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Auteur Lisa RUBLE |
Documents disponibles écrits par cet auteur (8)
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Data Collection in Education and Measurement of Progress / Lisa RUBLE
Titre : Data Collection in Education and Measurement of Progress Type de document : Texte imprimé et/ou numérique Auteurs : Lisa RUBLE, Auteur ; Wing HANG WONG, Auteur ; John MCGREW, Auteur Année de publication : 2019 Importance : p.578-592 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 Data Collection in Education and Measurement of Progress [Texte imprimé et/ou numérique] / Lisa RUBLE, Auteur ; Wing HANG WONG, Auteur ; John MCGREW, Auteur . - 2019 . - p.578-592.
Langues : Anglais (eng)
Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Goal Attainment Scaling: An Idiographic Measure Sensitive to Parent and Teacher Report of IEP Goal Outcome Assessment for Students with ASD / Lisa RUBLE in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
[article]
Titre : Goal Attainment Scaling: An Idiographic Measure Sensitive to Parent and Teacher Report of IEP Goal Outcome Assessment for Students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Lisa RUBLE, Auteur ; John MCGREW, Auteur ; Brittany DALE, Auteur ; Madison YEE, Auteur Article en page(s) : p.3344-3352 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Child Cross-Sectional Studies Goals Humans Outcome Assessment, Health Care Parents Students Autism Behavioral Assessment System for Children Goal attainment scaling Iep Outcome assessment Progress monitoring Vineland Adaptive Behavior Scales Index. décimale : PER Périodiques Résumé : Young students with ASD have instructional needs in social, communication, and learning skills that should be reflected in their Individualized Education Program (IEP). Research suggests that many of these goal areas present a challenge for special educators because of problems with measurability. The current study utilized an idiographic approach called Goal attainment scaling (GAS) for measuring IEP progress of individualized skills. Cross-sectional analysis of the associations between GAS ratings from an independent observer were correlated against teacher and parent ratings of IEP progress at the end of the school year and with standardized measures of the Behavior Assessment System for Children and Vineland Adaptive Behavior Scales (VABS). GAS scores were associated with parent and teacher ratings, including the VABS. En ligne : http://dx.doi.org/10.1007/s10803-021-05213-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3344-3352[article] Goal Attainment Scaling: An Idiographic Measure Sensitive to Parent and Teacher Report of IEP Goal Outcome Assessment for Students with ASD [Texte imprimé et/ou numérique] / Lisa RUBLE, Auteur ; John MCGREW, Auteur ; Brittany DALE, Auteur ; Madison YEE, Auteur . - p.3344-3352.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3344-3352
Mots-clés : Autism Spectrum Disorder/diagnosis Child Cross-Sectional Studies Goals Humans Outcome Assessment, Health Care Parents Students Autism Behavioral Assessment System for Children Goal attainment scaling Iep Outcome assessment Progress monitoring Vineland Adaptive Behavior Scales Index. décimale : PER Périodiques Résumé : Young students with ASD have instructional needs in social, communication, and learning skills that should be reflected in their Individualized Education Program (IEP). Research suggests that many of these goal areas present a challenge for special educators because of problems with measurability. The current study utilized an idiographic approach called Goal attainment scaling (GAS) for measuring IEP progress of individualized skills. Cross-sectional analysis of the associations between GAS ratings from an independent observer were correlated against teacher and parent ratings of IEP progress at the end of the school year and with standardized measures of the Behavior Assessment System for Children and Vineland Adaptive Behavior Scales (VABS). GAS scores were associated with parent and teacher ratings, including the VABS. En ligne : http://dx.doi.org/10.1007/s10803-021-05213-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Parent Activation Measure for Developmental Disabilities (PAM-DD) in Caregivers of Individuals With ASD / Yue YU in Journal of Autism and Developmental Disorders, 53-1 (January 2023)
[article]
Titre : Parent Activation Measure for Developmental Disabilities (PAM-DD) in Caregivers of Individuals With ASD Type de document : Texte imprimé et/ou numérique Auteurs : Yue YU, Auteur ; Lisa RUBLE, Auteur ; John MCGREW, Auteur ; Donna MURRAY, Auteur Article en page(s) : p.110-120 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Activation refers to patients’ belief, knowledge, ability, and persistence to manage care. The concept is adapted to parent activation in developmental disorders. This study examined the psychometrics of the Parent Activation Measure for Developmental Disabilities (PAM-DD) and factors related to parent activation in ASD. Data from 658 caregivers of children with ASD in the Autism Treatment Network Registry Call Back Assessment study were analyzed. The actual ordering of the scale items was inconsistent with the assumptions of a Guttman scaling. Factor analysis revealed two PAM-DD factors. Lower child symptom severity was related to higher Factor 1 and lower Factor 2 activation. Future studies should use caution when treating PAM-DD as a Guttman and unidimensional scale. En ligne : https://doi.org/10.1007/s10803-021-05263-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493
in Journal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.110-120[article] Parent Activation Measure for Developmental Disabilities (PAM-DD) in Caregivers of Individuals With ASD [Texte imprimé et/ou numérique] / Yue YU, Auteur ; Lisa RUBLE, Auteur ; John MCGREW, Auteur ; Donna MURRAY, Auteur . - p.110-120.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.110-120
Index. décimale : PER Périodiques Résumé : Activation refers to patients’ belief, knowledge, ability, and persistence to manage care. The concept is adapted to parent activation in developmental disorders. This study examined the psychometrics of the Parent Activation Measure for Developmental Disabilities (PAM-DD) and factors related to parent activation in ASD. Data from 658 caregivers of children with ASD in the Autism Treatment Network Registry Call Back Assessment study were analyzed. The actual ordering of the scale items was inconsistent with the assumptions of a Guttman scaling. Factor analysis revealed two PAM-DD factors. Lower child symptom severity was related to higher Factor 1 and lower Factor 2 activation. Future studies should use caution when treating PAM-DD as a Guttman and unidimensional scale. En ligne : https://doi.org/10.1007/s10803-021-05263-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 Predicting the Outcomes of Parents of Transition-Age Youth or Young Adults with ASD / Venus WONG in Journal of Autism and Developmental Disorders, 50-8 (August 2020)
[article]
Titre : Predicting the Outcomes of Parents of Transition-Age Youth or Young Adults with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Venus WONG, Auteur ; John MCGREW, Auteur ; Lisa RUBLE, Auteur Article en page(s) : p.2723-2739 Langues : Anglais (eng) Mots-clés : Family outcomes Family-centered support Parent experience Transition-aged adolescents with ASD Young adults with ASD Index. décimale : PER Périodiques Résumé : The transition outcomes for individuals with autism spectrum disorder (ASD) and their families are less than desirable. A survey of parent stressors, resources, coping/appraisals, and adaptation to transition was completed by 226 parents. The mediating mechanisms between stressors and parent outcomes were identified. At the indicator level, three stressors (i.e., autism severity, mental health crisis/challenging behaviors, and filial obligation), four resources (i.e., general social support, transition planning quality, parent-teacher alliance, and parenting efficacy), and three coping styles (i.e., problem-focused coping, avoidance-focused coping, and optimism) predicted parents' outcomes (i.e., burden, transition experience, subjective health, and quality of life). At the structural level, optimism, emotion-coping strategies, and resources mediated the relationships between stressors and parental outcomes. Research and practical applications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04362-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2723-2739[article] Predicting the Outcomes of Parents of Transition-Age Youth or Young Adults with ASD [Texte imprimé et/ou numérique] / Venus WONG, Auteur ; John MCGREW, Auteur ; Lisa RUBLE, Auteur . - p.2723-2739.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2723-2739
Mots-clés : Family outcomes Family-centered support Parent experience Transition-aged adolescents with ASD Young adults with ASD Index. décimale : PER Périodiques Résumé : The transition outcomes for individuals with autism spectrum disorder (ASD) and their families are less than desirable. A survey of parent stressors, resources, coping/appraisals, and adaptation to transition was completed by 226 parents. The mediating mechanisms between stressors and parent outcomes were identified. At the indicator level, three stressors (i.e., autism severity, mental health crisis/challenging behaviors, and filial obligation), four resources (i.e., general social support, transition planning quality, parent-teacher alliance, and parenting efficacy), and three coping styles (i.e., problem-focused coping, avoidance-focused coping, and optimism) predicted parents' outcomes (i.e., burden, transition experience, subjective health, and quality of life). At the structural level, optimism, emotion-coping strategies, and resources mediated the relationships between stressors and parental outcomes. Research and practical applications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04362-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder / Claire SNELL-ROOD in Autism, 24-5 (July 2020)
[article]
Titre : Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Claire SNELL-ROOD, Auteur ; Lisa RUBLE, Auteur ; Harold KLEINERT, Auteur ; John H. MCGREW, Auteur ; Medina ADAMS, Auteur ; Alexis RODGERS, Auteur ; Jaye ODOM, Auteur ; Wing Hang WONG, Auteur ; Yue YU, Auteur Article en page(s) : p.1164-1176 Langues : Anglais (eng) Mots-clés : Compass Epis autism spectrum disorder implementation science stakeholders transition planning Index. décimale : PER Périodiques Résumé : Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by an implementation science framework that takes into account the multiple factors that influence transition outcomes, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth with autism spectrum disorder access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N?=?40). Participants described how core tenets of the individualized education planning process were not reliably implemented: planning was described by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services specified in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse stakeholder perspectives illuminate the need for implementation efforts to target the provider, organizational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319894827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Autism > 24-5 (July 2020) . - p.1164-1176[article] Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder [Texte imprimé et/ou numérique] / Claire SNELL-ROOD, Auteur ; Lisa RUBLE, Auteur ; Harold KLEINERT, Auteur ; John H. MCGREW, Auteur ; Medina ADAMS, Auteur ; Alexis RODGERS, Auteur ; Jaye ODOM, Auteur ; Wing Hang WONG, Auteur ; Yue YU, Auteur . - p.1164-1176.
Langues : Anglais (eng)
in Autism > 24-5 (July 2020) . - p.1164-1176
Mots-clés : Compass Epis autism spectrum disorder implementation science stakeholders transition planning Index. décimale : PER Périodiques Résumé : Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by an implementation science framework that takes into account the multiple factors that influence transition outcomes, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth with autism spectrum disorder access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N?=?40). Participants described how core tenets of the individualized education planning process were not reliably implemented: planning was described by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services specified in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse stakeholder perspectives illuminate the need for implementation efforts to target the provider, organizational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319894827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 Teacher and Child Predictors of Achieving IEP Goals of Children with Autism / Lisa RUBLE in Journal of Autism and Developmental Disorders, 43-12 (December 2013)
PermalinkTypical and Atypical Neurodevelopment for Face Specialization: An fMRI Study / Jane E. JOSEPH in Journal of Autism and Developmental Disorders, 45-6 (June 2015)
Permalink“We are mama and papa bears”: A qualitative study of parents’ adaptation process during transition to adulthood / Venus WONG in Research in Autism Spectrum Disorders, 79 (November 2020)
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