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Détail de l'auteur
Auteur Leann S. DAWALT |
Documents disponibles écrits par cet auteur (29)
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Verbal Ability, Behavior Problems, and Mother-Child Relationship Quality in Autism Spectrum Disorder / Emily LORANG in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
[article]
Titre : Verbal Ability, Behavior Problems, and Mother-Child Relationship Quality in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emily LORANG, Auteur ; Jinkuk HONG, Auteur ; Jieun SONG, Auteur ; Leann S. DAWALT, Auteur ; Marsha MAILICK, Auteur Article en page(s) : p.2463-2478 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Behavior problems Minimally verbal Parent?child relationships Index. décimale : PER Périodiques Résumé : This study examined differences in mother-child relationship quality and parent-rated child behavior problems based on child verbal status (i.e., minimally verbal versus verbal) in mothers and their adolescent and adult children with autism spectrum disorder (n=219 dyads; child M(age)=25.38 years, SD=10.22). Relationship quality was assessed via parent-reported maternal burden and mother-child closeness, and coded speech samples ascertaining maternal critical and positive remarks regarding the child. Groups did not differ in relationship quality. The verbal group was more likely to display disruptive and socially inappropriate behaviors, but otherwise the groups did not differ in behavior problems. Verbal status moderated the relationship between behavior problems and negative (maternal burden, critical remarks) but not positive (mother-child closeness, positive remarks) aspects of relationship quality. En ligne : http://dx.doi.org/10.1007/s10803-021-05133-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2463-2478[article] Verbal Ability, Behavior Problems, and Mother-Child Relationship Quality in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Emily LORANG, Auteur ; Jinkuk HONG, Auteur ; Jieun SONG, Auteur ; Leann S. DAWALT, Auteur ; Marsha MAILICK, Auteur . - p.2463-2478.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2463-2478
Mots-clés : Autism spectrum disorder Behavior problems Minimally verbal Parent?child relationships Index. décimale : PER Périodiques Résumé : This study examined differences in mother-child relationship quality and parent-rated child behavior problems based on child verbal status (i.e., minimally verbal versus verbal) in mothers and their adolescent and adult children with autism spectrum disorder (n=219 dyads; child M(age)=25.38 years, SD=10.22). Relationship quality was assessed via parent-reported maternal burden and mother-child closeness, and coded speech samples ascertaining maternal critical and positive remarks regarding the child. Groups did not differ in relationship quality. The verbal group was more likely to display disruptive and socially inappropriate behaviors, but otherwise the groups did not differ in behavior problems. Verbal status moderated the relationship between behavior problems and negative (maternal burden, critical remarks) but not positive (mother-child closeness, positive remarks) aspects of relationship quality. En ligne : http://dx.doi.org/10.1007/s10803-021-05133-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 Virtual interview training for autistic transition age youth: A randomized controlled feasibility and effectiveness trial / M. J. SMITH in Autism, 25-6 (August 2021)
[article]
Titre : Virtual interview training for autistic transition age youth: A randomized controlled feasibility and effectiveness trial Type de document : Texte imprimé et/ou numérique Auteurs : M. J. SMITH, Auteur ; K. SHERWOOD, Auteur ; B. ROSS, Auteur ; J. D. SMITH, Auteur ; Leann S. DAWALT, Auteur ; Lauren BISHOP, Auteur ; L. HUMM, Auteur ; J. ELKINS, Auteur ; C. STEACY, Auteur Article en page(s) : p.1536-1552 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder Employment Feasibility Studies Humans Mental Health feasibility trial job interview anxiety job interview skill randomized controlled effectiveness trial virtual interview training from SIMmersion LLC on the sales of the virtual interview training tool that was the focus of this randomized controlled trial. These royalties will be shared with Dr. Matthew Smith and the University of Michigan School of Social Work. Dr. Smith adhered to the University of Michigan’s Conflict Management Plan that was reviewed and approved by a University of Michigan Conflict of Interest Committee. This manuscript includes authorship by Mr. Elkins, Ms. Humm, and Dr. Steacy who are paid employees of SIMmersion and own stock in the company. However, Mr. Elkins, Ms. Humm, and Dr. Steacy were not involved in the study’s design or administration. Moreover, there were not involved in the collection, management, or analysis of study data. Their authorship contributions were focused on the description of the intervention. Index. décimale : PER Périodiques Résumé : Autistic transition age youth struggle with obtaining employment, and interviewing is a critical barrier to getting a job. We adapted an efficacious virtual reality job interview intervention to meet the needs of autistic transition age youth, called the Virtual Interview Training for Transition Age Youth. This study evaluated whether Virtual Interview Training for Transition Age Youth can be feasibly delivered in high school special education settings and whether Virtual Interview Training for Transition Age Youth improves job interview skills, job interview self-efficacy, job interview anxiety, and access to employment. Forty-eight autistic transition age youth received school-based pre-employment services as usual with Virtual Interview Training for Transition Age Youth, while 23 autistic transition age youth received services as usual only. Local teachers trained and supervised autistic transition age youth using Virtual Interview Training for Transition Age Youth. Participants reported Virtual Interview Training for Transition Age Youth was highly acceptable. Participants receiving services as usual and Virtual Interview Training for Transition Age Youth, compared to participants receiving services as usual only, had better job interview skills and lower job interview anxiety as well as greater access to jobs. Overall, Virtual Interview Training for Transition Age Youth appears to be effective at teaching job interview skills that are associated with accessing competitive jobs. Moreover, youth enjoyed Virtual Interview Training for Transition Age Youth and teachers feasibly implemented the tool within special education pre-employment transition services. Future research needs to better understand how autistic transition age youth from culturally diverse backgrounds and different social, behavioral, or mental health challenges may respond to Virtual Interview Training for Transition Age Youth. En ligne : http://dx.doi.org/10.1177/1362361321989928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-6 (August 2021) . - p.1536-1552[article] Virtual interview training for autistic transition age youth: A randomized controlled feasibility and effectiveness trial [Texte imprimé et/ou numérique] / M. J. SMITH, Auteur ; K. SHERWOOD, Auteur ; B. ROSS, Auteur ; J. D. SMITH, Auteur ; Leann S. DAWALT, Auteur ; Lauren BISHOP, Auteur ; L. HUMM, Auteur ; J. ELKINS, Auteur ; C. STEACY, Auteur . - p.1536-1552.
Langues : Anglais (eng)
in Autism > 25-6 (August 2021) . - p.1536-1552
Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder Employment Feasibility Studies Humans Mental Health feasibility trial job interview anxiety job interview skill randomized controlled effectiveness trial virtual interview training from SIMmersion LLC on the sales of the virtual interview training tool that was the focus of this randomized controlled trial. These royalties will be shared with Dr. Matthew Smith and the University of Michigan School of Social Work. Dr. Smith adhered to the University of Michigan’s Conflict Management Plan that was reviewed and approved by a University of Michigan Conflict of Interest Committee. This manuscript includes authorship by Mr. Elkins, Ms. Humm, and Dr. Steacy who are paid employees of SIMmersion and own stock in the company. However, Mr. Elkins, Ms. Humm, and Dr. Steacy were not involved in the study’s design or administration. Moreover, there were not involved in the collection, management, or analysis of study data. Their authorship contributions were focused on the description of the intervention. Index. décimale : PER Périodiques Résumé : Autistic transition age youth struggle with obtaining employment, and interviewing is a critical barrier to getting a job. We adapted an efficacious virtual reality job interview intervention to meet the needs of autistic transition age youth, called the Virtual Interview Training for Transition Age Youth. This study evaluated whether Virtual Interview Training for Transition Age Youth can be feasibly delivered in high school special education settings and whether Virtual Interview Training for Transition Age Youth improves job interview skills, job interview self-efficacy, job interview anxiety, and access to employment. Forty-eight autistic transition age youth received school-based pre-employment services as usual with Virtual Interview Training for Transition Age Youth, while 23 autistic transition age youth received services as usual only. Local teachers trained and supervised autistic transition age youth using Virtual Interview Training for Transition Age Youth. Participants reported Virtual Interview Training for Transition Age Youth was highly acceptable. Participants receiving services as usual and Virtual Interview Training for Transition Age Youth, compared to participants receiving services as usual only, had better job interview skills and lower job interview anxiety as well as greater access to jobs. Overall, Virtual Interview Training for Transition Age Youth appears to be effective at teaching job interview skills that are associated with accessing competitive jobs. Moreover, youth enjoyed Virtual Interview Training for Transition Age Youth and teachers feasibly implemented the tool within special education pre-employment transition services. Future research needs to better understand how autistic transition age youth from culturally diverse backgrounds and different social, behavioral, or mental health challenges may respond to Virtual Interview Training for Transition Age Youth. En ligne : http://dx.doi.org/10.1177/1362361321989928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 Virtual interview training for autistic transition age youth: A randomized controlled feasibility and effectiveness trial / Matthew J. SMITH in Autism, 26-6 (August 2022)
[article]
Titre : Virtual interview training for autistic transition age youth: A randomized controlled feasibility and effectiveness trial Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. SMITH, Auteur ; Kari SHERWOOD, Auteur ; Brittany ROSS, Auteur ; Justin D SMITH, Auteur ; Leann S. DAWALT, Auteur ; Lauren BISHOP, Auteur ; Laura HUMM, Auteur ; Jeff ELKINS, Auteur ; Chris STEACY, Auteur Article en page(s) : p.1536-1552 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder Employment Feasibility Studies Humans Mental Health feasibility trial job interview anxiety job interview skill randomized controlled effectiveness trial virtual interview training from SIMmersion LLC on the sales of the virtual interview training tool that was the focus of this randomized controlled trial. These royalties will be shared with Dr. Matthew Smith and the University of Michigan School of Social Work. Dr. Smith adhered to the University of Michigan’s Conflict Management Plan that was reviewed and approved by a University of Michigan Conflict of Interest Committee. This manuscript includes authorship by Mr. Elkins, Ms. Humm, and Dr. Steacy who are paid employees of SIMmersion and own stock in the company. However, Mr. Elkins, Ms. Humm, and Dr. Steacy were not involved in the study’s design or administration. Moreover, there were not involved in the collection, management, or analysis of study data. Their authorship contributions were focused on the description of the intervention. Index. décimale : PER Périodiques Résumé : Autistic transition age youth struggle with obtaining employment, and interviewing is a critical barrier to getting a job. We adapted an efficacious virtual reality job interview intervention to meet the needs of autistic transition age youth, called the Virtual Interview Training for Transition Age Youth. This study evaluated whether Virtual Interview Training for Transition Age Youth can be feasibly delivered in high school special education settings and whether Virtual Interview Training for Transition Age Youth improves job interview skills, job interview self-efficacy, job interview anxiety, and access to employment. Forty-eight autistic transition age youth received school-based pre-employment services as usual with Virtual Interview Training for Transition Age Youth, while 23 autistic transition age youth received services as usual only. Local teachers trained and supervised autistic transition age youth using Virtual Interview Training for Transition Age Youth. Participants reported Virtual Interview Training for Transition Age Youth was highly acceptable. Participants receiving services as usual and Virtual Interview Training for Transition Age Youth, compared to participants receiving services as usual only, had better job interview skills and lower job interview anxiety as well as greater access to jobs. Overall, Virtual Interview Training for Transition Age Youth appears to be effective at teaching job interview skills that are associated with accessing competitive jobs. Moreover, youth enjoyed Virtual Interview Training for Transition Age Youth and teachers feasibly implemented the tool within special education pre-employment transition services. Future research needs to better understand how autistic transition age youth from culturally diverse backgrounds and different social, behavioral, or mental health challenges may respond to Virtual Interview Training for Transition Age Youth. En ligne : http://dx.doi.org/10.1177/1362361321989928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484
in Autism > 26-6 (August 2022) . - p.1536-1552[article] Virtual interview training for autistic transition age youth: A randomized controlled feasibility and effectiveness trial [Texte imprimé et/ou numérique] / Matthew J. SMITH, Auteur ; Kari SHERWOOD, Auteur ; Brittany ROSS, Auteur ; Justin D SMITH, Auteur ; Leann S. DAWALT, Auteur ; Lauren BISHOP, Auteur ; Laura HUMM, Auteur ; Jeff ELKINS, Auteur ; Chris STEACY, Auteur . - p.1536-1552.
Langues : Anglais (eng)
in Autism > 26-6 (August 2022) . - p.1536-1552
Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder Employment Feasibility Studies Humans Mental Health feasibility trial job interview anxiety job interview skill randomized controlled effectiveness trial virtual interview training from SIMmersion LLC on the sales of the virtual interview training tool that was the focus of this randomized controlled trial. These royalties will be shared with Dr. Matthew Smith and the University of Michigan School of Social Work. Dr. Smith adhered to the University of Michigan’s Conflict Management Plan that was reviewed and approved by a University of Michigan Conflict of Interest Committee. This manuscript includes authorship by Mr. Elkins, Ms. Humm, and Dr. Steacy who are paid employees of SIMmersion and own stock in the company. However, Mr. Elkins, Ms. Humm, and Dr. Steacy were not involved in the study’s design or administration. Moreover, there were not involved in the collection, management, or analysis of study data. Their authorship contributions were focused on the description of the intervention. Index. décimale : PER Périodiques Résumé : Autistic transition age youth struggle with obtaining employment, and interviewing is a critical barrier to getting a job. We adapted an efficacious virtual reality job interview intervention to meet the needs of autistic transition age youth, called the Virtual Interview Training for Transition Age Youth. This study evaluated whether Virtual Interview Training for Transition Age Youth can be feasibly delivered in high school special education settings and whether Virtual Interview Training for Transition Age Youth improves job interview skills, job interview self-efficacy, job interview anxiety, and access to employment. Forty-eight autistic transition age youth received school-based pre-employment services as usual with Virtual Interview Training for Transition Age Youth, while 23 autistic transition age youth received services as usual only. Local teachers trained and supervised autistic transition age youth using Virtual Interview Training for Transition Age Youth. Participants reported Virtual Interview Training for Transition Age Youth was highly acceptable. Participants receiving services as usual and Virtual Interview Training for Transition Age Youth, compared to participants receiving services as usual only, had better job interview skills and lower job interview anxiety as well as greater access to jobs. Overall, Virtual Interview Training for Transition Age Youth appears to be effective at teaching job interview skills that are associated with accessing competitive jobs. Moreover, youth enjoyed Virtual Interview Training for Transition Age Youth and teachers feasibly implemented the tool within special education pre-employment transition services. Future research needs to better understand how autistic transition age youth from culturally diverse backgrounds and different social, behavioral, or mental health challenges may respond to Virtual Interview Training for Transition Age Youth. En ligne : http://dx.doi.org/10.1177/1362361321989928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 Working toward a better understanding of the life experiences of women on the autism spectrum / Julie LOUNDS TAYLOR in Autism, 24-5 (July 2020)
[article]
Titre : Working toward a better understanding of the life experiences of women on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Julie LOUNDS TAYLOR, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.1027-1030 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361320913754 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Autism > 24-5 (July 2020) . - p.1027-1030[article] Working toward a better understanding of the life experiences of women on the autism spectrum [Texte imprimé et/ou numérique] / Julie LOUNDS TAYLOR, Auteur ; Leann S. DAWALT, Auteur . - p.1027-1030.
Langues : Anglais (eng)
in Autism > 24-5 (July 2020) . - p.1027-1030
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361320913754 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426