Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
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Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
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Mention de date : September 2021
Paru le : 01/09/2021 |
[n° ou bulletin]
[n° ou bulletin]
36-3 - September 2021 [Texte imprimé et/ou numérique] . - 2021.
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Exemplaires (1)
Code-barres | Cote | Support | Localisation | Section | Disponibilité |
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PER0001953 | PER FOC | Périodique | Centre d'Information et de Documentation du CRA Rhône-Alpes | PER - Périodiques | Exclu du prêt |
Dépouillements
Ajouter le résultat dans votre panierPreliminary Results of the Effects of a Psychoeducational Program on Stress and Quality of Life Among French Parents of an Child With Autism / Emilie CAPPE in Focus on Autism and Other Developmental Disabilities, 36-3 (September 2021)
[article]
Titre : Preliminary Results of the Effects of a Psychoeducational Program on Stress and Quality of Life Among French Parents of an Child With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Emilie CAPPE, Auteur ; Naomi DOWNES, Auteur ; Sophie ALBERT-BENAROYA, Auteur ; Julie Allard ECH-CHOUIKH, Auteur ; Aude DE GAULMYN, Auteur ; Lydia LUPERTO, Auteur ; Valérie CARON, Auteur ; Elisabeth ROUSSEL, Auteur ; Romain TATON, Auteur ; Carol SANKEY, Auteur Article en page(s) : p.176-186 Langues : Anglais (eng) Mots-clés : autism spectrum disorder parenting stress quality of life psychoeducation program evaluation Index. décimale : PER Périodiques Résumé : The objective was to evaluate the impact of a psychoeducational program on the stress and quality of life of parents with a child with autism. In total, 20 parents attended a shortened version (SV group) of the program and 15 others a complete version (CV group). An assessment of perceived stress, parenting stress, and quality of life was performed before (T0), after (T1), and 6 months after the program (T2). Parental satisfaction was measured at T1. Parents in the CV group appeared to be significantly less stressed, and there was a significant improvement in certain areas of their quality of life (relationship with the child, psychological well-being, and personal fulfillment). No significant effects were observed in the SV group. Both groups highly appreciated the program. These results confirm the need to offer support to parents after receiving a diagnosis of autism for their child. En ligne : http://dx.doi.org/10.1177/1088357620986946 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 > 36-3 (September 2021) . - p.176-186[article] Preliminary Results of the Effects of a Psychoeducational Program on Stress and Quality of Life Among French Parents of an Child With Autism [Texte imprimé et/ou numérique] / Emilie CAPPE, Auteur ; Naomi DOWNES, Auteur ; Sophie ALBERT-BENAROYA, Auteur ; Julie Allard ECH-CHOUIKH, Auteur ; Aude DE GAULMYN, Auteur ; Lydia LUPERTO, Auteur ; Valérie CARON, Auteur ; Elisabeth ROUSSEL, Auteur ; Romain TATON, Auteur ; Carol SANKEY, Auteur . - p.176-186.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 36-3 (September 2021) . - p.176-186
Mots-clés : autism spectrum disorder parenting stress quality of life psychoeducation program evaluation Index. décimale : PER Périodiques Résumé : The objective was to evaluate the impact of a psychoeducational program on the stress and quality of life of parents with a child with autism. In total, 20 parents attended a shortened version (SV group) of the program and 15 others a complete version (CV group). An assessment of perceived stress, parenting stress, and quality of life was performed before (T0), after (T1), and 6 months after the program (T2). Parental satisfaction was measured at T1. Parents in the CV group appeared to be significantly less stressed, and there was a significant improvement in certain areas of their quality of life (relationship with the child, psychological well-being, and personal fulfillment). No significant effects were observed in the SV group. Both groups highly appreciated the program. These results confirm the need to offer support to parents after receiving a diagnosis of autism for their child. En ligne : http://dx.doi.org/10.1177/1088357620986946 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 Technology-Aided Instruction and Intervention in Teaching Students With Autism to Make Inferences / Jennifer KOUO in Focus on Autism and Other Developmental Disabilities, 36-3 (September 2021)
[article]
Titre : Technology-Aided Instruction and Intervention in Teaching Students With Autism to Make Inferences Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer KOUO, Auteur ; Courtney VISCO, Auteur Article en page(s) : p.148-155 Langues : Anglais (eng) Mots-clés : autism spectrum disorders educational evidence-based practices literacy Index. décimale : PER Périodiques Résumé : Inferential readings skills are necessary in ensuring that students with autism spectrum disorders (ASD) are successful in the general education curriculum. These skills provide a foundation for reading comprehension across content areas. Technology-aided instruction and intervention (TAII) has the potential to address these reading deficits, by presenting content in an interactive format. Using an adapted alternating treatment design (ATD), the present study compared the impact of the TinyTap app, videos, and traditional graphic organizers to improve the inferential reading skills of two middle school students with ASD. Replication of the most effective intervention occurred, and maintenance data were collected. The results suggested that the TinyTap treatment condition was the most functionally effective in increasing inferential reading skills. From the research, there are a number of implications moving forward for both practitioners and future researchers examining the impact of TAII on academic skills. En ligne : http://dx.doi.org/10.1177/10883576211012597 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 > 36-3 (September 2021) . - p.148-155[article] Technology-Aided Instruction and Intervention in Teaching Students With Autism to Make Inferences [Texte imprimé et/ou numérique] / Jennifer KOUO, Auteur ; Courtney VISCO, Auteur . - p.148-155.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 36-3 (September 2021) . - p.148-155
Mots-clés : autism spectrum disorders educational evidence-based practices literacy Index. décimale : PER Périodiques Résumé : Inferential readings skills are necessary in ensuring that students with autism spectrum disorders (ASD) are successful in the general education curriculum. These skills provide a foundation for reading comprehension across content areas. Technology-aided instruction and intervention (TAII) has the potential to address these reading deficits, by presenting content in an interactive format. Using an adapted alternating treatment design (ATD), the present study compared the impact of the TinyTap app, videos, and traditional graphic organizers to improve the inferential reading skills of two middle school students with ASD. Replication of the most effective intervention occurred, and maintenance data were collected. The results suggested that the TinyTap treatment condition was the most functionally effective in increasing inferential reading skills. From the research, there are a number of implications moving forward for both practitioners and future researchers examining the impact of TAII on academic skills. En ligne : http://dx.doi.org/10.1177/10883576211012597 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 Are Librarians Prepared to Serve Students With Autism Spectrum Disorder? A Content Analysis of Graduate Programs / Selena J. LAYDEN in Focus on Autism and Other Developmental Disabilities, 36-3 (September 2021)
[article]
Titre : Are Librarians Prepared to Serve Students With Autism Spectrum Disorder? A Content Analysis of Graduate Programs Type de document : Texte imprimé et/ou numérique Auteurs : Selena J. LAYDEN, Auteur ; Amelia ANDERSON, Auteur ; Kera E. HAYDEN, Auteur Article en page(s) : p.156-164 Langues : Anglais (eng) Mots-clés : librarians autism spectrum disorder librarian preparation programs content analysis Index. décimale : PER Périodiques Résumé : Libraries provide invaluable services and supports to members of their communities, including school communities. Those with autism spectrum disorder (ASD) can receive particular benefits from their libraries, including supports in the areas of academics, social skills, communication, technology, literacy, leisure skills, and even employment skills. Additionally, librarians have reported ASD as the highest disability area they are asked to accommodate. In addition, school librarians have requirements under the Individuals with Disabilities Education Improvement Act (2004) to support students they serve in their setting. While professional librarians are prepared for their field through high-quality accredited programs, very few programs provide coursework specific to individuals with disabilities and even fewer with any coursework in the area of ASD. This study utilized content analysis to review 90 librarian preparation programs yielding only five course syllabi from four universities that include courses in supporting individuals with disabilities. Only two of the five courses reviewed included information about individuals with ASD specifically. This study identifies a gap in training for preservice librarians that contributes to the needs already expressed by those in the field. En ligne : http://dx.doi.org/10.1177/1088357621989254 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 > 36-3 (September 2021) . - p.156-164[article] Are Librarians Prepared to Serve Students With Autism Spectrum Disorder? A Content Analysis of Graduate Programs [Texte imprimé et/ou numérique] / Selena J. LAYDEN, Auteur ; Amelia ANDERSON, Auteur ; Kera E. HAYDEN, Auteur . - p.156-164.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 36-3 (September 2021) . - p.156-164
Mots-clés : librarians autism spectrum disorder librarian preparation programs content analysis Index. décimale : PER Périodiques Résumé : Libraries provide invaluable services and supports to members of their communities, including school communities. Those with autism spectrum disorder (ASD) can receive particular benefits from their libraries, including supports in the areas of academics, social skills, communication, technology, literacy, leisure skills, and even employment skills. Additionally, librarians have reported ASD as the highest disability area they are asked to accommodate. In addition, school librarians have requirements under the Individuals with Disabilities Education Improvement Act (2004) to support students they serve in their setting. While professional librarians are prepared for their field through high-quality accredited programs, very few programs provide coursework specific to individuals with disabilities and even fewer with any coursework in the area of ASD. This study utilized content analysis to review 90 librarian preparation programs yielding only five course syllabi from four universities that include courses in supporting individuals with disabilities. Only two of the five courses reviewed included information about individuals with ASD specifically. This study identifies a gap in training for preservice librarians that contributes to the needs already expressed by those in the field. En ligne : http://dx.doi.org/10.1177/1088357621989254 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 The Evidence Base for Interventions for Individuals With ASD: A Call to Improve Practice Conceptualization and Synthesis / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 36-3 (September 2021)
[article]
Titre : The Evidence Base for Interventions for Individuals With ASD: A Call to Improve Practice Conceptualization and Synthesis Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. LEDFORD, Auteur ; Joseph M. LAMBERT, Auteur ; Erin E. BARTON, Auteur ; Kevin M. AYRES, Auteur Article en page(s) : p.135-147 Langues : Anglais (eng) Mots-clés : evidence-based practices intervention single case design systematic review Index. décimale : PER Périodiques Résumé : Identifying potentially effective practices for improving outcomes for individuals with autism spectrum disorder (ASD) is a complex process. In this article, we respond to recent reviews of evidence-based practices for individuals with ASD. We identify possible problems and make suggestions in relation to identifying well-specified practices, inclusion of gray literature, and considering use of studies with noneffects in systematic reviews. En ligne : http://dx.doi.org/10.1177/10883576211023349 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 > 36-3 (September 2021) . - p.135-147[article] The Evidence Base for Interventions for Individuals With ASD: A Call to Improve Practice Conceptualization and Synthesis [Texte imprimé et/ou numérique] / Jennifer R. LEDFORD, Auteur ; Joseph M. LAMBERT, Auteur ; Erin E. BARTON, Auteur ; Kevin M. AYRES, Auteur . - p.135-147.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 36-3 (September 2021) . - p.135-147
Mots-clés : evidence-based practices intervention single case design systematic review Index. décimale : PER Périodiques Résumé : Identifying potentially effective practices for improving outcomes for individuals with autism spectrum disorder (ASD) is a complex process. In this article, we respond to recent reviews of evidence-based practices for individuals with ASD. We identify possible problems and make suggestions in relation to identifying well-specified practices, inclusion of gray literature, and considering use of studies with noneffects in systematic reviews. En ligne : http://dx.doi.org/10.1177/10883576211023349 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 Implementing a Parent Education Intervention in Colombia: Assessing Parent Outcomes and Perceptions Across Delivery Modes / Sandra MAGAÑA in Focus on Autism and Other Developmental Disabilities, 36-3 (September 2021)
[article]
Titre : Implementing a Parent Education Intervention in Colombia: Assessing Parent Outcomes and Perceptions Across Delivery Modes Type de document : Texte imprimé et/ou numérique Auteurs : Sandra MAGAÑA, Auteur ; Marie TEJERO HUGHES, Auteur ; Kristen SALKAS, Auteur ; Wendy GONZALES, Auteur ; Giselle NÚÑEZ, Auteur ; Miguel MORALES, Auteur ; Mariana GARCIA TORRES, Auteur ; Marisol MORENO-ANGARITA, Auteur Article en page(s) : p.165-175 Langues : Anglais (eng) Mots-clés : autism spectrum disorders parent training multicultural issues Index. décimale : PER Périodiques Résumé : Knowledge and identification of autism spectrum disorder (ASD) are increasing in Latin America, yet there are limited resources available to help families of children with ASD. For this study, researchers adapted and tested a parent educational program created for Latino immigrant parents of children with ASD in the United States to the needs of parents of children with ASD in Colombia. Parents were randomized into two intervention delivery modes, one led by parents and the other by students. All measures were self-reported by parents (n = 20). Parents improved in understanding their child’s strengths and needs and frequency of using evidence-based strategies. Parents in the student-led group reported significantly lower depressive symptoms between baseline and follow-up. In focus groups, parents expressed satisfaction with the intervention and described ways they were using the information. This study demonstrated promising results to improve the experience of parents of children with ASD in Colombia. En ligne : http://dx.doi.org/10.1177/1088357620986947 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 > 36-3 (September 2021) . - p.165-175[article] Implementing a Parent Education Intervention in Colombia: Assessing Parent Outcomes and Perceptions Across Delivery Modes [Texte imprimé et/ou numérique] / Sandra MAGAÑA, Auteur ; Marie TEJERO HUGHES, Auteur ; Kristen SALKAS, Auteur ; Wendy GONZALES, Auteur ; Giselle NÚÑEZ, Auteur ; Miguel MORALES, Auteur ; Mariana GARCIA TORRES, Auteur ; Marisol MORENO-ANGARITA, Auteur . - p.165-175.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 36-3 (September 2021) . - p.165-175
Mots-clés : autism spectrum disorders parent training multicultural issues Index. décimale : PER Périodiques Résumé : Knowledge and identification of autism spectrum disorder (ASD) are increasing in Latin America, yet there are limited resources available to help families of children with ASD. For this study, researchers adapted and tested a parent educational program created for Latino immigrant parents of children with ASD in the United States to the needs of parents of children with ASD in Colombia. Parents were randomized into two intervention delivery modes, one led by parents and the other by students. All measures were self-reported by parents (n = 20). Parents improved in understanding their child’s strengths and needs and frequency of using evidence-based strategies. Parents in the student-led group reported significantly lower depressive symptoms between baseline and follow-up. In focus groups, parents expressed satisfaction with the intervention and described ways they were using the information. This study demonstrated promising results to improve the experience of parents of children with ASD in Colombia. En ligne : http://dx.doi.org/10.1177/1088357620986947 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460