A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success / Mark CARTER in Research in Autism Spectrum Disorders, 68 (December 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 68 (December 2019) . - p.101452 Titre : A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success Type de document : Texte imprimé et/ou numérique Auteurs : Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Trevor CLARK, Auteur ; Debra COSTLEY, Auteur ; Jon MARTIN, Auteur ; Katrina WILLIAMS, Auteur ; Susan BRUCK, Auteur ; Louise DAVIES, Auteur ; Leah BROWNE, Auteur ; Naomi SWELLER, Auteur Article en page(s) : p.101452 Langues : Anglais (eng) Mots-clés : ASD  Educational support models  School success Index. décimale : PER Périodiques Résumé : Background There is little comparative data on models of support for children with Autism spectrum disorder (ASD) in school. The objectives of this research were (1) to compare the outcomes of two service delivery models (Autism Spectrum Australia satellite support class and Autism SA consultative model) that were designed to facilitate the support of children with ASD in mainstream schools and (2) to examine factors that were associated with successful outcomes. Method A total of 90 students were followed 6-monthly for up to 7 rounds (3.5 years). Primary outcomes of interest included continuity of placement, school engagement and adjustment, perceived success of placement, and parent/teacher/principal satisfaction with service delivery. Results Continuity of placement was relatively high in both models. There were no differences in child outcome across the models but the parents in the satellite model rated placement success higher, albeit in the context of high overall ratings in both groups. Parents and principals also rated satisfaction with support higher in the satellite model but transitions from the model into regular classes were low during the period of the study. Teacher rated academic skill predicted child social skills as well as engagement and adjustment, child problem behavior negatively predicted parent and teacher rating of placement success and adaptive behavior predicted teacher and principal rating of placement success. Conclusions The present study offers insight into possible program and child related predictors of a range of outcome measures. Implications for the respective service delivery models and directions for future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2019.101452 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success [Texte imprimé et/ou numérique] / Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Trevor CLARK, Auteur ; Debra COSTLEY, Auteur ; Jon MARTIN, Auteur ; Katrina WILLIAMS, Auteur ; Susan BRUCK, Auteur ; Louise DAVIES, Auteur ; Leah BROWNE, Auteur ; Naomi SWELLER, Auteur . - p.101452. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 68 (December 2019) . - p.101452 Mots-clés : ASD  Educational support models  School success Index. décimale : PER Périodiques Résumé : Background There is little comparative data on models of support for children with Autism spectrum disorder (ASD) in school. The objectives of this research were (1) to compare the outcomes of two service delivery models (Autism Spectrum Australia satellite support class and Autism SA consultative model) that were designed to facilitate the support of children with ASD in mainstream schools and (2) to examine factors that were associated with successful outcomes. Method A total of 90 students were followed 6-monthly for up to 7 rounds (3.5 years). Primary outcomes of interest included continuity of placement, school engagement and adjustment, perceived success of placement, and parent/teacher/principal satisfaction with service delivery. Results Continuity of placement was relatively high in both models. There were no differences in child outcome across the models but the parents in the satellite model rated placement success higher, albeit in the context of high overall ratings in both groups. Parents and principals also rated satisfaction with support higher in the satellite model but transitions from the model into regular classes were low during the period of the study. Teacher rated academic skill predicted child social skills as well as engagement and adjustment, child problem behavior negatively predicted parent and teacher rating of placement success and adaptive behavior predicted teacher and principal rating of placement success. Conclusions The present study offers insight into possible program and child related predictors of a range of outcome measures. Implications for the respective service delivery models and directions for future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2019.101452 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

Employment Activities and Experiences of Adults with High-Functioning Autism and Asperger’s Disorder / Susanna BALDWIN in Journal of Autism and Developmental Disorders, 44-10 (October 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2440-2449 Titre : Employment Activities and Experiences of Adults with High-Functioning Autism and Asperger’s Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Susanna BALDWIN, Auteur ; Debra COSTLEY, Auteur ; Anthony WARREN, Auteur Article en page(s) : p.2440-2449 Langues : Anglais (eng) Mots-clés : Autism  Asperger’s Disorder  High functioning  Employment  Overeducation Index. décimale : PER Périodiques Résumé : There is limited large-scale empirical research into the working lives of adults who have an autism spectrum disorder with no co-occurring intellectual disability. Drawing on data from a national survey, this report describes the employment activities and experiences of 130 adults with Asperger’s Disorder (AD) and high functioning autism (HFA) in Australia. Outcome measures include current occupation; occupational skill level and alignment with educational attainment; type of job contract; hours of work; support received to find work; support received in the workplace; and positive and negative experiences of employment. The findings confirm and expand upon existing evidence that adults with AD and HFA, despite their capacity and willingness to work, face significant disadvantages in the labour market and a lack of understanding and support in employment settings. En ligne : http://dx.doi.org/10.1007/s10803-014-2112-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240 [article] Employment Activities and Experiences of Adults with High-Functioning Autism and Asperger’s Disorder [Texte imprimé et/ou numérique] / Susanna BALDWIN, Auteur ; Debra COSTLEY, Auteur ; Anthony WARREN, Auteur . - p.2440-2449. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2440-2449 Mots-clés : Autism  Asperger’s Disorder  High functioning  Employment  Overeducation Index. décimale : PER Périodiques Résumé : There is limited large-scale empirical research into the working lives of adults who have an autism spectrum disorder with no co-occurring intellectual disability. Drawing on data from a national survey, this report describes the employment activities and experiences of 130 adults with Asperger’s Disorder (AD) and high functioning autism (HFA) in Australia. Outcome measures include current occupation; occupational skill level and alignment with educational attainment; type of job contract; hours of work; support received to find work; support received in the workplace; and positive and negative experiences of employment. The findings confirm and expand upon existing evidence that adults with AD and HFA, despite their capacity and willingness to work, face significant disadvantages in the labour market and a lack of understanding and support in employment settings. En ligne : http://dx.doi.org/10.1007/s10803-014-2112-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240

Factors Influencing the Research Participation of Adults with Autism Spectrum Disorders / Kaaren HAAS in Journal of Autism and Developmental Disorders, 46-5 (May 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-5 (May 2016) . - p.1793-1805 Titre : Factors Influencing the Research Participation of Adults with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kaaren HAAS, Auteur ; Debra COSTLEY, Auteur ; Marita FALKMER, Auteur ; Amanda RICHDALE, Auteur ; Kate SOFRONOFF, Auteur ; Torbjörn FALKMER, Auteur Article en page(s) : p.1793-1805 Langues : Anglais (eng) Mots-clés : Autism  Asperger syndrome  Incentive  Longitudinal studies  Motivation  Research recruitment  Research participation Index. décimale : PER Périodiques Résumé : Recruiting adults with autism spectrum disorders (ASD) into research poses particular difficulties; longitudinal studies face additional challenges. This paper reports on a mixed methods study to identify factors influencing the participation in longitudinal autism research of adults with ASD, including those with an intellectual disability, and their carers. Common and differentiating factors influencing the research participation of participants are identified and discussed. Factors influencing participation were found to differ both between and within participant categories. We propose a dichotomy whereby factors influencing research participation can be classified as those arising from a participant’s values, which act as either a motivator or a deterrent; and those based on convenience, which act as either an enabler or inhibitor. These findings are applicable to research studies that seek to recruit adults with ASD as participants. En ligne : http://dx.doi.org/10.1007/s10803-016-2708-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] Factors Influencing the Research Participation of Adults with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Kaaren HAAS, Auteur ; Debra COSTLEY, Auteur ; Marita FALKMER, Auteur ; Amanda RICHDALE, Auteur ; Kate SOFRONOFF, Auteur ; Torbjörn FALKMER, Auteur . - p.1793-1805. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-5 (May 2016) . - p.1793-1805 Mots-clés : Autism  Asperger syndrome  Incentive  Longitudinal studies  Motivation  Research recruitment  Research participation Index. décimale : PER Périodiques Résumé : Recruiting adults with autism spectrum disorders (ASD) into research poses particular difficulties; longitudinal studies face additional challenges. This paper reports on a mixed methods study to identify factors influencing the participation in longitudinal autism research of adults with ASD, including those with an intellectual disability, and their carers. Common and differentiating factors influencing the research participation of participants are identified and discussed. Factors influencing participation were found to differ both between and within participant categories. We propose a dichotomy whereby factors influencing research participation can be classified as those arising from a participant’s values, which act as either a motivator or a deterrent; and those based on convenience, which act as either an enabler or inhibitor. These findings are applicable to research studies that seek to recruit adults with ASD as participants. En ligne : http://dx.doi.org/10.1007/s10803-016-2708-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

Parent-reported differences between school-aged girls and boys on the autism spectrum / Rebecca SUTHERLAND in Autism, 21-6 (August 2017)  

Public ISBD [article]  inAutism > 21-6 (August 2017) . - p.785-794 Titre : Parent-reported differences between school-aged girls and boys on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca SUTHERLAND, Auteur ; Antoinette HODGE, Auteur ; Susan BRUCK, Auteur ; Debra COSTLEY, Auteur ; Helen KLIEVE, Auteur Article en page(s) : p.785-794 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : More boys than girls are diagnosed with autism spectrum disorder; however, there are conflicting findings about whether they differ in their presentation. This study involved a survey of parents of school-aged children on the autism spectrum (171 parents of girls and 163 parents of boys) that was distributed via social media. The surveys provided insights regarding the characteristics of boys and girls (as perceived by parents) as well as some demographic information. There were very few differences reported regarding communication and social strengths and difficulties of boys and girls with autism. No differences were reported in the number of boys and girls on the autism spectrum with special interests or repetitive behaviours; however, significant differences were found in the types of special interests with boys and girls showing generally interests along traditional gender lines. Qualitative analysis of open comments indicated that some parents of girls on the autism spectrum described their daughter as trying to hide or mask her difficulties more but no parents of boys on the spectrum described this phenomenon. En ligne : http://dx.doi.org/10.1177/1362361316668653 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311 [article] Parent-reported differences between school-aged girls and boys on the autism spectrum [Texte imprimé et/ou numérique] / Rebecca SUTHERLAND, Auteur ; Antoinette HODGE, Auteur ; Susan BRUCK, Auteur ; Debra COSTLEY, Auteur ; Helen KLIEVE, Auteur . - p.785-794. Langues : Anglais (eng) in Autism > 21-6 (August 2017) . - p.785-794 Index. décimale : PER Périodiques Résumé : More boys than girls are diagnosed with autism spectrum disorder; however, there are conflicting findings about whether they differ in their presentation. This study involved a survey of parents of school-aged children on the autism spectrum (171 parents of girls and 163 parents of boys) that was distributed via social media. The surveys provided insights regarding the characteristics of boys and girls (as perceived by parents) as well as some demographic information. There were very few differences reported regarding communication and social strengths and difficulties of boys and girls with autism. No differences were reported in the number of boys and girls on the autism spectrum with special interests or repetitive behaviours; however, significant differences were found in the types of special interests with boys and girls showing generally interests along traditional gender lines. Qualitative analysis of open comments indicated that some parents of girls on the autism spectrum described their daughter as trying to hide or mask her difficulties more but no parents of boys on the spectrum described this phenomenon. En ligne : http://dx.doi.org/10.1177/1362361316668653 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=311

The experiences and needs of female adults with high-functioning autism spectrum disorder / Susanna BALDWIN in Autism, 20-4 (May 2016)  

Public ISBD [article]  inAutism > 20-4 (May 2016) . - p.483-495 Titre : The experiences and needs of female adults with high-functioning autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Susanna BALDWIN, Auteur ; Debra COSTLEY, Auteur Article en page(s) : p.483-495 Langues : Anglais (eng) Mots-clés : adults  females  high-functioning autism spectrum disorder  masking  mental health Index. décimale : PER Périodiques Résumé : There is limited large-scale research into the lived experiences of female adults who have an autism spectrum disorder with no co-occurring intellectual disability. Drawing on the findings of an Australia-wide survey, this report presents self-report data from n?=?82 women with high-functioning autism spectrum disorder in the areas of health, education, employment, social and community activities. Where relevant, comparisons are provided with the male subset of the same study population; however, in the majority of analyses, no discernible gender differences emerged. The findings highlight the diverse and complex challenges faced by women with high-functioning autism spectrum disorder, including high levels of mental health disorder, unmet support needs in education settings and the workplace, and social exclusion and isolation. En ligne : http://dx.doi.org/10.1177/1362361315590805 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287 [article] The experiences and needs of female adults with high-functioning autism spectrum disorder [Texte imprimé et/ou numérique] / Susanna BALDWIN, Auteur ; Debra COSTLEY, Auteur . - p.483-495. Langues : Anglais (eng) in Autism > 20-4 (May 2016) . - p.483-495 Mots-clés : adults  females  high-functioning autism spectrum disorder  masking  mental health Index. décimale : PER Périodiques Résumé : There is limited large-scale research into the lived experiences of female adults who have an autism spectrum disorder with no co-occurring intellectual disability. Drawing on the findings of an Australia-wide survey, this report presents self-report data from n?=?82 women with high-functioning autism spectrum disorder in the areas of health, education, employment, social and community activities. Where relevant, comparisons are provided with the male subset of the same study population; however, in the majority of analyses, no discernible gender differences emerged. The findings highlight the diverse and complex challenges faced by women with high-functioning autism spectrum disorder, including high levels of mental health disorder, unmet support needs in education settings and the workplace, and social exclusion and isolation. En ligne : http://dx.doi.org/10.1177/1362361315590805 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287

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