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Détail de l'auteur
Auteur Louise DAVIES |
Documents disponibles écrits par cet auteur (2)
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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)
[article]
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
in Research in Autism Spectrum Disorders > 68 (December 2019) . - p.101452[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 Predictors of Self-Injurious Behavior and Self-Restraint in Autism Spectrum Disorder: Towards a Hypothesis of Impaired Behavioral Control / Caroline RICHARDS in Journal of Autism and Developmental Disorders, 47-3 (March 2017)
[article]
Titre : Predictors of Self-Injurious Behavior and Self-Restraint in Autism Spectrum Disorder: Towards a Hypothesis of Impaired Behavioral Control Type de document : Texte imprimé et/ou numérique Auteurs : Caroline RICHARDS, Auteur ; Louise DAVIES, Auteur ; Chris OLIVER, Auteur Article en page(s) : p.701-713 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Self-injury Self-restraint Prevalence Impulsivity Pain Index. décimale : PER Périodiques Résumé : Self-injury is common in autism spectrum disorder (ASD); however few studies have investigated correlates of self-injury or the putative associations with self-restraint. Questionnaire data on self-injury, self-restraint, health conditions, overactivity/impulsivity and repetitive/restricted behavior were collected on 208 children and 216 adults with ASD (mean age?=?24.10, range 6–61). Self-injury and self-restraint were frequent and significantly associated in both children (45.7% and 40.9%, p?0.001) and adults (49.1, and 42.6%, p?0.001). Severe self-injury was predicted by lower ability, health conditions and overactivity/impulsivity in children (p?0.001) and repetitive/restricted behavior and overactivity/impulsivity in adults (p?0.001). These data provide preliminary support for a developmental model of self-injury and self-restraint in which painful health conditions and compromised behavioral control influence the presence and trajectory of self-injury in ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-3000-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304
in Journal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.701-713[article] Predictors of Self-Injurious Behavior and Self-Restraint in Autism Spectrum Disorder: Towards a Hypothesis of Impaired Behavioral Control [Texte imprimé et/ou numérique] / Caroline RICHARDS, Auteur ; Louise DAVIES, Auteur ; Chris OLIVER, Auteur . - p.701-713.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.701-713
Mots-clés : Autism spectrum disorder Self-injury Self-restraint Prevalence Impulsivity Pain Index. décimale : PER Périodiques Résumé : Self-injury is common in autism spectrum disorder (ASD); however few studies have investigated correlates of self-injury or the putative associations with self-restraint. Questionnaire data on self-injury, self-restraint, health conditions, overactivity/impulsivity and repetitive/restricted behavior were collected on 208 children and 216 adults with ASD (mean age?=?24.10, range 6–61). Self-injury and self-restraint were frequent and significantly associated in both children (45.7% and 40.9%, p?0.001) and adults (49.1, and 42.6%, p?0.001). Severe self-injury was predicted by lower ability, health conditions and overactivity/impulsivity in children (p?0.001) and repetitive/restricted behavior and overactivity/impulsivity in adults (p?0.001). These data provide preliminary support for a developmental model of self-injury and self-restraint in which painful health conditions and compromised behavioral control influence the presence and trajectory of self-injury in ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-3000-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304