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Détail de l'auteur
Auteur Elizabeth G. S. MUNSELL |
Documents disponibles écrits par cet auteur (2)
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How have Participation Outcomes of Autistic Young Adults been Measured? A Scoping Review / Elizabeth G. S. MUNSELL in Journal of Autism and Developmental Disorders, 53-11 (November 2023)
[article]
Titre : How have Participation Outcomes of Autistic Young Adults been Measured? A Scoping Review Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth G. S. MUNSELL, Auteur ; Wendy J. COSTER, Auteur Article en page(s) : p.4424-4437 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autistic young adults experience challenges participating in the workforce, post-secondary schooling, and living in the community. We examined how participation outcomes have been measured in autistic young adults. Articles (n=113) were identified through database searches and citation tracking. Guided by current models in the literature, data were extracted for each measure of participation. Results include a description of the studies in the review, the extent to which participation across life situations has been addressed, and a critical analysis of the measures used to describe participation. While there is some breadth in the investigation of participation across diverse life situations, there is limited depth in what the measures capture and many measures used lack psychometric support. En ligne : https://doi.org/10.1007/s10803-022-05725-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512
in Journal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4424-4437[article] How have Participation Outcomes of Autistic Young Adults been Measured? A Scoping Review [Texte imprimé et/ou numérique] / Elizabeth G. S. MUNSELL, Auteur ; Wendy J. COSTER, Auteur . - p.4424-4437.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4424-4437
Index. décimale : PER Périodiques Résumé : Autistic young adults experience challenges participating in the workforce, post-secondary schooling, and living in the community. We examined how participation outcomes have been measured in autistic young adults. Articles (n=113) were identified through database searches and citation tracking. Guided by current models in the literature, data were extracted for each measure of participation. Results include a description of the studies in the review, the extent to which participation across life situations has been addressed, and a critical analysis of the measures used to describe participation. While there is some breadth in the investigation of participation across diverse life situations, there is limited depth in what the measures capture and many measures used lack psychometric support. En ligne : https://doi.org/10.1007/s10803-022-05725-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512 Metacognition Mediates the Effect of Social Communication and Internalizing Behaviors on Self-management of Daily Life Tasks for Diploma-Track Autistic Youth / Elizabeth G. S. MUNSELL in Journal of Autism and Developmental Disorders, 52-10 (October 2022)
[article]
Titre : Metacognition Mediates the Effect of Social Communication and Internalizing Behaviors on Self-management of Daily Life Tasks for Diploma-Track Autistic Youth Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth G. S. MUNSELL, Auteur ; Gael I. ORSMOND, Auteur ; Daniel FULFORD, Auteur ; Wendy J. COSTER, Auteur Article en page(s) : p.4274-4285 Langues : Anglais (eng) Mots-clés : Adaptive behavior Autism Daily living skills Executive functioning Transition Index. décimale : PER Périodiques Résumé : Social communication and executive functioning challenges as well as co-occurring anxiety/depression may make acquiring the skills needed to manage daily life tasks difficult for diploma-track autistic youth, thus limiting their participation in adult roles. This study describes the associations between executive function, social communication skills, and internalizing behaviors on task management in academically capable autistic adolescents (n=46) using multiple regression with mediator analysis. The three predictors and youth age explained a moderate amount of variance in task management. Metacognition mediated the effect of social communication skills and internalizing behaviors on task management. Relations between underlying factors that influence self-management of daily life tasks are complex, supporting the need for multifaceted assessment and intervention approaches for academically capable autistic youth. En ligne : http://dx.doi.org/10.1007/s10803-021-05306-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4274-4285[article] Metacognition Mediates the Effect of Social Communication and Internalizing Behaviors on Self-management of Daily Life Tasks for Diploma-Track Autistic Youth [Texte imprimé et/ou numérique] / Elizabeth G. S. MUNSELL, Auteur ; Gael I. ORSMOND, Auteur ; Daniel FULFORD, Auteur ; Wendy J. COSTER, Auteur . - p.4274-4285.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4274-4285
Mots-clés : Adaptive behavior Autism Daily living skills Executive functioning Transition Index. décimale : PER Périodiques Résumé : Social communication and executive functioning challenges as well as co-occurring anxiety/depression may make acquiring the skills needed to manage daily life tasks difficult for diploma-track autistic youth, thus limiting their participation in adult roles. This study describes the associations between executive function, social communication skills, and internalizing behaviors on task management in academically capable autistic adolescents (n=46) using multiple regression with mediator analysis. The three predictors and youth age explained a moderate amount of variance in task management. Metacognition mediated the effect of social communication skills and internalizing behaviors on task management. Relations between underlying factors that influence self-management of daily life tasks are complex, supporting the need for multifaceted assessment and intervention approaches for academically capable autistic youth. En ligne : http://dx.doi.org/10.1007/s10803-021-05306-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486