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Acceptability of A Virtual Mind-Body Group Intervention for Teen Siblings of Children with Autism Spectrum Disorder / Lucy FELL in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
[article]
Titre : Acceptability of A Virtual Mind-Body Group Intervention for Teen Siblings of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lucy FELL, Auteur ; Brett GOSHE, Auteur ; Lara TRAEGER, Auteur ; Giselle PEREZ, Auteur ; Dorothea IANNUZZI, Auteur ; Elyse PARK, Auteur ; Karen A. KUHLTHAU, Auteur ; Christina LUBERTO, Auteur Année de publication : 2022 Article en page(s) : p.5243-5252 Langues : Anglais (eng) Mots-clés : Child Humans Adolescent Autism Spectrum Disorder/therapy/psychology Siblings/psychology Adaptation, Psychological Peer Group Asd Acceptability Intervention Sibling Teenager Telehealth Index. décimale : PER Périodiques Résumé : Teenage siblings of children with autism spectrum disorder (ASD) are at risk of worse mental health outcomes than their peers, yet there have been few interventions focused on improving their psychosocial wellbeing. This study explored the acceptability of an 8-session virtual group mind-body resiliency intervention for teen siblings of children with ASD. We used mixed methods to assess quantitative and qualitative survey results. Participants reported that the intervention had the right amount of sessions (88%), structure (74%), and duration (89%). Most participants felt comfortable during sessions (74%), found it helpful to learn mind-body exercises (74%), and that the intervention helped in coping with stress (71%). Though participants were satisfied with the opportunity to meet peers, they desired more social connection. En ligne : http://dx.doi.org/10.1007/s10803-022-05500-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5243-5252[article] Acceptability of A Virtual Mind-Body Group Intervention for Teen Siblings of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lucy FELL, Auteur ; Brett GOSHE, Auteur ; Lara TRAEGER, Auteur ; Giselle PEREZ, Auteur ; Dorothea IANNUZZI, Auteur ; Elyse PARK, Auteur ; Karen A. KUHLTHAU, Auteur ; Christina LUBERTO, Auteur . - 2022 . - p.5243-5252.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5243-5252
Mots-clés : Child Humans Adolescent Autism Spectrum Disorder/therapy/psychology Siblings/psychology Adaptation, Psychological Peer Group Asd Acceptability Intervention Sibling Teenager Telehealth Index. décimale : PER Périodiques Résumé : Teenage siblings of children with autism spectrum disorder (ASD) are at risk of worse mental health outcomes than their peers, yet there have been few interventions focused on improving their psychosocial wellbeing. This study explored the acceptability of an 8-session virtual group mind-body resiliency intervention for teen siblings of children with ASD. We used mixed methods to assess quantitative and qualitative survey results. Participants reported that the intervention had the right amount of sessions (88%), structure (74%), and duration (89%). Most participants felt comfortable during sessions (74%), found it helpful to learn mind-body exercises (74%), and that the intervention helped in coping with stress (71%). Though participants were satisfied with the opportunity to meet peers, they desired more social connection. En ligne : http://dx.doi.org/10.1007/s10803-022-05500-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings / Giacomo VIVANTI in Autism Research, 15-11 (November 2022)
[article]
Titre : Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings Type de document : Texte imprimé et/ou numérique Auteurs : Giacomo VIVANTI, Auteur ; Catherine BENT, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.2200-2209 Langues : Anglais (eng) Mots-clés : Child Child, Preschool Humans Autism Spectrum Disorder/therapy/psychology Autistic Disorder Child Development Disorders, Pervasive/psychology Early Intervention, Educational Social Behavior autism spectrum disorder early intervention early start Denver model inclusion mainstream education moderators predictors Index. décimale : PER Périodiques Résumé : This study examined the factors associated with social-communicative outcomes for children on the autism spectrum receiving early intervention in inclusive versus specialised early childhood education programmes. Fifty-eight preschool-aged children randomly assigned to receive the Group-Early Start Denver Model (G-ESDM) in either inclusive or specialised (i.e., autism-specific) classrooms across one calendar year showed similar outcomes at group mean-level across measures of communication and social behaviour. We examined factors moderating outcomes across settings. Novel moderation analyses revealed that higher baseline social interest and nonverbal cognitive skills were associated with increased social communication gains for children in the inclusive classrooms, but not for those in specialised settings. Children who spend more time paying attention to people and have higher cognitive skills might benefit from receiving early intervention in inclusive settings, whilst these factors might be less relevant for children educated in specialised settings. En ligne : http://dx.doi.org/10.1002/aur.2815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488
in Autism Research > 15-11 (November 2022) . - p.2200-2209[article] Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings [Texte imprimé et/ou numérique] / Giacomo VIVANTI, Auteur ; Catherine BENT, Auteur ; Kristy CAPES, Auteur ; Shannon UPSON, Auteur ; Kristelle HUDRY, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.2200-2209.
Langues : Anglais (eng)
in Autism Research > 15-11 (November 2022) . - p.2200-2209
Mots-clés : Child Child, Preschool Humans Autism Spectrum Disorder/therapy/psychology Autistic Disorder Child Development Disorders, Pervasive/psychology Early Intervention, Educational Social Behavior autism spectrum disorder early intervention early start Denver model inclusion mainstream education moderators predictors Index. décimale : PER Périodiques Résumé : This study examined the factors associated with social-communicative outcomes for children on the autism spectrum receiving early intervention in inclusive versus specialised early childhood education programmes. Fifty-eight preschool-aged children randomly assigned to receive the Group-Early Start Denver Model (G-ESDM) in either inclusive or specialised (i.e., autism-specific) classrooms across one calendar year showed similar outcomes at group mean-level across measures of communication and social behaviour. We examined factors moderating outcomes across settings. Novel moderation analyses revealed that higher baseline social interest and nonverbal cognitive skills were associated with increased social communication gains for children in the inclusive classrooms, but not for those in specialised settings. Children who spend more time paying attention to people and have higher cognitive skills might benefit from receiving early intervention in inclusive settings, whilst these factors might be less relevant for children educated in specialised settings. En ligne : http://dx.doi.org/10.1002/aur.2815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488