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Chinese College Students' Knowledge of Autism Spectrum Disorder (ASD) and Social Distance from Individuals with ASD: The Mediating Role of Negative Stereotypes / Minghui LU in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
[article]
Titre : Chinese College Students' Knowledge of Autism Spectrum Disorder (ASD) and Social Distance from Individuals with ASD: The Mediating Role of Negative Stereotypes Type de document : Texte imprimé et/ou numérique Auteurs : Minghui LU, Auteur ; Rong WANG, Auteur ; Yuqing ZOU, Auteur ; Feifan PANG, Auteur Article en page(s) : p.3676-3685 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder China Cross-Sectional Studies Humans Students Surveys and Questionnaires ASD knowledge Autism spectrum disorder Chinese college students Negative stereotypes Social distance Index. décimale : PER Périodiques Résumé : This study investigated whether negative stereotypes are responsible for the effect of ASD knowledge on social distance from individuals with ASD among college students. A sample of 869 neurotypical Chinese college students completed a cross-sectional survey to assess social distance, ASD knowledge, and negative stereotypes. Pearson correlation analysis yielded significant correlations between social distance, ASD knowledge, and negative stereotypes. Multiple mediation analysis showed that negative stereotypes mediated the link between social distance and ASD knowledge. Specifically, greater ASD knowledge predicted reduced social distance through decreased stereotyping related to dangerousness, personal responsibility for the disorder, and discontinuity, but also predicted greater social distance through increased stereotyping related to social inappropriateness. The findings deepen our understanding of the association between ASD knowledge and social distance by revealing the mediating role of negative stereotypes, and provide information that can help improve anti-stigma initiatives in college settings. En ligne : http://dx.doi.org/10.1007/s10803-021-05252-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3676-3685[article] Chinese College Students' Knowledge of Autism Spectrum Disorder (ASD) and Social Distance from Individuals with ASD: The Mediating Role of Negative Stereotypes [Texte imprimé et/ou numérique] / Minghui LU, Auteur ; Rong WANG, Auteur ; Yuqing ZOU, Auteur ; Feifan PANG, Auteur . - p.3676-3685.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3676-3685
Mots-clés : Autism Spectrum Disorder China Cross-Sectional Studies Humans Students Surveys and Questionnaires ASD knowledge Autism spectrum disorder Chinese college students Negative stereotypes Social distance Index. décimale : PER Périodiques Résumé : This study investigated whether negative stereotypes are responsible for the effect of ASD knowledge on social distance from individuals with ASD among college students. A sample of 869 neurotypical Chinese college students completed a cross-sectional survey to assess social distance, ASD knowledge, and negative stereotypes. Pearson correlation analysis yielded significant correlations between social distance, ASD knowledge, and negative stereotypes. Multiple mediation analysis showed that negative stereotypes mediated the link between social distance and ASD knowledge. Specifically, greater ASD knowledge predicted reduced social distance through decreased stereotyping related to dangerousness, personal responsibility for the disorder, and discontinuity, but also predicted greater social distance through increased stereotyping related to social inappropriateness. The findings deepen our understanding of the association between ASD knowledge and social distance by revealing the mediating role of negative stereotypes, and provide information that can help improve anti-stigma initiatives in college settings. En ligne : http://dx.doi.org/10.1007/s10803-021-05252-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Brief Report: Development and Validation of the Autism Spectrum Knowledge Scale General Population Version: Preliminary Analyses / M. B. MCCLAIN in Journal of Autism and Developmental Disorders, 49-7 (July 2019)
[article]
Titre : Brief Report: Development and Validation of the Autism Spectrum Knowledge Scale General Population Version: Preliminary Analyses Type de document : Texte imprimé et/ou numérique Auteurs : M. B. MCCLAIN, Auteur ; B. HARRIS, Auteur ; Sarah E. SCHWARTZ, Auteur ; Kandice J. BENALLIE, Auteur ; M. E. GOLSON, Auteur ; Chandler M. BENNEY, Auteur Article en page(s) : p.3007-3015 Langues : Anglais (eng) Mots-clés : ASD knowledge Autism spectrum disorder (ASD) Autism spectrum knowledge scale General population (ASKS-G) Index. décimale : PER Périodiques Résumé : Despite the dramatic rise in Autism Spectrum Disorder (ASD) prevalence, limited information is known about ASD knowledge of the general population. The Autism Spectrum Knowledge Scale, General Population version (ASKSG) was collaboratively constructed to create a measure of ASD knowledge specifically for the general population. The ASKSG is a 31-item measure that assesses one's knowledge and understanding of ASD. Adults in the general population participated in the current study (N = 318). Findings indicate that the ASKSG is a valid and reliable measure and can adequately measure ASD knowledge in this population. A greater understanding of general population knowledge pertaining to ASD can be used to better inform identification, intervention, and advocacy, thus improving the outcomes for individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04019-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.3007-3015[article] Brief Report: Development and Validation of the Autism Spectrum Knowledge Scale General Population Version: Preliminary Analyses [Texte imprimé et/ou numérique] / M. B. MCCLAIN, Auteur ; B. HARRIS, Auteur ; Sarah E. SCHWARTZ, Auteur ; Kandice J. BENALLIE, Auteur ; M. E. GOLSON, Auteur ; Chandler M. BENNEY, Auteur . - p.3007-3015.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.3007-3015
Mots-clés : ASD knowledge Autism spectrum disorder (ASD) Autism spectrum knowledge scale General population (ASKS-G) Index. décimale : PER Périodiques Résumé : Despite the dramatic rise in Autism Spectrum Disorder (ASD) prevalence, limited information is known about ASD knowledge of the general population. The Autism Spectrum Knowledge Scale, General Population version (ASKSG) was collaboratively constructed to create a measure of ASD knowledge specifically for the general population. The ASKSG is a 31-item measure that assesses one's knowledge and understanding of ASD. Adults in the general population participated in the current study (N = 318). Findings indicate that the ASKSG is a valid and reliable measure and can adequately measure ASD knowledge in this population. A greater understanding of general population knowledge pertaining to ASD can be used to better inform identification, intervention, and advocacy, thus improving the outcomes for individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04019-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 Examining the psychometric properties of the autism stigma and knowledge questionnaire (ASK-Q) in multiple contexts / Ashley J. HARRISON in Research in Autism Spectrum Disorders, 57 (January 2019)
[article]
Titre : Examining the psychometric properties of the autism stigma and knowledge questionnaire (ASK-Q) in multiple contexts Type de document : Texte imprimé et/ou numérique Auteurs : Ashley J. HARRISON, Auteur ; Madison L. PAFF, Auteur ; Marilyn S. KAFF, Auteur Article en page(s) : p.28-34 Langues : Anglais (eng) Mots-clés : ASD knowledge Autism stigma & knowledge questionnaire (ASK-Q) Measurement Cross-cultural Index. décimale : PER Périodiques Résumé : Background The Autism Stigma & Knowledge Questionnaire (ASK-Q) is a new tool, developed to overcome many of the measurement issues associated with previously used ASD knowledge tools (Harrison, Slane, et al., 2017). The ASK-Q was developed to have cross-cultural utility and initial data reveals strong psychometric properties for the measure (Harrison, Bradshaw, et al., 2017). The current study aims to confirm several important measurement aspects of the ASK-Q. Methods To assess the cross-cultural internal consistency of the ASK-Q, data was collected from parents of children with ASD in Mongolia (n?=?40). Test-retest reliability analyses among a group of college students (n = 110) examined the stability of responses on the ASK-Q. To examine the sensitivity of the ASK-Q to detect change, we examined differences in ASD knowledge from the beginning to the end of the semester for college students (n?=?27) enrolled in a brief weekly ASD seminar. Results Analyses revealed adequate ASK-Q internal consistency in the Mongolian context with an alpha of 0.721. Test-retest data revealed good reliability for the ASK-Q overall (ICC?=?0.86) over a two-week period, and the measure served as a useful tool for detecting change pre- and post-intervention. Discussion The adequate internal consistency result from the Mongolian context supports the ASK-Q development goal of creating a measure with cross-cultural utility. The additional psychometric data collected in this study reinforce the assertion that the ASK-Q would serve as a reliable tool and a sensitive tool for examining the efficacy of ASD knowledge interventions. En ligne : https://doi.org/10.1016/j.rasd.2018.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371
in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.28-34[article] Examining the psychometric properties of the autism stigma and knowledge questionnaire (ASK-Q) in multiple contexts [Texte imprimé et/ou numérique] / Ashley J. HARRISON, Auteur ; Madison L. PAFF, Auteur ; Marilyn S. KAFF, Auteur . - p.28-34.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.28-34
Mots-clés : ASD knowledge Autism stigma & knowledge questionnaire (ASK-Q) Measurement Cross-cultural Index. décimale : PER Périodiques Résumé : Background The Autism Stigma & Knowledge Questionnaire (ASK-Q) is a new tool, developed to overcome many of the measurement issues associated with previously used ASD knowledge tools (Harrison, Slane, et al., 2017). The ASK-Q was developed to have cross-cultural utility and initial data reveals strong psychometric properties for the measure (Harrison, Bradshaw, et al., 2017). The current study aims to confirm several important measurement aspects of the ASK-Q. Methods To assess the cross-cultural internal consistency of the ASK-Q, data was collected from parents of children with ASD in Mongolia (n?=?40). Test-retest reliability analyses among a group of college students (n = 110) examined the stability of responses on the ASK-Q. To examine the sensitivity of the ASK-Q to detect change, we examined differences in ASD knowledge from the beginning to the end of the semester for college students (n?=?27) enrolled in a brief weekly ASD seminar. Results Analyses revealed adequate ASK-Q internal consistency in the Mongolian context with an alpha of 0.721. Test-retest data revealed good reliability for the ASK-Q overall (ICC?=?0.86) over a two-week period, and the measure served as a useful tool for detecting change pre- and post-intervention. Discussion The adequate internal consistency result from the Mongolian context supports the ASK-Q development goal of creating a measure with cross-cultural utility. The additional psychometric data collected in this study reinforce the assertion that the ASK-Q would serve as a reliable tool and a sensitive tool for examining the efficacy of ASD knowledge interventions. En ligne : https://doi.org/10.1016/j.rasd.2018.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371