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Détail de l'auteur
Auteur Nathan J. WILSON |
Documents disponibles écrits par cet auteur (4)
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Appropriateness of the TOBY Application, an iPad Intervention for Children with Autism Spectrum Disorder: A Thematic Approach / D. PARSONS in Journal of Autism and Developmental Disorders, 49-10 (October 2019)
[article]
Titre : Appropriateness of the TOBY Application, an iPad Intervention for Children with Autism Spectrum Disorder: A Thematic Approach Type de document : Texte imprimé et/ou numérique Auteurs : D. PARSONS, Auteur ; Nathan J. WILSON, Auteur ; S. VAZ, Auteur ; H. LEE, Auteur ; R. CORDIER, Auteur Article en page(s) : p.4053-4066 Langues : Anglais (eng) Mots-clés : Appropriateness Early intervention Information technology Index. décimale : PER Périodiques Résumé : This study aimed to explore the appropriateness of an ICT intervention, the Therapeutic Outcomes by You application (TOBY app), from the perspectives of the parents. Parental experiences of twenty-four parents of a child with ASD who had participated in a three-month trial using the TOBY app were collected using semi-structured interviews. Thematic analysis was conducted and themes were mapped against an appropriateness framework. Collectively, parents felt the TOBY app was relevant and important to them and their children's needs, while expressing partial support of the TOBY app as: a positive experience for them and their children, beneficial for them and their children, a socially and ecological valid intervention, and an intervention that supported change and continuation in the skills learnt. En ligne : http://dx.doi.org/10.1007/s10803-019-04115-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407
in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4053-4066[article] Appropriateness of the TOBY Application, an iPad Intervention for Children with Autism Spectrum Disorder: A Thematic Approach [Texte imprimé et/ou numérique] / D. PARSONS, Auteur ; Nathan J. WILSON, Auteur ; S. VAZ, Auteur ; H. LEE, Auteur ; R. CORDIER, Auteur . - p.4053-4066.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4053-4066
Mots-clés : Appropriateness Early intervention Information technology Index. décimale : PER Périodiques Résumé : This study aimed to explore the appropriateness of an ICT intervention, the Therapeutic Outcomes by You application (TOBY app), from the perspectives of the parents. Parental experiences of twenty-four parents of a child with ASD who had participated in a three-month trial using the TOBY app were collected using semi-structured interviews. Thematic analysis was conducted and themes were mapped against an appropriateness framework. Collectively, parents felt the TOBY app was relevant and important to them and their children's needs, while expressing partial support of the TOBY app as: a positive experience for them and their children, beneficial for them and their children, a socially and ecological valid intervention, and an intervention that supported change and continuation in the skills learnt. En ligne : http://dx.doi.org/10.1007/s10803-019-04115-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 A Driver Training Program Intervention for Student Drivers with Autism Spectrum Disorder: A Multi-site Randomised Controlled Trial / P. VINDIN in Journal of Autism and Developmental Disorders, 51-10 (October 2021)
[article]
Titre : A Driver Training Program Intervention for Student Drivers with Autism Spectrum Disorder: A Multi-site Randomised Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : P. VINDIN, Auteur ; R. CORDIER, Auteur ; Nathan J. WILSON, Auteur ; H. LEE, Auteur Article en page(s) : p.3707-3721 Langues : Anglais (eng) Mots-clés : Adolescent Adult Autism Spectrum Disorder/therapy Automobile Driving Behavior Therapy Humans Students Young Adult Autism spectrum disorder Community mobility Driving training Learner drivers Transportation Index. décimale : PER Périodiques Résumé : The purpose of this multi-site randomised controlled trial was to evaluate the effectiveness of a Driving Training Program, an intervention designed for student drivers with autism spectrum disorder (ASD). Participants were 72 student drivers with ASD (ages 16-31) who were randomly assigned to an intervention or control group. Student drivers received ten driving lessons with a professional driving instructor via a standardised driving route. The Driving Performance Checklist was used as the outcome measure to evaluate the driving performance of student drivers during on-road pre- and post-observational drives. Both groups showed an improvement in driving performance, however, the extent of improvement between groups was not significant. Findings showed promising intervention efficacy for training student drivers with ASD to drive. En ligne : http://dx.doi.org/10.1007/s10803-020-04825-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453
in Journal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3707-3721[article] A Driver Training Program Intervention for Student Drivers with Autism Spectrum Disorder: A Multi-site Randomised Controlled Trial [Texte imprimé et/ou numérique] / P. VINDIN, Auteur ; R. CORDIER, Auteur ; Nathan J. WILSON, Auteur ; H. LEE, Auteur . - p.3707-3721.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3707-3721
Mots-clés : Adolescent Adult Autism Spectrum Disorder/therapy Automobile Driving Behavior Therapy Humans Students Young Adult Autism spectrum disorder Community mobility Driving training Learner drivers Transportation Index. décimale : PER Périodiques Résumé : The purpose of this multi-site randomised controlled trial was to evaluate the effectiveness of a Driving Training Program, an intervention designed for student drivers with autism spectrum disorder (ASD). Participants were 72 student drivers with ASD (ages 16-31) who were randomly assigned to an intervention or control group. Student drivers received ten driving lessons with a professional driving instructor via a standardised driving route. The Driving Performance Checklist was used as the outcome measure to evaluate the driving performance of student drivers during on-road pre- and post-observational drives. Both groups showed an improvement in driving performance, however, the extent of improvement between groups was not significant. Findings showed promising intervention efficacy for training student drivers with ASD to drive. En ligne : http://dx.doi.org/10.1007/s10803-020-04825-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 "In Their Own Time": Parents Gently Push Their Autistic Youth Towards Independent Community Mobility and Participation / Michelle KERSTEN in Journal of Autism and Developmental Disorders, 50-8 (August 2020)
[article]
Titre : "In Their Own Time": Parents Gently Push Their Autistic Youth Towards Independent Community Mobility and Participation Type de document : Texte imprimé et/ou numérique Auteurs : Michelle KERSTEN, Auteur ; Kristy COXON, Auteur ; Hoe LEE, Auteur ; Nathan J. WILSON, Auteur Article en page(s) : p.2806-2818 Langues : Anglais (eng) Mots-clés : Autism spectrum Bullying Gender Mental health Social inclusion Transportation Index. décimale : PER Périodiques Résumé : Autistic adults have decreased independence in community mobility and driving, which is associated with decreased participation in work, education and community participation. This is the first exploration of the development of community mobility, driving and participation skills over adolescence and emerging adulthood. Interviews with 15 mothers of autistic youth, capable of independence, were qualitatively analysed using grounded theory. Four major themes emerged: mothers gently pushing, teaching, letting go and working towards hopes and dreams. These results suggest earlier intervention across adolescence to address social skills, communication and anxiety in normative community environments, is required for successful development of community mobility and driving skills. Further understanding the critical role of confidence, feeling safe and accepted, could ultimately improve independence. En ligne : http://dx.doi.org/10.1007/s10803-020-04384-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2806-2818[article] "In Their Own Time": Parents Gently Push Their Autistic Youth Towards Independent Community Mobility and Participation [Texte imprimé et/ou numérique] / Michelle KERSTEN, Auteur ; Kristy COXON, Auteur ; Hoe LEE, Auteur ; Nathan J. WILSON, Auteur . - p.2806-2818.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2806-2818
Mots-clés : Autism spectrum Bullying Gender Mental health Social inclusion Transportation Index. décimale : PER Périodiques Résumé : Autistic adults have decreased independence in community mobility and driving, which is associated with decreased participation in work, education and community participation. This is the first exploration of the development of community mobility, driving and participation skills over adolescence and emerging adulthood. Interviews with 15 mothers of autistic youth, capable of independence, were qualitatively analysed using grounded theory. Four major themes emerged: mothers gently pushing, teaching, letting go and working towards hopes and dreams. These results suggest earlier intervention across adolescence to address social skills, communication and anxiety in normative community environments, is required for successful development of community mobility and driving skills. Further understanding the critical role of confidence, feeling safe and accepted, could ultimately improve independence. En ligne : http://dx.doi.org/10.1007/s10803-020-04384-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 The Experience of Learning to Drive for People With Autism Spectrum Disorder / Priscilla VINDIN in Focus on Autism and Other Developmental Disabilities, 36-4 (December 2021)
[article]
Titre : The Experience of Learning to Drive for People With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Priscilla VINDIN, Auteur ; Nathan J. WILSON, Auteur ; Hoe LEE, Auteur ; Reinie CORDIER, Auteur Article en page(s) : p.225-236 Langues : Anglais (eng) Mots-clés : autism spectrum disorder driving training community mobility Index. décimale : PER Périodiques Résumé : Gaining a driver’s license can be difficult for student drivers with autism spectrum disorder (ASD), yet little is known about their experiences of learning to drive. In this qualitative study, focus groups and individual interviews were employed to ascertain the perceptions of three participant groups, including people with ASD, parents of people with ASD, and driving instructors with experience teaching people with ASD to drive. Participants in each group were asked to discuss their feelings, concerns, and barriers encountered while learning to drive, along with the driving behaviors, challenges, and strategies used when supporting people with ASD to learn to drive. Grounded theory analysis was used to shed light on the experience of learning to drive for people with ASD. Five themes emerged supporting the core construct that targeted support ameliorates intrinsic driving complexities, generating success: (a) challenges that increase the complexity of learning to drive, (b) external challenges to overcome, (c) concerns about the reality of driving, (d) the need for a specialized model of training, and (e) success is possible. These findings highlight the importance of developing an autism-specific driving training intervention designed for people with ASD, their families, and driving instructors. En ligne : http://dx.doi.org/10.1177/10883576211023312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460
in Focus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.225-236[article] The Experience of Learning to Drive for People With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Priscilla VINDIN, Auteur ; Nathan J. WILSON, Auteur ; Hoe LEE, Auteur ; Reinie CORDIER, Auteur . - p.225-236.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.225-236
Mots-clés : autism spectrum disorder driving training community mobility Index. décimale : PER Périodiques Résumé : Gaining a driver’s license can be difficult for student drivers with autism spectrum disorder (ASD), yet little is known about their experiences of learning to drive. In this qualitative study, focus groups and individual interviews were employed to ascertain the perceptions of three participant groups, including people with ASD, parents of people with ASD, and driving instructors with experience teaching people with ASD to drive. Participants in each group were asked to discuss their feelings, concerns, and barriers encountered while learning to drive, along with the driving behaviors, challenges, and strategies used when supporting people with ASD to learn to drive. Grounded theory analysis was used to shed light on the experience of learning to drive for people with ASD. Five themes emerged supporting the core construct that targeted support ameliorates intrinsic driving complexities, generating success: (a) challenges that increase the complexity of learning to drive, (b) external challenges to overcome, (c) concerns about the reality of driving, (d) the need for a specialized model of training, and (e) success is possible. These findings highlight the importance of developing an autism-specific driving training intervention designed for people with ASD, their families, and driving instructors. En ligne : http://dx.doi.org/10.1177/10883576211023312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460