Adults’ perceptions of a child with autism / Emily LOBST in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.401-408 Titre : Adults’ perceptions of a child with autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily LOBST, Auteur ; Jonathan M. CAMPBELL, Auteur ; Laura NABORS, Auteur ; Kim ROSENZWEIG, Auteur ; Laura SRIVORAKIAT, Auteur ; Rachel CHAMPLIN, Auteur ; Matthew J. SEGALL, Auteur Année de publication : 2009 Article en page(s) : p.401-408 Langues : Anglais (eng) Mots-clés : Autism Acceptance-of-children-with-autism Index. décimale : PER Périodiques Résumé : We investigated whether different types of information influenced adults’ attitudes about a child with autism. College students (n = 288) were randomly assigned to view a videotape of a boy engaging in autistic or typical behaviors and to one of four vignette conditions: no information, explanatory information, neuropsychological information (related to brain–behavior relationships), or a combined (explanatory plus neuropsychological information) condition. Participants rated their attitudes about and acceptance of the boy on the Ratings of the Child Questionnaire. Analyses revealed main effects for presence of autism, message, and gender. Participants provided more favorable ratings of the boy portraying typical rather than autistic behaviors. Participants also provided higher ratings in the explanatory or neuropsychological information conditions compared to a combined information vignette or a no vignette condition. Women provided higher ratings than men. Future research should investigate adults’ reasons for preferring vignettes with either explanatory or neuropsychological information rather than the vignette combining both types of information. Research assessing adults’ attitudes and their interactions with children with autism will provide information to determine whether their attitudes are predictive of their behaviors during interactions. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708 [article] Adults’ perceptions of a child with autism [Texte imprimé et/ou numérique] / Emily LOBST, Auteur ; Jonathan M. CAMPBELL, Auteur ; Laura NABORS, Auteur ; Kim ROSENZWEIG, Auteur ; Laura SRIVORAKIAT, Auteur ; Rachel CHAMPLIN, Auteur ; Matthew J. SEGALL, Auteur . - 2009 . - p.401-408. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.401-408 Mots-clés : Autism Acceptance-of-children-with-autism Index. décimale : PER Périodiques Résumé : We investigated whether different types of information influenced adults’ attitudes about a child with autism. College students (n = 288) were randomly assigned to view a videotape of a boy engaging in autistic or typical behaviors and to one of four vignette conditions: no information, explanatory information, neuropsychological information (related to brain–behavior relationships), or a combined (explanatory plus neuropsychological information) condition. Participants rated their attitudes about and acceptance of the boy on the Ratings of the Child Questionnaire. Analyses revealed main effects for presence of autism, message, and gender. Participants provided more favorable ratings of the boy portraying typical rather than autistic behaviors. Participants also provided higher ratings in the explanatory or neuropsychological information conditions compared to a combined information vignette or a no vignette condition. Women provided higher ratings than men. Future research should investigate adults’ reasons for preferring vignettes with either explanatory or neuropsychological information rather than the vignette combining both types of information. Research assessing adults’ attitudes and their interactions with children with autism will provide information to determine whether their attitudes are predictive of their behaviors during interactions. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=708

An Exploration of Law Enforcement Officers' Training Needs and Interactions with Individuals with Autism Spectrum Disorder / Kirsten S. RAILEY in Journal of Autism and Developmental Disorders, 50-1 (January 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.101-117 Titre : An Exploration of Law Enforcement Officers' Training Needs and Interactions with Individuals with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kirsten S. RAILEY, Auteur ; Joy BOWERS-CAMPBELL, Auteur ; Abigail M. A. LOVE, Auteur ; Jonathan M. CAMPBELL, Auteur Article en page(s) : p.101-117 Langues : Anglais (eng) Mots-clés : Autism  Grounded theory  Interactions  Knowledge  Law enforcement  Police officer  Training Index. décimale : PER Périodiques Résumé : Semi-structured interviews were employed to (a) characterize LEOs' knowledge of ASD, (b) understand interactions between LEOs and individuals with ASD, and (c) identify training needs to prepare LEOs for interactions with the ASD community. Researchers utilized a constructivist grounded theory approach to analyze data from 17 participants: (a) six LEOs, (b) six adults with ASD, and (c) five caregivers. Common themes included the (a) potential for misinterpretations of behavior of individuals with ASD; (b) helpfulness of an identification system/symbol for ASD; (c) need for interactive, mandatory training unique to LEOs' needs; and, (d) importance of building community connections between LEOs and individuals with ASD. Findings are discussed within the context of previous research related to law enforcement and ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04227-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] An Exploration of Law Enforcement Officers' Training Needs and Interactions with Individuals with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kirsten S. RAILEY, Auteur ; Joy BOWERS-CAMPBELL, Auteur ; Abigail M. A. LOVE, Auteur ; Jonathan M. CAMPBELL, Auteur . - p.101-117. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.101-117 Mots-clés : Autism  Grounded theory  Interactions  Knowledge  Law enforcement  Police officer  Training Index. décimale : PER Périodiques Résumé : Semi-structured interviews were employed to (a) characterize LEOs' knowledge of ASD, (b) understand interactions between LEOs and individuals with ASD, and (c) identify training needs to prepare LEOs for interactions with the ASD community. Researchers utilized a constructivist grounded theory approach to analyze data from 17 participants: (a) six LEOs, (b) six adults with ASD, and (c) five caregivers. Common themes included the (a) potential for misinterpretations of behavior of individuals with ASD; (b) helpfulness of an identification system/symbol for ASD; (c) need for interactive, mandatory training unique to LEOs' needs; and, (d) importance of building community connections between LEOs and individuals with ASD. Findings are discussed within the context of previous research related to law enforcement and ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04227-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

An international review of autism knowledge assessment measures / Ashley J. HARRISON in Autism, 21-2 (February 2017)  

Public ISBD [article]  inAutism > 21-2 (February 2017) . - p.262-275 Titre : An international review of autism knowledge assessment measures Type de document : Texte imprimé et/ou numérique Auteurs : Ashley J. HARRISON, Auteur ; Mylissa M. SLANE, Auteur ; Linh HOANG, Auteur ; Jonathan M. CAMPBELL, Auteur Article en page(s) : p.262-275 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism spectrum disorder-specific knowledge deficits contribute to current disparities in the timing and quality of autism spectrum disorder services throughout the United States and globally. This study conducted a systematic review of Western and International literature to examine measures used to assess autism spectrum disorder knowledge. This review identified 44 unique autism spectrum disorder knowledge measures across 67 studies conducted in 21 countries. Measures used in each study were evaluated in terms of psychometric strength. Of the 67 studies reviewed, only 7% were rated as using a measure with strong psychometric support compared to 45% that were rated as using a measure with no reported psychometric support. Additionally, we examined content overlap and subdomains of autism spectrum disorder knowledge assessed (e.g. etiology, symptoms) and cross-cultural adaptation procedures utilized in the field. Based on these findings, the need for a cross-culturally valid and psychometrically sound measure of autism spectrum disorder knowledge is discussed and recommendations for improving current assessment methods are presented, including suggestions for measure subdomains. En ligne : http://dx.doi.org/10.1177/1362361316638786 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] An international review of autism knowledge assessment measures [Texte imprimé et/ou numérique] / Ashley J. HARRISON, Auteur ; Mylissa M. SLANE, Auteur ; Linh HOANG, Auteur ; Jonathan M. CAMPBELL, Auteur . - p.262-275. Langues : Anglais (eng) in Autism > 21-2 (February 2017) . - p.262-275 Index. décimale : PER Périodiques Résumé : Autism spectrum disorder-specific knowledge deficits contribute to current disparities in the timing and quality of autism spectrum disorder services throughout the United States and globally. This study conducted a systematic review of Western and International literature to examine measures used to assess autism spectrum disorder knowledge. This review identified 44 unique autism spectrum disorder knowledge measures across 67 studies conducted in 21 countries. Measures used in each study were evaluated in terms of psychometric strength. Of the 67 studies reviewed, only 7% were rated as using a measure with strong psychometric support compared to 45% that were rated as using a measure with no reported psychometric support. Additionally, we examined content overlap and subdomains of autism spectrum disorder knowledge assessed (e.g. etiology, symptoms) and cross-cultural adaptation procedures utilized in the field. Based on these findings, the need for a cross-culturally valid and psychometrically sound measure of autism spectrum disorder knowledge is discussed and recommendations for improving current assessment methods are presented, including suggestions for measure subdomains. En ligne : http://dx.doi.org/10.1177/1362361316638786 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

An international review of autism knowledge assessment measures / Ashley J. HARRISON in Autism, 21-3 (April 2017)  

Public ISBD [article]  inAutism > 21-3 (April 2017) . - p.262-275 Titre : An international review of autism knowledge assessment measures Type de document : Texte imprimé et/ou numérique Auteurs : Ashley J. HARRISON, Auteur ; Mylissa M. SLANE, Auteur ; Linh HOANG, Auteur ; Jonathan M. CAMPBELL, Auteur Article en page(s) : p.262-275 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology  Cross-Cultural Comparison  Health Knowledge, Attitudes, Practice/ethnology  Health Literacy/statistics & numerical data  Humans  Surveys and Questionnaires  autism spectrum disorder  cross-cultural assessment  knowledge  mental health literacy  psychometrics Index. décimale : PER Périodiques Résumé : Autism spectrum disorder-specific knowledge deficits contribute to current disparities in the timing and quality of autism spectrum disorder services throughout the United States and globally. This study conducted a systematic review of Western and International literature to examine measures used to assess autism spectrum disorder knowledge. This review identified 44 unique autism spectrum disorder knowledge measures across 67 studies conducted in 21 countries. Measures used in each study were evaluated in terms of psychometric strength. Of the 67 studies reviewed, only 7% were rated as using a measure with strong psychometric support compared to 45% that were rated as using a measure with no reported psychometric support. Additionally, we examined content overlap and subdomains of autism spectrum disorder knowledge assessed (e.g. etiology, symptoms) and cross-cultural adaptation procedures utilized in the field. Based on these findings, the need for a cross-culturally valid and psychometrically sound measure of autism spectrum disorder knowledge is discussed and recommendations for improving current assessment methods are presented, including suggestions for measure subdomains. En ligne : http://dx.doi.org/10.1177/1362361316638786 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] An international review of autism knowledge assessment measures [Texte imprimé et/ou numérique] / Ashley J. HARRISON, Auteur ; Mylissa M. SLANE, Auteur ; Linh HOANG, Auteur ; Jonathan M. CAMPBELL, Auteur . - p.262-275. Langues : Anglais (eng) in Autism > 21-3 (April 2017) . - p.262-275 Mots-clés : Autism Spectrum Disorder/psychology  Cross-Cultural Comparison  Health Knowledge, Attitudes, Practice/ethnology  Health Literacy/statistics & numerical data  Humans  Surveys and Questionnaires  autism spectrum disorder  cross-cultural assessment  knowledge  mental health literacy  psychometrics Index. décimale : PER Périodiques Résumé : Autism spectrum disorder-specific knowledge deficits contribute to current disparities in the timing and quality of autism spectrum disorder services throughout the United States and globally. This study conducted a systematic review of Western and International literature to examine measures used to assess autism spectrum disorder knowledge. This review identified 44 unique autism spectrum disorder knowledge measures across 67 studies conducted in 21 countries. Measures used in each study were evaluated in terms of psychometric strength. Of the 67 studies reviewed, only 7% were rated as using a measure with strong psychometric support compared to 45% that were rated as using a measure with no reported psychometric support. Additionally, we examined content overlap and subdomains of autism spectrum disorder knowledge assessed (e.g. etiology, symptoms) and cross-cultural adaptation procedures utilized in the field. Based on these findings, the need for a cross-culturally valid and psychometrically sound measure of autism spectrum disorder knowledge is discussed and recommendations for improving current assessment methods are presented, including suggestions for measure subdomains. En ligne : http://dx.doi.org/10.1177/1362361316638786 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

Brief Report: Descriptive Analysis of Law Enforcement Officers' Experiences with and Knowledge of Autism / L. GARDNER in Journal of Autism and Developmental Disorders, 49-3 (March 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.1278-1283 Titre : Brief Report: Descriptive Analysis of Law Enforcement Officers' Experiences with and Knowledge of Autism Type de document : Texte imprimé et/ou numérique Auteurs : L. GARDNER, Auteur ; Jonathan M. CAMPBELL, Auteur ; J. WESTDAL, Auteur Article en page(s) : p.1278-1283 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Experiences  Knowledge  Law enforcement  Training Index. décimale : PER Périodiques Résumé : Individuals with Autism Spectrum Disorder (ASD) may interact with law enforcement officers (LEOs) as victims of crime, witnesses to crime, or suspects of crime. Interactions between LEOs and those with ASD may go awry which raises questions about levels of training, experiences, and knowledge acquired by LEOs. Seventy-two LEOs reported on their experiences and training related to ASD and completed a survey of autism knowledge. The majority (72.2%) of LEOs reported no formal training for interacting with individuals with ASD. For LEOs responding to calls involving ASD, officers with prior training reported better preparation. Officers' responses to the knowledge survey varied considerably. Results support the need for formalized training in ASD for LEOs. En ligne : http://dx.doi.org/10.1007/s10803-018-3794-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Brief Report: Descriptive Analysis of Law Enforcement Officers' Experiences with and Knowledge of Autism [Texte imprimé et/ou numérique] / L. GARDNER, Auteur ; Jonathan M. CAMPBELL, Auteur ; J. WESTDAL, Auteur . - p.1278-1283. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.1278-1283 Mots-clés : Autism spectrum disorder  Experiences  Knowledge  Law enforcement  Training Index. décimale : PER Périodiques Résumé : Individuals with Autism Spectrum Disorder (ASD) may interact with law enforcement officers (LEOs) as victims of crime, witnesses to crime, or suspects of crime. Interactions between LEOs and those with ASD may go awry which raises questions about levels of training, experiences, and knowledge acquired by LEOs. Seventy-two LEOs reported on their experiences and training related to ASD and completed a survey of autism knowledge. The majority (72.2%) of LEOs reported no formal training for interacting with individuals with ASD. For LEOs responding to calls involving ASD, officers with prior training reported better preparation. Officers' responses to the knowledge survey varied considerably. Results support the need for formalized training in ASD for LEOs. En ligne : http://dx.doi.org/10.1007/s10803-018-3794-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Brief Report: Reliability and Validity of the Shared Activities Questionnaire as a Measure of Middle School Students’ Attitudes toward Autism / Jonathan M. CAMPBELL in Journal of Autism and Developmental Disorders, 38-8 (September 2008)  

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Brief Report: Sociometric Status and Behavioral Characteristics of Peer Nominated Buddies for a Child with Autism / Jonathan M. CAMPBELL in Journal of Autism and Developmental Disorders, 39-9 (September 2009)  

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Clinical Characteristics Associated with Language Regression for Children with Autism Spectrum Disorders / Lauren A. JONES in Journal of Autism and Developmental Disorders, 40-1 (January 2010)  

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Comparing Functional Assessment Methodologies: A Quantitative Synthesis / Caitlin V. HERZINGER in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

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Correlates of DSM-5 Autism Spectrum Disorder Levels of Support Ratings in a Clinical Sample / L. M. GARDNER in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

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Development and Psychometric Evaluation of the Autism Stigma and Knowledge Questionnaire (ASK-Q) / Ashley J. HARRISON in Journal of Autism and Developmental Disorders, 47-10 (October 2017)  

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Early Identification and Connection to Services Among Urban Parents Who Have Low Income and Low-Literacy Skills / Peggy A. GALLAGHER in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)  

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Factors influencing the educational placement of students with autism spectrum disorders / Matthew J. SEGALL in Research in Autism Spectrum Disorders, 8-1 (January 2014)  

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Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders / Matthew J. SEGALL in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

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Intellectual, Adaptive, and Behavioral Functioning Associated with Designated Levels of Support in a Sample of Autistic Children Referred for Tertiary Assessment / Lauren GARDNER in Journal of Autism and Developmental Disorders, 54-11 (November)  

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