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The experience of friendship, victimization and bullying in children with an autism spectrum disorder: Associations with child characteristics and school placement / Emma ROWLEY in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
[article]
Titre : The experience of friendship, victimization and bullying in children with an autism spectrum disorder: Associations with child characteristics and school placement Type de document : Texte imprimé et/ou numérique Auteurs : Emma ROWLEY, Auteur ; Susie CHANDLER, Auteur ; Gillian BAIRD, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur ; Tom LOUCAS, Auteur ; Tony CHARMAN, Auteur Année de publication : 2012 Article en page(s) : p.1126-1134 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Friendship Bullying Victimization School placement Index. décimale : PER Périodiques Résumé : Children with an autism spectrum disorder (ASD) may be vulnerable to social isolation and bullying. We measured the friendship, fighting/bullying and victimization experiences of 10–12-year-old children with an ASD (N = 100) using parent, teacher and child self-report. Parent and teacher reports were compared to an IQ-matched group of children with special educational needs (SEN) without ASD (N = 80) and UK population data. Parents and teachers reported a lower prevalence of friendships compared to population norms and to children with SEN without an ASD. Parents but not teachers reported higher levels of victimization than the SEN group. Half of the children with an ASD reported having friendships that involved mutuality. By teacher report children with an ASD who were less socially impaired in mainstream school experienced higher levels of victimization than more socially impaired children; whereas for more socially impaired children victimization did not vary by school placement. Strategies are required to support and improve the social interaction skills of children with an ASD, to enable them to develop and maintain meaningful peer friendships and avoid victimization. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1126-1134[article] The experience of friendship, victimization and bullying in children with an autism spectrum disorder: Associations with child characteristics and school placement [Texte imprimé et/ou numérique] / Emma ROWLEY, Auteur ; Susie CHANDLER, Auteur ; Gillian BAIRD, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur ; Tom LOUCAS, Auteur ; Tony CHARMAN, Auteur . - 2012 . - p.1126-1134.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1126-1134
Mots-clés : Autism spectrum disorders Friendship Bullying Victimization School placement Index. décimale : PER Périodiques Résumé : Children with an autism spectrum disorder (ASD) may be vulnerable to social isolation and bullying. We measured the friendship, fighting/bullying and victimization experiences of 10–12-year-old children with an ASD (N = 100) using parent, teacher and child self-report. Parent and teacher reports were compared to an IQ-matched group of children with special educational needs (SEN) without ASD (N = 80) and UK population data. Parents and teachers reported a lower prevalence of friendships compared to population norms and to children with SEN without an ASD. Parents but not teachers reported higher levels of victimization than the SEN group. Half of the children with an ASD reported having friendships that involved mutuality. By teacher report children with an ASD who were less socially impaired in mainstream school experienced higher levels of victimization than more socially impaired children; whereas for more socially impaired children victimization did not vary by school placement. Strategies are required to support and improve the social interaction skills of children with an ASD, to enable them to develop and maintain meaningful peer friendships and avoid victimization. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 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)
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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 The Experience of Military Families with Children with Autism Spectrum Disorders During Relocation and Separation / Jennifer M. DAVIS in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
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Titre : The Experience of Military Families with Children with Autism Spectrum Disorders During Relocation and Separation Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer M. DAVIS, Auteur ; Erinn H. FINKE, Auteur Année de publication : 2015 Article en page(s) : p.2019-2034 Langues : Anglais (eng) Mots-clés : Autism Therapeutic services Military families Qualitative interview Index. décimale : PER Périodiques Résumé : Military families with a child with autism spectrum disorder (ASD) are underrepresented in the literature. In order to provide appropriate services, research must be done to determine the needs of these families. A qualitative methodology was used to interview military spouses with children with ASD about their experiences with therapeutic services. Overall, results indicate military families with a child with ASD experience challenges associated with both the military lifestyle and having a child with special needs. Due to their membership in two groups prone to support limitations and therapeutic service accessibility issues, military families with a child with ASD may be at additional risk for high levels of stress and difficulty obtaining and maintaining ASD related services. En ligne : http://dx.doi.org/10.1007/s10803-015-2364-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2019-2034[article] The Experience of Military Families with Children with Autism Spectrum Disorders During Relocation and Separation [Texte imprimé et/ou numérique] / Jennifer M. DAVIS, Auteur ; Erinn H. FINKE, Auteur . - 2015 . - p.2019-2034.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2019-2034
Mots-clés : Autism Therapeutic services Military families Qualitative interview Index. décimale : PER Périodiques Résumé : Military families with a child with autism spectrum disorder (ASD) are underrepresented in the literature. In order to provide appropriate services, research must be done to determine the needs of these families. A qualitative methodology was used to interview military spouses with children with ASD about their experiences with therapeutic services. Overall, results indicate military families with a child with ASD experience challenges associated with both the military lifestyle and having a child with special needs. Due to their membership in two groups prone to support limitations and therapeutic service accessibility issues, military families with a child with ASD may be at additional risk for high levels of stress and difficulty obtaining and maintaining ASD related services. En ligne : http://dx.doi.org/10.1007/s10803-015-2364-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 The Experience of Parents in the Diagnosis of Autism: A Pilot Study / Kenny MIDENCE in Autism, 3-3 (September 1999)
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Titre : The Experience of Parents in the Diagnosis of Autism: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Kenny MIDENCE, Auteur ; Meena O’NEILL, Auteur Article en page(s) : p.273-285 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research literature on experiences of parents seeking a diagnosis of autism for their child is scarce. In order to explore this, a pilot study was conducted with four parents of children with autism in North Wales. Semi-structured interviews were conducted to elicit parents’ experiences, and the responses analysed using a grounded theory approach. Six core categories emerged. These included parents’ difficulties in understanding their child’s behaviours and the confusion that resulted from their inability to make sense of these behaviours, and problems in obtaining a diagnosis. The findings also reflect parents’ experience of relief after the correct diagnosis was made. This appeared to enable them to understand and accept autism and the limitations imposed on their child; to improve adaptation to the condition within the family life; and to foster more realistic expectations of their child’s future. En ligne : http://dx.doi.org/10.1177/1362361399003003005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208
in Autism > 3-3 (September 1999) . - p.273-285[article] The Experience of Parents in the Diagnosis of Autism: A Pilot Study [Texte imprimé et/ou numérique] / Kenny MIDENCE, Auteur ; Meena O’NEILL, Auteur . - p.273-285.
Langues : Anglais (eng)
in Autism > 3-3 (September 1999) . - p.273-285
Index. décimale : PER Périodiques Résumé : Research literature on experiences of parents seeking a diagnosis of autism for their child is scarce. In order to explore this, a pilot study was conducted with four parents of children with autism in North Wales. Semi-structured interviews were conducted to elicit parents’ experiences, and the responses analysed using a grounded theory approach. Six core categories emerged. These included parents’ difficulties in understanding their child’s behaviours and the confusion that resulted from their inability to make sense of these behaviours, and problems in obtaining a diagnosis. The findings also reflect parents’ experience of relief after the correct diagnosis was made. This appeared to enable them to understand and accept autism and the limitations imposed on their child; to improve adaptation to the condition within the family life; and to foster more realistic expectations of their child’s future. En ligne : http://dx.doi.org/10.1177/1362361399003003005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208 The experience of seeking, receiving, and reflecting upon a diagnosis of autism in the UK: A meta-synthesis of qualitative studies conducted with autistic individuals / Rosemarie B. WILSON in Research in Autism Spectrum Disorders, 103 (May 2023)
[article]
Titre : The experience of seeking, receiving, and reflecting upon a diagnosis of autism in the UK: A meta-synthesis of qualitative studies conducted with autistic individuals Type de document : Texte imprimé et/ou numérique Auteurs : Rosemarie B. WILSON, Auteur ; Andrew R. THOMPSON, Auteur ; Georgina ROWSE, Auteur ; Megan FREETH, Auteur Article en page(s) : p.102135 Langues : Anglais (eng) Mots-clés : Autism Thematic synthesis Qualitative Diagnostic assessments Systematic review Index. décimale : PER Périodiques Résumé : Background The autism diagnosis process can profoundly impact an individual?s life. The purpose of this review is to systematically identify, appraise and synthesise qualitative research concerning individuals' experiences of seeking, receiving and reflecting upon a diagnosis of autism in the UK. The purpose is to improve understanding of how this process is experienced and identify potential areas for improvement. Method Six databases were systematically searched for qualitative studies exploring autistic individuals' experiences of the autistic diagnostic process in the UK. Nineteen studies met inclusion criteria and were analysed using Thematic Synthesis. Results Three super-ordinate themes were identified; 'Negotiating self-identity' making sense of the autism diagnosis, including navigating a distressing assessment process, conflicting emotions towards diagnosis, neurodiversity, self-reflection and self-kindness. 'Feeling Misunderstood' in society and the impact on well-being, including social challenges and mental health misdiagnosis. 'Support Post-Diagnosis' including increased understanding, connection and validation. Overall, limited understanding from professionals was found to create barriers to assessment and acquisition of appropriate support. Conclusions Adjustment to an autism diagnosis is a dynamic process accompanied by a range of emotional responses. In many cases the diagnosis facilitated self-understanding and self-kindness, contrasting with self-criticism pre-diagnosis. It is recommended that clinicians attempt to recognise strengths and support individuals during the typically deficit-focused autism assessment process. Findings demonstrate the need for further autism training for both specialist and non-specialist professionals and the benefits of peer support around the diagnostic process. This review also highlights wider societal misconceptions of autism, intolerance of difference and the subsequent mental health impacts on autistic individuals. En ligne : https://doi.org/10.1016/j.rasd.2023.102135 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501
in Research in Autism Spectrum Disorders > 103 (May 2023) . - p.102135[article] The experience of seeking, receiving, and reflecting upon a diagnosis of autism in the UK: A meta-synthesis of qualitative studies conducted with autistic individuals [Texte imprimé et/ou numérique] / Rosemarie B. WILSON, Auteur ; Andrew R. THOMPSON, Auteur ; Georgina ROWSE, Auteur ; Megan FREETH, Auteur . - p.102135.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 103 (May 2023) . - p.102135
Mots-clés : Autism Thematic synthesis Qualitative Diagnostic assessments Systematic review Index. décimale : PER Périodiques Résumé : Background The autism diagnosis process can profoundly impact an individual?s life. The purpose of this review is to systematically identify, appraise and synthesise qualitative research concerning individuals' experiences of seeking, receiving and reflecting upon a diagnosis of autism in the UK. The purpose is to improve understanding of how this process is experienced and identify potential areas for improvement. Method Six databases were systematically searched for qualitative studies exploring autistic individuals' experiences of the autistic diagnostic process in the UK. Nineteen studies met inclusion criteria and were analysed using Thematic Synthesis. Results Three super-ordinate themes were identified; 'Negotiating self-identity' making sense of the autism diagnosis, including navigating a distressing assessment process, conflicting emotions towards diagnosis, neurodiversity, self-reflection and self-kindness. 'Feeling Misunderstood' in society and the impact on well-being, including social challenges and mental health misdiagnosis. 'Support Post-Diagnosis' including increased understanding, connection and validation. Overall, limited understanding from professionals was found to create barriers to assessment and acquisition of appropriate support. Conclusions Adjustment to an autism diagnosis is a dynamic process accompanied by a range of emotional responses. In many cases the diagnosis facilitated self-understanding and self-kindness, contrasting with self-criticism pre-diagnosis. It is recommended that clinicians attempt to recognise strengths and support individuals during the typically deficit-focused autism assessment process. Findings demonstrate the need for further autism training for both specialist and non-specialist professionals and the benefits of peer support around the diagnostic process. This review also highlights wider societal misconceptions of autism, intolerance of difference and the subsequent mental health impacts on autistic individuals. En ligne : https://doi.org/10.1016/j.rasd.2023.102135 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 The Experience of Social Participation in Everyday Contexts Among Individuals with Autism Spectrum Disorders: An Experience Sampling Study / Yu-Wei CHEN in Journal of Autism and Developmental Disorders, 46-4 (April 2016)
PermalinkThe experiences and needs of female adults with high-functioning autism spectrum disorder / Susanna BALDWIN in Autism, 20-4 (May 2016)
PermalinkThe experiences of adults with autism spectrum disorder: Self-determination and quality of life / So Yoon KIM in Research in Autism Spectrum Disorders, 60 (April 2019)
PermalinkThe experiences of autistic adults with chronic pain conditions / Lorna DAVIES in Good Autism Practice - GAP, 21-2 (October 2020)
PermalinkThe Experiences of College Students on the Autism Spectrum: A Comparison to Their Neurotypical Peers / J. D. MCLEOD in Journal of Autism and Developmental Disorders, 49-6 (June 2019)
PermalinkThe Experiences of Fathers Who Have Offspring with Autism Spectrum Disorder / Alexander BURRELL in Journal of Autism and Developmental Disorders, 47-4 (April 2017)
PermalinkThe Experiences of Late-diagnosed Women with Autism Spectrum Conditions: An Investigation of the Female Autism Phenotype / Sarah BARGIELA in Journal of Autism and Developmental Disorders, 46-10 (October 2016)
PermalinkThe experiences of parents raising children with developmental disabilities in Ethiopia / Bethlehem TEKOLA in Autism, 27-2 (February 2023)
PermalinkThe experiences of peer relationships amongst autistic adolescents: A systematic review of the qualitative evidence / Lily CRESSWELL in Research in Autism Spectrum Disorders, 61 (May 2019)
PermalinkThe Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms / Karen H. DOUGLAS in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)
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