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Détail de l'auteur
Auteur Jessica Dykstra STEINBRENNER |
Documents disponibles écrits par cet auteur (2)
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Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder / Kara HUME in Autism, 22-1 (January 2018)
[article]
Titre : Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Jessica Dykstra STEINBRENNER, Auteur ; John SIDERIS, Auteur ; Leann SMITH, Auteur ; Suzanne KUCHARCZYK, Auteur ; Kate SZIDON, Auteur Article en page(s) : p.40-50 Langues : Anglais (eng) Mots-clés : adolescent,autism,Secondary School Success Checklist,skill importance,transition Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy. En ligne : https://doi.org/10.1177/1362361317722029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335
in Autism > 22-1 (January 2018) . - p.40-50[article] Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Jessica Dykstra STEINBRENNER, Auteur ; John SIDERIS, Auteur ; Leann SMITH, Auteur ; Suzanne KUCHARCZYK, Auteur ; Kate SZIDON, Auteur . - p.40-50.
Langues : Anglais (eng)
in Autism > 22-1 (January 2018) . - p.40-50
Mots-clés : adolescent,autism,Secondary School Success Checklist,skill importance,transition Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy. En ligne : https://doi.org/10.1177/1362361317722029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335 Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder / Leann S. DAWALT in Autism Research, 13-12 (December 2020)
[article]
Titre : Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Leann S. DAWALT, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Somer L. BISHOP, Auteur ; Laura J. HALL, Auteur ; Jessica Dykstra STEINBRENNER, Auteur ; Bonnie KRAEMER, Auteur ; Kara A. HUME, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.2155-2163 Langues : Anglais (eng) Mots-clés : adolescence autism spectrum disorder sex differences social interactions Index. décimale : PER Périodiques Résumé : There is lack of consensus in the literature regarding sex differences in social outcomes for individuals on the autism spectrum. Furthermore, little research has focused on the social experiences of high school students with autism spectrum disorder (ASD) during the school day. Using a large racially/ethnically diverse sample of high school students with ASD receiving special education services (n = 547; 76 females, 471 males), we examined sex differences in social interactions of youth both during and after school. We also tested for sex differences in background and phenotypic characteristics including autism severity, IQ, adaptive behavior, and mental health. Results indicated few statistically significant differences between males and females in social interactions and phenotypic characteristics (including raw scores of autism symptom severity). However, analysis of standardized scores of autism symptoms suggested that symptom scores for females with ASD diverged more from same-sex peers in the normed sample than scores of males with ASD. Lack of sex difference in social participation for youth with ASD in this study stands in contrast to patterns of sex differences in the general population. Findings suggest that few differences between males and females with ASD, both in social participation and autism symptom severity, might result in females with ASD being more dissimilar to their same-sex peers than males with ASD. Implications of findings for understanding sex differences in ASD across the life course are discussed. LAY SUMMARY: The present study examined sex differences in social participation in a large, diverse sample of high school students with autism spectrum disorder (ASD). Males and females were very similar in their social interactions both at school and outside of school, based on reports by teachers and parents. Level of autism symptoms was also similar for males and females. However, standardized scores of autism symptoms, which take into account age and sex specific norms, suggested that females with ASD may have behaviors that are more divergent from their same-sex peers than males with ASD. En ligne : http://dx.doi.org/10.1002/aur.2348 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Autism Research > 13-12 (December 2020) . - p.2155-2163[article] Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Leann S. DAWALT, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Somer L. BISHOP, Auteur ; Laura J. HALL, Auteur ; Jessica Dykstra STEINBRENNER, Auteur ; Bonnie KRAEMER, Auteur ; Kara A. HUME, Auteur ; Samuel L ODOM, Auteur . - p.2155-2163.
Langues : Anglais (eng)
in Autism Research > 13-12 (December 2020) . - p.2155-2163
Mots-clés : adolescence autism spectrum disorder sex differences social interactions Index. décimale : PER Périodiques Résumé : There is lack of consensus in the literature regarding sex differences in social outcomes for individuals on the autism spectrum. Furthermore, little research has focused on the social experiences of high school students with autism spectrum disorder (ASD) during the school day. Using a large racially/ethnically diverse sample of high school students with ASD receiving special education services (n = 547; 76 females, 471 males), we examined sex differences in social interactions of youth both during and after school. We also tested for sex differences in background and phenotypic characteristics including autism severity, IQ, adaptive behavior, and mental health. Results indicated few statistically significant differences between males and females in social interactions and phenotypic characteristics (including raw scores of autism symptom severity). However, analysis of standardized scores of autism symptoms suggested that symptom scores for females with ASD diverged more from same-sex peers in the normed sample than scores of males with ASD. Lack of sex difference in social participation for youth with ASD in this study stands in contrast to patterns of sex differences in the general population. Findings suggest that few differences between males and females with ASD, both in social participation and autism symptom severity, might result in females with ASD being more dissimilar to their same-sex peers than males with ASD. Implications of findings for understanding sex differences in ASD across the life course are discussed. LAY SUMMARY: The present study examined sex differences in social participation in a large, diverse sample of high school students with autism spectrum disorder (ASD). Males and females were very similar in their social interactions both at school and outside of school, based on reports by teachers and parents. Level of autism symptoms was also similar for males and females. However, standardized scores of autism symptoms, which take into account age and sex specific norms, suggested that females with ASD may have behaviors that are more divergent from their same-sex peers than males with ASD. En ligne : http://dx.doi.org/10.1002/aur.2348 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434