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Détail de l'auteur
Auteur Bryn HARRIS |
Documents disponibles écrits par cet auteur (9)
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An Analysis of State Autism Educational Assessment Practices and Requirements / Erin E. BARTON in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
[article]
Titre : An Analysis of State Autism Educational Assessment Practices and Requirements Type de document : Texte imprimé et/ou numérique Auteurs : Erin E. BARTON, Auteur ; Bryn HARRIS, Auteur ; Nancy LEECH, Auteur ; Lillian STIFF, Auteur ; Gounah CHOI, Auteur ; Tiffany JOEL, Auteur Article en page(s) : p.737-748 Langues : Anglais (eng) Mots-clés : Educational assessment Diagnostic practices Educational policy Index. décimale : PER Périodiques Résumé : States differ in the procedures and criteria used to identify ASD. These differences are likely to impact the prevalence and age of identification for children with ASD. The purpose of the current study was to examine the specific state variations in ASD identification and eligibility criteria requirements. We examined variations by state in autism assessment practices and the proportion of children eligible for special education services under the autism category. Overall, our findings suggest that ASD identification practices vary across states, but most states use federal guidelines, at least in part, to set their requirements. Implications and recommendations for policy and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2589-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.737-748[article] An Analysis of State Autism Educational Assessment Practices and Requirements [Texte imprimé et/ou numérique] / Erin E. BARTON, Auteur ; Bryn HARRIS, Auteur ; Nancy LEECH, Auteur ; Lillian STIFF, Auteur ; Gounah CHOI, Auteur ; Tiffany JOEL, Auteur . - p.737-748.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.737-748
Mots-clés : Educational assessment Diagnostic practices Educational policy Index. décimale : PER Périodiques Résumé : States differ in the procedures and criteria used to identify ASD. These differences are likely to impact the prevalence and age of identification for children with ASD. The purpose of the current study was to examine the specific state variations in ASD identification and eligibility criteria requirements. We examined variations by state in autism assessment practices and the proportion of children eligible for special education services under the autism category. Overall, our findings suggest that ASD identification practices vary across states, but most states use federal guidelines, at least in part, to set their requirements. Implications and recommendations for policy and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2589-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 Correction to: Brief Report: Development and Validation of the Autism Spectrum Knowledge Scale General Population Version: Preliminary Analyses / Maryellen BRUNSON MCCLAIN in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
[article]
Titre : Correction to: Brief Report: Development and Validation of the Autism Spectrum Knowledge Scale General Population Version: Preliminary Analyses Type de document : Texte imprimé et/ou numérique Auteurs : Maryellen BRUNSON MCCLAIN, Auteur ; Bryn HARRIS, Auteur ; Sarah E. SCHWARTZ, Auteur ; Kandice J. BENALLIE, Auteur ; Megan E. GOLSON, Auteur ; Chandler M. BENNEY, Auteur Année de publication : 2022 Article en page(s) : p.5523-5524 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-021-05408-8 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.5523-5524[article] Correction to: Brief Report: Development and Validation of the Autism Spectrum Knowledge Scale General Population Version: Preliminary Analyses [Texte imprimé et/ou numérique] / Maryellen BRUNSON MCCLAIN, Auteur ; Bryn HARRIS, Auteur ; Sarah E. SCHWARTZ, Auteur ; Kandice J. BENALLIE, Auteur ; Megan E. GOLSON, Auteur ; Chandler M. BENNEY, Auteur . - 2022 . - p.5523-5524.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5523-5524
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-021-05408-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 Current state of autism knowledge in the general population of the United States / Megan E. GOLSON in Research in Autism Spectrum Disorders, 90 (February 2022)
[article]
Titre : Current state of autism knowledge in the general population of the United States Type de document : Texte imprimé et/ou numérique Auteurs : Megan E. GOLSON, Auteur ; Kandice J. BENALLIE, Auteur ; Chandler M. BENNEY, Auteur ; Sarah E. SCHWARTZ, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Bryn HARRIS, Auteur Article en page(s) : 101886 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Autism General population Knowledge Lay beliefs Index. décimale : PER Périodiques Résumé : Background The increasing prevalence of autism warrants increased knowledge for laypersons who engage with autistic individuals . However, limited research has been conducted on the general population’s knowledge of autism. Method The present study describes the current level of autism knowledge among a general population sample in the United States (N = 318) using the Autism Spectrum Knowledge Scale, General Population version (ASKSG; McClain et al., 2019). Results Participants in our study were more knowledgeable about the symptoms and behaviors associated with autism than the etiology, prevalence, and assessment procedures. Conclusions The lack of knowledge in the general population surrounding autism necessitates further efforts to increase public awareness. En ligne : https://doi.org/10.1016/j.rasd.2021.101886 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 90 (February 2022) . - 101886[article] Current state of autism knowledge in the general population of the United States [Texte imprimé et/ou numérique] / Megan E. GOLSON, Auteur ; Kandice J. BENALLIE, Auteur ; Chandler M. BENNEY, Auteur ; Sarah E. SCHWARTZ, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Bryn HARRIS, Auteur . - 101886.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 90 (February 2022) . - 101886
Mots-clés : Autism spectrum disorder Autism General population Knowledge Lay beliefs Index. décimale : PER Périodiques Résumé : Background The increasing prevalence of autism warrants increased knowledge for laypersons who engage with autistic individuals . However, limited research has been conducted on the general population’s knowledge of autism. Method The present study describes the current level of autism knowledge among a general population sample in the United States (N = 318) using the Autism Spectrum Knowledge Scale, General Population version (ASKSG; McClain et al., 2019). Results Participants in our study were more knowledgeable about the symptoms and behaviors associated with autism than the etiology, prevalence, and assessment procedures. Conclusions The lack of knowledge in the general population surrounding autism necessitates further efforts to increase public awareness. En ligne : https://doi.org/10.1016/j.rasd.2021.101886 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 Disparities in autism spectrum disorder diagnoses among 8-year-old children in Colorado: Who are we missing? / Trenesha L. HILL in Autism, 25-1 (January 2021)
[article]
Titre : Disparities in autism spectrum disorder diagnoses among 8-year-old children in Colorado: Who are we missing? Type de document : Texte imprimé et/ou numérique Auteurs : Trenesha L. HILL, Auteur ; Tiffany C. WHITE, Auteur ; Bruno J. ANTHONY, Auteur ; Judy REAVEN, Auteur ; Bryn HARRIS, Auteur ; Nuri REYES, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.102-113 Langues : Anglais (eng) Mots-clés : autism spectrum disorder early diagnosis health disparities missed diagnosis Index. décimale : PER Périodiques Résumé : Although autism can be reliably diagnosed as early as 2 years of age, many children are not diagnosed with autism until much later. We analyzed data to determine why many of the 8-year-old children who resided in Colorado and were identified as having autism through a review of their health and/or educational records did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility. We found that children who did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility were more likely to be female, aggressive, and argumentative. They had a poorer quality of information in their records and were less likely to have had a developmental regression, sleep problems, or an autism screener or diagnostic measure in their records. These results suggest that the symptoms characteristic of autism among this group of children may have been attributed to another disorder and that clinicians may be able to recognize autism more readily in children with more functional impairment and those who experience a developmental regression. We also discovered that differences in symptom presentations among children who had a documented clinical diagnosis of autism and/or were eligible for special education services under an autism eligibility were associated with different ages at autism diagnosis. En ligne : http://dx.doi.org/10.1177/1362361320950058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437
in Autism > 25-1 (January 2021) . - p.102-113[article] Disparities in autism spectrum disorder diagnoses among 8-year-old children in Colorado: Who are we missing? [Texte imprimé et/ou numérique] / Trenesha L. HILL, Auteur ; Tiffany C. WHITE, Auteur ; Bruno J. ANTHONY, Auteur ; Judy REAVEN, Auteur ; Bryn HARRIS, Auteur ; Nuri REYES, Auteur ; Laura G. ANTHONY, Auteur . - p.102-113.
Langues : Anglais (eng)
in Autism > 25-1 (January 2021) . - p.102-113
Mots-clés : autism spectrum disorder early diagnosis health disparities missed diagnosis Index. décimale : PER Périodiques Résumé : Although autism can be reliably diagnosed as early as 2 years of age, many children are not diagnosed with autism until much later. We analyzed data to determine why many of the 8-year-old children who resided in Colorado and were identified as having autism through a review of their health and/or educational records did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility. We found that children who did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility were more likely to be female, aggressive, and argumentative. They had a poorer quality of information in their records and were less likely to have had a developmental regression, sleep problems, or an autism screener or diagnostic measure in their records. These results suggest that the symptoms characteristic of autism among this group of children may have been attributed to another disorder and that clinicians may be able to recognize autism more readily in children with more functional impairment and those who experience a developmental regression. We also discovered that differences in symptom presentations among children who had a documented clinical diagnosis of autism and/or were eligible for special education services under an autism eligibility were associated with different ages at autism diagnosis. En ligne : http://dx.doi.org/10.1177/1362361320950058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 Evaluating Autism Diagnostic and Screening Tools for Cultural and Linguistic Responsiveness / Bryn HARRIS in Journal of Autism and Developmental Disorders, 44-6 (June 2014)
[article]
Titre : Evaluating Autism Diagnostic and Screening Tools for Cultural and Linguistic Responsiveness Type de document : Texte imprimé et/ou numérique Auteurs : Bryn HARRIS, Auteur ; Erin E. BARTON, Auteur ; Chantel ALBERT, Auteur Article en page(s) : p.1275-1287 Langues : Anglais (eng) Mots-clés : Autism Diagnostic assessment Screening Diverse populations Index. décimale : PER Périodiques Résumé : While clear guidelines and best practices exist for the assessment of autism spectrum disorders (ASD), little information is available about assessing for ASD in culturally and linguistically diverse (CLD) populations. CLD populations might be misidentified and under-identified with ASD due to the assessment practices that we employ. Four autism diagnostic tools and six autism screeners were selected and evaluated for their cultural and linguistic responsiveness. Although the evaluation of ASD within CLD populations is highly complex, this study identified the need for improved autism assessment tools and practices. Without the appropriate assessment of these populations, CLD children will likely continue to be misidentified (or not identified at all) and will miss crucial intervention opportunities. En ligne : http://dx.doi.org/10.1007/s10803-013-1991-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1275-1287[article] Evaluating Autism Diagnostic and Screening Tools for Cultural and Linguistic Responsiveness [Texte imprimé et/ou numérique] / Bryn HARRIS, Auteur ; Erin E. BARTON, Auteur ; Chantel ALBERT, Auteur . - p.1275-1287.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1275-1287
Mots-clés : Autism Diagnostic assessment Screening Diverse populations Index. décimale : PER Périodiques Résumé : While clear guidelines and best practices exist for the assessment of autism spectrum disorders (ASD), little information is available about assessing for ASD in culturally and linguistically diverse (CLD) populations. CLD populations might be misidentified and under-identified with ASD due to the assessment practices that we employ. Four autism diagnostic tools and six autism screeners were selected and evaluated for their cultural and linguistic responsiveness. Although the evaluation of ASD within CLD populations is highly complex, this study identified the need for improved autism assessment tools and practices. Without the appropriate assessment of these populations, CLD children will likely continue to be misidentified (or not identified at all) and will miss crucial intervention opportunities. En ligne : http://dx.doi.org/10.1007/s10803-013-1991-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 Inclusion of racially and ethnically diverse populations in ASD intervention research / Bryn HARRIS in Research in Autism Spectrum Disorders, 73 (May 2019)
PermalinkPatterns of Special Education Eligibility and Age of First Autism Spectrum Disorder (ASD) Identification Among US Children with ASD / Amy N. ESLER in Journal of Autism and Developmental Disorders, 53-5 (May 2023)
PermalinkThe ASKSP Revised (ASKSP-R) as a Measure of ASD Knowledge for Professional Populations / Maryellen BRUNSON MCCLAIN in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
PermalinkValidation of the ASKSG with a Parent Sample in the United States / Kandice J. BENALLIE in Journal of Autism and Developmental Disorders, 50-12 (December 2020)
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