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Détail de l'auteur
Auteur Emine ERDEN |
Documents disponibles écrits par cet auteur (1)
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Challenges and contributors to self-efficacy for caregivers of toddlers with autism / Hannah H. SCHERTZ in Autism, 24-5 (July 2020)
[article]
Titre : Challenges and contributors to self-efficacy for caregivers of toddlers with autism Type de document : Texte imprimé et/ou numérique Auteurs : Hannah H. SCHERTZ, Auteur ; Jessica Nina LESTER, Auteur ; Emine ERDEN, Auteur ; Selin SAFRAN, Auteur ; Penny GITHENS, Auteur Article en page(s) : p.1260-1272 Langues : Anglais (eng) Mots-clés : autism spectrum disorders family functioning and support pre-school children qualitative research social cognition and social behavior Index. décimale : PER Périodiques Résumé : Parent-participatory early intervention practices are linked to parents' positive views of their own and their children's capabilities, beliefs that are associated with a range of parent and child outcomes. A qualitative study was conducted with 11 mothers of toddlers with autism who had experience with both professionally directed and parent-mediated early intervention. Participants were interviewed to explore their perspectives on their roles in relation to professionals and on how they viewed their ability to support their toddlers' social learning. An in-depth analysis of the transcribed interviews resulted in four themes. First, in the early stages, participants experienced challenges to their self-efficacy as they adjusted to the diagnosis and reached to connect with their child when social challenges emerged. Second, participants' views of their capability were stronger when they were provided with background knowledge enabling them to take the lead in guiding their children's learning than when professionals modeled predetermined intervention strategies for them to copy. Third, participants provided specific examples of their expertise to support their toddlers' social learning and viewed their close parent-child relationship and intimate knowledge of their children as valuable to the intervention. Fourth, participants voiced respect for their toddlers' natures and preferences, positioning them to build on their toddlers' strengths in everyday interactions. The results support the need for early intervention providers to promote and leverage family capacity for facilitating toddler learning as social challenges begin to appear for toddlers with autism. En ligne : http://dx.doi.org/10.1177/1362361319899761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427
in Autism > 24-5 (July 2020) . - p.1260-1272[article] Challenges and contributors to self-efficacy for caregivers of toddlers with autism [Texte imprimé et/ou numérique] / Hannah H. SCHERTZ, Auteur ; Jessica Nina LESTER, Auteur ; Emine ERDEN, Auteur ; Selin SAFRAN, Auteur ; Penny GITHENS, Auteur . - p.1260-1272.
Langues : Anglais (eng)
in Autism > 24-5 (July 2020) . - p.1260-1272
Mots-clés : autism spectrum disorders family functioning and support pre-school children qualitative research social cognition and social behavior Index. décimale : PER Périodiques Résumé : Parent-participatory early intervention practices are linked to parents' positive views of their own and their children's capabilities, beliefs that are associated with a range of parent and child outcomes. A qualitative study was conducted with 11 mothers of toddlers with autism who had experience with both professionally directed and parent-mediated early intervention. Participants were interviewed to explore their perspectives on their roles in relation to professionals and on how they viewed their ability to support their toddlers' social learning. An in-depth analysis of the transcribed interviews resulted in four themes. First, in the early stages, participants experienced challenges to their self-efficacy as they adjusted to the diagnosis and reached to connect with their child when social challenges emerged. Second, participants' views of their capability were stronger when they were provided with background knowledge enabling them to take the lead in guiding their children's learning than when professionals modeled predetermined intervention strategies for them to copy. Third, participants provided specific examples of their expertise to support their toddlers' social learning and viewed their close parent-child relationship and intimate knowledge of their children as valuable to the intervention. Fourth, participants voiced respect for their toddlers' natures and preferences, positioning them to build on their toddlers' strengths in everyday interactions. The results support the need for early intervention providers to promote and leverage family capacity for facilitating toddler learning as social challenges begin to appear for toddlers with autism. En ligne : http://dx.doi.org/10.1177/1362361319899761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427