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Auteur Heather M. BROWN |
Documents disponibles écrits par cet auteur (7)



Being able to be myself: Understanding autonomy and autonomy-support from the perspectives of autistic adults with intellectual disabilities / Heather M. BROWN ; Anne BORDEN ; Christina DEVLIN ; Adam KEDMY ; Austin LEE ; David B. NICHOLAS ; Bethan KINGSLEY ; Sandy THOMPSON-HODGETTS in Autism, 28-12 (December 2024)
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[article]
Titre : Being able to be myself: Understanding autonomy and autonomy-support from the perspectives of autistic adults with intellectual disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Heather M. BROWN, Auteur ; Anne BORDEN, Auteur ; Christina DEVLIN, Auteur ; Adam KEDMY, Auteur ; Austin LEE, Auteur ; David B. NICHOLAS, Auteur ; Bethan KINGSLEY, Auteur ; Sandy THOMPSON-HODGETTS, Auteur Article en page(s) : p.3092-3104 Langues : Anglais (eng) Mots-clés : adulthood autism autonomy choice opportunity qualitative self-determination support Index. décimale : PER Périodiques Résumé : Self-determination enhances a person?s quality of life and is a fundamental human right. According to self-determination theory, autonomy is one of three basic psychological needs that must be met to experience self-determination. The overarching aim of this exploratory study was to learn about autonomy from the perspective of autistic adults with intellectual disability, including what autonomy meant and how participants wanted to be supported to be autonomous. Participants (n = 8; median age = 24) engaged in a variety of participatory methods (e.g. discussions, arts and crafts, games) during weekly sessions. These sessions took place over 7-16?weeks and were each informed by a guiding question related to autonomy. Artifacts, video or audio recordings from each session, and reflexive journals were thematically analyzed. The results support an overarching meaning of autonomy as being able to be themselves. Participants identified (1) choice and control, (2) communicating their way, and (3) safe environments as important and showed us how they wanted to be supported in each of these three areas. We also identified having autistic facilitators as an overarching strategy. These results provide a foundation for implementing change to enhance autonomy for autistic adults with intellectual disabilities. Lay Abstract Autistic young adults with intellectual disabilities want to be autonomous but are less autonomous than other people. However, they can be autonomous with appropriate support. We wanted to learn how we can support autistic adults with intellectual disabilities to be more autonomous. We designed our study with help from five autistic community partners to make sure the research was relevant to autistic people and would improve their lives. We talked with eight autistic young adults with intellectual disabilities about autonomy. We defined "talk" as verbal language, as well as non-verbal cues such as body language, facial expressions, vocalizations, and laughter. We did art projects and played games while we talked. We met in small groups over multiple sessions. Our participants told us that being autonomous meant being able to be themselves. They told us three main ways to support their autonomy: (1) having choice and control, (2) being able to communicate in their own way, and (3) being in a safe environment. Families, support staff, and caregivers can use this information to help autistic young adults with intellectual disabilities to be autonomous. En ligne : https://dx.doi.org/10.1177/13623613241254432 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543
in Autism > 28-12 (December 2024) . - p.3092-3104[article] Being able to be myself: Understanding autonomy and autonomy-support from the perspectives of autistic adults with intellectual disabilities [Texte imprimé et/ou numérique] / Heather M. BROWN, Auteur ; Anne BORDEN, Auteur ; Christina DEVLIN, Auteur ; Adam KEDMY, Auteur ; Austin LEE, Auteur ; David B. NICHOLAS, Auteur ; Bethan KINGSLEY, Auteur ; Sandy THOMPSON-HODGETTS, Auteur . - p.3092-3104.
Langues : Anglais (eng)
in Autism > 28-12 (December 2024) . - p.3092-3104
Mots-clés : adulthood autism autonomy choice opportunity qualitative self-determination support Index. décimale : PER Périodiques Résumé : Self-determination enhances a person?s quality of life and is a fundamental human right. According to self-determination theory, autonomy is one of three basic psychological needs that must be met to experience self-determination. The overarching aim of this exploratory study was to learn about autonomy from the perspective of autistic adults with intellectual disability, including what autonomy meant and how participants wanted to be supported to be autonomous. Participants (n = 8; median age = 24) engaged in a variety of participatory methods (e.g. discussions, arts and crafts, games) during weekly sessions. These sessions took place over 7-16?weeks and were each informed by a guiding question related to autonomy. Artifacts, video or audio recordings from each session, and reflexive journals were thematically analyzed. The results support an overarching meaning of autonomy as being able to be themselves. Participants identified (1) choice and control, (2) communicating their way, and (3) safe environments as important and showed us how they wanted to be supported in each of these three areas. We also identified having autistic facilitators as an overarching strategy. These results provide a foundation for implementing change to enhance autonomy for autistic adults with intellectual disabilities. Lay Abstract Autistic young adults with intellectual disabilities want to be autonomous but are less autonomous than other people. However, they can be autonomous with appropriate support. We wanted to learn how we can support autistic adults with intellectual disabilities to be more autonomous. We designed our study with help from five autistic community partners to make sure the research was relevant to autistic people and would improve their lives. We talked with eight autistic young adults with intellectual disabilities about autonomy. We defined "talk" as verbal language, as well as non-verbal cues such as body language, facial expressions, vocalizations, and laughter. We did art projects and played games while we talked. We met in small groups over multiple sessions. Our participants told us that being autonomous meant being able to be themselves. They told us three main ways to support their autonomy: (1) having choice and control, (2) being able to communicate in their own way, and (3) being in a safe environment. Families, support staff, and caregivers can use this information to help autistic young adults with intellectual disabilities to be autonomous. En ligne : https://dx.doi.org/10.1177/13623613241254432 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 Changing the story: How diagnosticians can support a neurodiversity perspective from the start / Heather M. BROWN in Autism, 25-5 (July 2021)
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Titre : Changing the story: How diagnosticians can support a neurodiversity perspective from the start Type de document : Texte imprimé et/ou numérique Auteurs : Heather M. BROWN, Auteur ; Aubyn C. STAHMER, Auteur ; Patrick DWYER, Auteur ; Susan RIVERA, Auteur Article en page(s) : p.1171-1174 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Humans Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211001012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Autism > 25-5 (July 2021) . - p.1171-1174[article] Changing the story: How diagnosticians can support a neurodiversity perspective from the start [Texte imprimé et/ou numérique] / Heather M. BROWN, Auteur ; Aubyn C. STAHMER, Auteur ; Patrick DWYER, Auteur ; Susan RIVERA, Auteur . - p.1171-1174.
Langues : Anglais (eng)
in Autism > 25-5 (July 2021) . - p.1171-1174
Mots-clés : Autism Spectrum Disorder Humans Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211001012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 Changing the story: How diagnosticians can support a neurodiversity perspective from the start / Heather M. BROWN in Autism, 26-5 (July 2022)
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[article]
Titre : Changing the story: How diagnosticians can support a neurodiversity perspective from the start Type de document : Texte imprimé et/ou numérique Auteurs : Heather M. BROWN, Auteur ; Aubyn C. STAHMER, Auteur ; Patrick DWYER, Auteur ; Susan RIVERA, Auteur Article en page(s) : p.1171-1174 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Humans Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211001012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483
in Autism > 26-5 (July 2022) . - p.1171-1174[article] Changing the story: How diagnosticians can support a neurodiversity perspective from the start [Texte imprimé et/ou numérique] / Heather M. BROWN, Auteur ; Aubyn C. STAHMER, Auteur ; Patrick DWYER, Auteur ; Susan RIVERA, Auteur . - p.1171-1174.
Langues : Anglais (eng)
in Autism > 26-5 (July 2022) . - p.1171-1174
Mots-clés : Autism Spectrum Disorder Humans Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211001012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 Exploring the persuasive writing skills of students with high-functioning autism spectrum disorder / Heather M. BROWN in Research in Autism Spectrum Disorders, 8-11 (November 2014)
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Titre : Exploring the persuasive writing skills of students with high-functioning autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Heather M. BROWN, Auteur ; Andrew M. JOHNSON, Auteur ; Rachael E. SMYTH, Auteur ; Janis ORAM CARDY, Auteur Article en page(s) : p.1482-1499 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Written expression Persuasive writing Oral language Weak central coherence Theory of mind Index. décimale : PER Périodiques Résumé : Previous studies of students with high-functioning autism spectrum disorder (HFASD) have shown great variability in their writing abilities. Most previous studies of students with HFASD have combined individuals with linguistic impairments (HF-ALI) and individuals without linguistic impairments (HF-ALN) into a single group. The current study was the first to compare the persuasive writing of students with HF-ALN with controls, without confounding the effects of language ability and autism on writing achievement, and while considering possible cognitive underpinnings of their writing skills. Twenty-five students with HF-ALN and 22 typically developing controls completed measures of oral language, nonverbal IQ, social responsiveness, theory of mind, integrative processing and persuasive writing. The persuasive texts were coded on 19 variables across six categories: productivity, grammatical complexity, lexical diversity, cohesiveness, writing conventions, and overall quality. The texts were reliably different between groups across measures of productivity, syntactic complexity, lexical complexity and persuasive quality. Specifically, the texts of students with HF-ALN scored lower on overall quality (d = ?0.6 SD), contained shorter and simpler sentences (d = ?1.0), and had less repetition of content words (d = ?0.8 SD). For the HF-ALN group, integrative processing, language ability and age predicted 77% of the variance in persuasive quality. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Research in Autism Spectrum Disorders > 8-11 (November 2014) . - p.1482-1499[article] Exploring the persuasive writing skills of students with high-functioning autism spectrum disorder [Texte imprimé et/ou numérique] / Heather M. BROWN, Auteur ; Andrew M. JOHNSON, Auteur ; Rachael E. SMYTH, Auteur ; Janis ORAM CARDY, Auteur . - p.1482-1499.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-11 (November 2014) . - p.1482-1499
Mots-clés : Autism spectrum disorder Written expression Persuasive writing Oral language Weak central coherence Theory of mind Index. décimale : PER Périodiques Résumé : Previous studies of students with high-functioning autism spectrum disorder (HFASD) have shown great variability in their writing abilities. Most previous studies of students with HFASD have combined individuals with linguistic impairments (HF-ALI) and individuals without linguistic impairments (HF-ALN) into a single group. The current study was the first to compare the persuasive writing of students with HF-ALN with controls, without confounding the effects of language ability and autism on writing achievement, and while considering possible cognitive underpinnings of their writing skills. Twenty-five students with HF-ALN and 22 typically developing controls completed measures of oral language, nonverbal IQ, social responsiveness, theory of mind, integrative processing and persuasive writing. The persuasive texts were coded on 19 variables across six categories: productivity, grammatical complexity, lexical diversity, cohesiveness, writing conventions, and overall quality. The texts were reliably different between groups across measures of productivity, syntactic complexity, lexical complexity and persuasive quality. Specifically, the texts of students with HF-ALN scored lower on overall quality (d = ?0.6 SD), contained shorter and simpler sentences (d = ?1.0), and had less repetition of content words (d = ?0.8 SD). For the HF-ALN group, integrative processing, language ability and age predicted 77% of the variance in persuasive quality. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Meta-analysis of receptive and expressive language skills in autism spectrum disorder / Elaine Y. L. KWOK in Research in Autism Spectrum Disorders, 9 (January 2015)
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Titre : Meta-analysis of receptive and expressive language skills in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Elaine Y. L. KWOK, Auteur ; Heather M. BROWN, Auteur ; Rachael E. SMYTH, Auteur ; Janis ORAM CARDY, Auteur Année de publication : 2015 Article en page(s) : p.202-222 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Language Expressive Receptive Index. décimale : PER Périodiques Résumé : Abstract Clinical anecdotes suggest that children with autism spectrum disorder (ASD) often show an atypical language profile in which expressive language exceeds receptive language competency. However, the few studies to directly explore this language profile have yielded inconsistent findings. This meta-analysis examined 74 studies that reported the receptive and expressive language performances of children and youth with ASD. Four potential predictors (age, language domain, source of language data, method of ASD diagnosis) were separately analyzed for their contribution to the relative receptive and expressive language impairment in ASD. Contrary to popular belief, the current meta-analyses found no evidence that an expressive advantage is common in ASD. Overall, children and youth with ASD showed equally impaired receptive and expressive language skills, both falling roughly 1.5 SD below peers with typical development. No discrepancies were found in receptive and expressive language across developmental stages, cognitive abilities, vocabulary, global language skills, caregiver report measures, clinician-administered measures, mixed method measures, or method of ASD diagnosis. Although some individual children with ASD may have an expressive-better-than-receptive language profile, this profile is not common enough to be a useful marker of ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.202-222[article] Meta-analysis of receptive and expressive language skills in autism spectrum disorder [Texte imprimé et/ou numérique] / Elaine Y. L. KWOK, Auteur ; Heather M. BROWN, Auteur ; Rachael E. SMYTH, Auteur ; Janis ORAM CARDY, Auteur . - 2015 . - p.202-222.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.202-222
Mots-clés : Autism spectrum disorder Language Expressive Receptive Index. décimale : PER Périodiques Résumé : Abstract Clinical anecdotes suggest that children with autism spectrum disorder (ASD) often show an atypical language profile in which expressive language exceeds receptive language competency. However, the few studies to directly explore this language profile have yielded inconsistent findings. This meta-analysis examined 74 studies that reported the receptive and expressive language performances of children and youth with ASD. Four potential predictors (age, language domain, source of language data, method of ASD diagnosis) were separately analyzed for their contribution to the relative receptive and expressive language impairment in ASD. Contrary to popular belief, the current meta-analyses found no evidence that an expressive advantage is common in ASD. Overall, children and youth with ASD showed equally impaired receptive and expressive language skills, both falling roughly 1.5 SD below peers with typical development. No discrepancies were found in receptive and expressive language across developmental stages, cognitive abilities, vocabulary, global language skills, caregiver report measures, clinician-administered measures, mixed method measures, or method of ASD diagnosis. Although some individual children with ASD may have an expressive-better-than-receptive language profile, this profile is not common enough to be a useful marker of ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum / Heather M. BROWN in Journal of Autism and Developmental Disorders, 43-4 (April 2013)
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PermalinkWriting, Asperger Syndrome and Theory of Mind / Heather M. BROWN in Journal of Autism and Developmental Disorders, 41-11 (November 2011)
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