistic people and/or parents of autistic children about various topics. It turns out, though, that some of these participants were not genuine. Instead, we believe they were "scammer participants": people posing as autistic people or parents of autistic children, possibly to gain money from doing the research. This is a real problem because we need research data that we can trust. In this letter, we encourage autism researchers to be wary of scammer participants in their own research. En ligne : https://dx.doi.org/10.1177/13623613231174543 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523
in Autism > 28-3 (March 2024) . - p.786-792[article] Letter to the Editor: A possible threat to data integrity for online qualitative autism research [Texte imprimé et/ou numérique] / Elizabeth PELLICANO, Auteur ; Dawn ADAMS, Auteur ; Laura CRANE, Auteur ; Calliope HOLLINGUE, Auteur ; Connie ALLEN, Auteur ; Katherine ALMENDINGER, Auteur ; Monique BOTHA, Auteur ; Tori HAAR, Auteur ; Steven K. KAPP, Auteur ; Elizabeth WHEELEY, Auteur . - p.786-792.
Langues : Anglais (eng)
in Autism > 28-3 (March 2024) . - p.786-792
Mots-clés : fraud imposter research participation Index. décimale : PER Périodiques Résumé : Researchers are increasingly relying on online methods for data collection, including for qualitative research involving interviews and focus groups. In this letter, we alert autism researchers to a possible threat to data integrity in such studies: "scammer" participants, who may be posing as autistic people and/or parents of autistic children in research studies, presumably for financial gain. Here, we caution qualitative autism researchers to be vigilant of potential scammer participants in their online studies and invite a broader discussion about the implications of such fraudulent acts. Lay abstract Doing research online, via Zoom, Teams, or live chat, is becoming more and more common. It can help researchers to reach more people, including from different parts of the world. It can also make the research more accessible for participants, especially those with different communication preferences. However, online research can have its downsides too. We have recently been involved in three studies in which we had in-depth discussions with autistic people and/or parents of autistic children about various topics. It turns out, though, that some of these participants were not genuine. Instead, we believe they were "scammer participants": people posing as autistic people or parents of autistic children, possibly to gain money from doing the research. This is a real problem because we need research data that we can trust. In this letter, we encourage autism researchers to be wary of scammer participants in their own research. En ligne : https://dx.doi.org/10.1177/13623613231174543 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 'Maybe we just seem like easy targets': A qualitative analysis of autistic adults' experiences of interpersonal violence / Vicki GIBBS in Autism, 27-7 (October 2023)
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Titre : 'Maybe we just seem like easy targets': A qualitative analysis of autistic adults' experiences of interpersonal violence Type de document : Texte imprimé et/ou numérique Auteurs : Vicki GIBBS, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.2021-2034 Langues : Anglais (eng) Mots-clés : autism autistic adults victimisation violence Index. décimale : PER Périodiques Résumé : Research has consistently found high rates of victimisation among autistic children. There is emerging evidence that disproportionate victimisation continues into adulthood, however the extent, nature and impact and the mechanisms that underlie high rates of interpersonal violence are not well understood. Here we investigate the nature and impact of violence experiences using qualitative methods. Twenty-two autistic adults who had experienced interpersonal violence during adulthood participated in semi-structured interviews. We analysed the data using a thematic analysis to identify key themes. Violence was commonplace in their own lives and in the lives of other autistic people that they knew, to the extent that violence had become normalised. They spoke of the impacts of these experiences on their mental health, self-concept and subsequent relationships and of how these impacts were exacerbated when their disclosures were dismissed by others. They reported that certain autistic characteristics might make them more vulnerable and of how such characteristics were often shaped by repeated experiences of invalidation and pressure to conform within a neurotypical world. These findings demonstrate the importance of developing ways to improve the personal safety of autistic people which must include the broader social factors that at least partly contribute to these distressing experiences.Lay abstractResearch has consistently shown that autistic children are more likely to be victimised than non-autistic children. More recently, studies have also found that autistic adults report experiencing more violence than non-autistic adults however the circumstances surrounding these incidents and the reasons for this are not clear. We wanted to learn more about violence during adulthood for autistic people including what led up to these incidents and what happened afterwards. We spoke to 22 autistic adults who had experienced violence and analysed what they told us to look for common themes. They told us that violence was commonplace in their own lives and in the lives of other autistic people that they know, so much so that they had even come to expect it to happen. They also talked about the negative effect these experiences had on their mental health, the way they felt about themselves and their ability to trust people. This was made worse if people did not believe them when they disclosed what had happened to them. They told us that certain autistic characteristics might make them more vulnerable like being too trusting or going along with people just to please them. They thought that some of these characteristics had been shaped by their experiences, especially being told that that their thoughts, feelings or behaviours were wrong and being pressured to change the way they behaved to 'fit in'. These findings are important in helping us to understand how to improve the personal safety of autistic people. En ligne : http://dx.doi.org/10.1177/13623613221150375 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510
in Autism > 27-7 (October 2023) . - p.2021-2034[article] 'Maybe we just seem like easy targets': A qualitative analysis of autistic adults' experiences of interpersonal violence [Texte imprimé et/ou numérique] / Vicki GIBBS, Auteur ; Elizabeth PELLICANO, Auteur . - p.2021-2034.
Langues : Anglais (eng)
in Autism > 27-7 (October 2023) . - p.2021-2034
Mots-clés : autism autistic adults victimisation violence Index. décimale : PER Périodiques Résumé : Research has consistently found high rates of victimisation among autistic children. There is emerging evidence that disproportionate victimisation continues into adulthood, however the extent, nature and impact and the mechanisms that underlie high rates of interpersonal violence are not well understood. Here we investigate the nature and impact of violence experiences using qualitative methods. Twenty-two autistic adults who had experienced interpersonal violence during adulthood participated in semi-structured interviews. We analysed the data using a thematic analysis to identify key themes. Violence was commonplace in their own lives and in the lives of other autistic people that they knew, to the extent that violence had become normalised. They spoke of the impacts of these experiences on their mental health, self-concept and subsequent relationships and of how these impacts were exacerbated when their disclosures were dismissed by others. They reported that certain autistic characteristics might make them more vulnerable and of how such characteristics were often shaped by repeated experiences of invalidation and pressure to conform within a neurotypical world. These findings demonstrate the importance of developing ways to improve the personal safety of autistic people which must include the broader social factors that at least partly contribute to these distressing experiences.Lay abstractResearch has consistently shown that autistic children are more likely to be victimised than non-autistic children. More recently, studies have also found that autistic adults report experiencing more violence than non-autistic adults however the circumstances surrounding these incidents and the reasons for this are not clear. We wanted to learn more about violence during adulthood for autistic people including what led up to these incidents and what happened afterwards. We spoke to 22 autistic adults who had experienced violence and analysed what they told us to look for common themes. They told us that violence was commonplace in their own lives and in the lives of other autistic people that they know, so much so that they had even come to expect it to happen. They also talked about the negative effect these experiences had on their mental health, the way they felt about themselves and their ability to trust people. This was made worse if people did not believe them when they disclosed what had happened to them. They told us that certain autistic characteristics might make them more vulnerable like being too trusting or going along with people just to please them. They thought that some of these characteristics had been shaped by their experiences, especially being told that that their thoughts, feelings or behaviours were wrong and being pressured to change the way they behaved to 'fit in'. These findings are important in helping us to understand how to improve the personal safety of autistic people. En ligne : http://dx.doi.org/10.1177/13623613221150375 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 Numerical Estimation in Children With Autism / David AAGTEN-MURPHY in Autism Research, 8-6 (December 2015)
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Titre : Numerical Estimation in Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : David AAGTEN-MURPHY, Auteur ; Claudia ATTUCCI, Auteur ; Niki DANIEL, Auteur ; Elena KLARIC, Auteur ; David BURR, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.668-681 Langues : Anglais (eng) Mots-clés : autism mathematics number visual perception Index. décimale : PER Périodiques Résumé : Number skills are often reported anecdotally and in the mass media as a relative strength for individuals with autism, yet there are remarkably few research studies addressing this issue. This study, therefore, sought to examine autistic children's number estimation skills and whether variation in these skills can explain at least in part strengths and weaknesses in children's mathematical achievement. Thirty-two cognitively able children with autism (range?=?8–13 years) and 32 typical children of similar age and ability were administered a standardized test of mathematical achievement and two estimation tasks, one psychophysical nonsymbolic estimation (numerosity discrimination) task and one symbolic estimation (numberline) task. Children with autism performed worse than typical children on the numerosity task, on the numberline task, which required mapping numerical values onto space, and on the test of mathematical achievement. These findings question the widespread belief that mathematical skills are generally enhanced in autism. For both groups of children, variation in performance on the numberline task was also uniquely related to their academic achievement, over and above variation in intellectual ability; better number-to-space mapping skills went hand-in-hand with better arithmetic skills. Future research should further determine the extent and underlying causes of some autistic children's difficulties with regards to number. Autism Res 2015, 8: 668–681. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1482 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Autism Research > 8-6 (December 2015) . - p.668-681[article] Numerical Estimation in Children With Autism [Texte imprimé et/ou numérique] / David AAGTEN-MURPHY, Auteur ; Claudia ATTUCCI, Auteur ; Niki DANIEL, Auteur ; Elena KLARIC, Auteur ; David BURR, Auteur ; Elizabeth PELLICANO, Auteur . - p.668-681.
Langues : Anglais (eng)
in Autism Research > 8-6 (December 2015) . - p.668-681
Mots-clés : autism mathematics number visual perception Index. décimale : PER Périodiques Résumé : Number skills are often reported anecdotally and in the mass media as a relative strength for individuals with autism, yet there are remarkably few research studies addressing this issue. This study, therefore, sought to examine autistic children's number estimation skills and whether variation in these skills can explain at least in part strengths and weaknesses in children's mathematical achievement. Thirty-two cognitively able children with autism (range?=?8–13 years) and 32 typical children of similar age and ability were administered a standardized test of mathematical achievement and two estimation tasks, one psychophysical nonsymbolic estimation (numerosity discrimination) task and one symbolic estimation (numberline) task. Children with autism performed worse than typical children on the numerosity task, on the numberline task, which required mapping numerical values onto space, and on the test of mathematical achievement. These findings question the widespread belief that mathematical skills are generally enhanced in autism. For both groups of children, variation in performance on the numberline task was also uniquely related to their academic achievement, over and above variation in intellectual ability; better number-to-space mapping skills went hand-in-hand with better arithmetic skills. Future research should further determine the extent and underlying causes of some autistic children's difficulties with regards to number. Autism Res 2015, 8: 668–681. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1482 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 Parent perspectives on autistic girls’ friendships and futures / Felicity SEDGEWICK in Autism & Developmental Language Impairments, 3 (January-December 2018)
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Titre : Parent perspectives on autistic girls’ friendships and futures Type de document : Texte imprimé et/ou numérique Auteurs : Felicity SEDGEWICK, Auteur ; Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsYoung people?s parents often play a key role in facilitating friendships and have their own views on these friendships. Yet parents have rarely been asked to report on the friendships and peer relationships of their autistic children. This study therefore sought to examine parents? perspectives on the friendships and social difficulties of their autistic daughters, and their views and concerns about their daughters? futures.MethodsTwenty parents of autistic adolescent girls, aged between 11 and 18 years, took part in semi-structured interviews on the topics of friendships, conflict and thoughts about adulthood and the future.ResultsResults demonstrated that parents often have significant involvement in their daughters? social lives and friendships and have a range of views on these relationships. They highlighted both benefits and pitfalls of their daughters? peer interactions, and the perceived negative influence of these interactions on their daughters? mental health. Most parents had significant concerns about their daughters? futures, either about their ability to live independently, or their potential vulnerability to exploitation. Despite these concerns around sexual relationships, some parents were avoiding raising the issue with their daughters.ConclusionsAdolescent autistic girls often have positive, close friendships, but can also be the victims of bullying, with significant negative impacts on their mental health, at least according to their parents. Concerns about girls? development into adulthood were commonplace, with parents taking a range of approaches to attempt to talk about the future with their daughters.ImplicationsThere is an urgent need for more open conversations to help autistic girls stay safe and secure as they mature, supporting their ability to understand and negotiate more intimate social relationships. Future research should examine these changing relationships as autistic girls? transition to adulthood and should seek to combine the views of parents alongside the young people themselves. En ligne : https://doi.org/10.1177/2396941518794497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387
in Autism & Developmental Language Impairments > 3 (January-December 2018)[article] Parent perspectives on autistic girls’ friendships and futures [Texte imprimé et/ou numérique] / Felicity SEDGEWICK, Auteur ; Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 3 (January-December 2018)
Index. décimale : PER Périodiques Résumé : Background and aimsYoung people?s parents often play a key role in facilitating friendships and have their own views on these friendships. Yet parents have rarely been asked to report on the friendships and peer relationships of their autistic children. This study therefore sought to examine parents? perspectives on the friendships and social difficulties of their autistic daughters, and their views and concerns about their daughters? futures.MethodsTwenty parents of autistic adolescent girls, aged between 11 and 18 years, took part in semi-structured interviews on the topics of friendships, conflict and thoughts about adulthood and the future.ResultsResults demonstrated that parents often have significant involvement in their daughters? social lives and friendships and have a range of views on these relationships. They highlighted both benefits and pitfalls of their daughters? peer interactions, and the perceived negative influence of these interactions on their daughters? mental health. Most parents had significant concerns about their daughters? futures, either about their ability to live independently, or their potential vulnerability to exploitation. Despite these concerns around sexual relationships, some parents were avoiding raising the issue with their daughters.ConclusionsAdolescent autistic girls often have positive, close friendships, but can also be the victims of bullying, with significant negative impacts on their mental health, at least according to their parents. Concerns about girls? development into adulthood were commonplace, with parents taking a range of approaches to attempt to talk about the future with their daughters.ImplicationsThere is an urgent need for more open conversations to help autistic girls stay safe and secure as they mature, supporting their ability to understand and negotiate more intimate social relationships. Future research should examine these changing relationships as autistic girls? transition to adulthood and should seek to combine the views of parents alongside the young people themselves. En ligne : https://doi.org/10.1177/2396941518794497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 ''Peas in a pod'': Oral History Reflections on Autistic Identity in Family and Community by Late-Diagnosed Adults / Rozanna LILLEY in Journal of Autism and Developmental Disorders, 53-3 (March 2023)
PermalinkPerception of shapes targeting local and global processes in autism spectrum disorders / Emma J. GRINTER in Journal of Child Psychology and Psychiatry, 51-6 (June 2010)
PermalinkPerceptions of social and work functioning are related to social anxiety and executive function in autistic adults / Alix WOOLARD in Autism, 26-7 (October 2022)
PermalinkPerspectives from parents of autistic children on participating in early intervention and associated research / Catherine A. BENT in Autism, 27-5 (July 2023)
PermalinkPoly-victimization of autistic adults: An investigation of individual-level correlates / Jennifer L. HUDSON ; Elizabeth PELLICANO in Autism Research, 16-12 (December 2023)
PermalinkA portfolio analysis of autism research funding in Aotearoa New Zealand 2007-2021 / Lisa Marie EMERSON in Autism, 27-8 (November 2023)
PermalinkPredicting the financial wellbeing of autistic adults: Part I / Ru Ying CAI in Autism, 28-5 (May 2024)
PermalinkProcessing Slow and Fast Motion in Children With Autism Spectrum Conditions / Catherine MANNING in Autism Research, 6-6 (December 2013)
PermalinkPsychological models of autism: an overview / Elizabeth PELLICANO
PermalinkRecognition of Girls on the Autism Spectrum by Primary School Educators: An Experimental Study / Alana WHITLOCK in Autism Research, 13-8 (August 2020)
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