Centre d'Information et de documentation du CRA Rhône-Alpes
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Détail de l'auteur
Auteur Jacqueline KEEVES |
Documents disponibles écrits par cet auteur (1)
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Supporting university students with autism spectrum disorder / Ashleigh HILLIER in Autism, 22-1 (January 2018)
[article]
Titre : Supporting university students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ashleigh HILLIER, Auteur ; Jody GOLDSTEIN, Auteur ; Deirdra MURPHY, Auteur ; Rhoda TRIETSCH, Auteur ; Jacqueline KEEVES, Auteur ; Eva MENDES, Auteur ; Alexa QUEENAN, Auteur Article en page(s) : p.20-28 Langues : Anglais (eng) Mots-clés : adults,autism spectrum disorders,education services,interventions—psychosocial/behavioral,qualitative research Index. décimale : PER Périodiques Résumé : Increasing numbers of students with autism spectrum disorder are entering higher education. Their success can be jeopardized by organizational, social/emotional, and academic challenges if appropriate supports are not in place. Our objective was to evaluate the effectiveness of a support group model for university students with autism spectrum disorder in improving psychological and functional outcomes. A curriculum guided the weekly discussions and consisted of topics such as time and stress management, managing group work, and social communication. Efficacy was assessed through pre- and post self-report measures focused on self-esteem, loneliness, anxiety, and depression. Functional changes in academic and social skills were examined through qualitative analysis of focus groups. Findings from the self-report measures indicated significant reductions in feelings of loneliness and general anxiety, and a significant increase in self-esteem at the end of the program compared to the beginning. Five prominent themes were identified in the focus-group analysis and reflected how the program had positively impacted participants’ skills and coping: executive functioning; goal setting; academics and resources; stress and anxiety; and social. Given the cost effectiveness of “in-house” interventions and the potential for improving academic outcomes and retention of students with autism spectrum disorder, further research examining similar program models is warranted. En ligne : https://doi.org/10.1177/1362361317699584 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334
in Autism > 22-1 (January 2018) . - p.20-28[article] Supporting university students with autism spectrum disorder [Texte imprimé et/ou numérique] / Ashleigh HILLIER, Auteur ; Jody GOLDSTEIN, Auteur ; Deirdra MURPHY, Auteur ; Rhoda TRIETSCH, Auteur ; Jacqueline KEEVES, Auteur ; Eva MENDES, Auteur ; Alexa QUEENAN, Auteur . - p.20-28.
Langues : Anglais (eng)
in Autism > 22-1 (January 2018) . - p.20-28
Mots-clés : adults,autism spectrum disorders,education services,interventions—psychosocial/behavioral,qualitative research Index. décimale : PER Périodiques Résumé : Increasing numbers of students with autism spectrum disorder are entering higher education. Their success can be jeopardized by organizational, social/emotional, and academic challenges if appropriate supports are not in place. Our objective was to evaluate the effectiveness of a support group model for university students with autism spectrum disorder in improving psychological and functional outcomes. A curriculum guided the weekly discussions and consisted of topics such as time and stress management, managing group work, and social communication. Efficacy was assessed through pre- and post self-report measures focused on self-esteem, loneliness, anxiety, and depression. Functional changes in academic and social skills were examined through qualitative analysis of focus groups. Findings from the self-report measures indicated significant reductions in feelings of loneliness and general anxiety, and a significant increase in self-esteem at the end of the program compared to the beginning. Five prominent themes were identified in the focus-group analysis and reflected how the program had positively impacted participants’ skills and coping: executive functioning; goal setting; academics and resources; stress and anxiety; and social. Given the cost effectiveness of “in-house” interventions and the potential for improving academic outcomes and retention of students with autism spectrum disorder, further research examining similar program models is warranted. En ligne : https://doi.org/10.1177/1362361317699584 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334