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'It's not that they don't want to access the support . . . it's the impact of the autism': The experience of eating disorder services from the perspective of autistic women, parents and healthcare professionals / Charli BABB in Autism, 25-5 (July 2021)
[article]
Titre : 'It's not that they don't want to access the support . . . it's the impact of the autism': The experience of eating disorder services from the perspective of autistic women, parents and healthcare professionals Type de document : Texte imprimé et/ou numérique Auteurs : Charli BABB, Auteur ; Janina BREDE, Auteur ; Catherine R. G. JONES, Auteur ; Mair ELLIOTT, Auteur ; Cathy ZANKER, Auteur ; Kate TCHANTURIA, Auteur ; Lucy SERPELL, Auteur ; Will MANDY, Auteur ; John R. E. FOX, Auteur Article en page(s) : p.1409-1421 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder/therapy Delivery of Health Care Feeding and Eating Disorders/therapy Female Humans Parents anorexia nervosa autism co-occurrence eating disorder services females qualitative research conflicts of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : This study explores autistic women's experiences of eating disorder services. About 20%-30% of people with anorexia nervosa are also autistic, and current treatments seem not to work as well for them. We interviewed 15 autistic women with experience of anorexia nervosa, 12 parents of autistic women with anorexia nervosa, and 11 healthcare professionals working in eating disorder services. We asked autistic women and parents about their experiences of eating disorder services, and we asked healthcare professionals about their experiences treating autistic women with anorexia nervosa. Participants' views were represented by three overall themes: misunderstanding autism and autistic traits, one treatment does not fit all, and improving accessibility and engagement within services. We found that autistic women face many barriers when in treatment for anorexia nervosa, often because of a lack of autism understanding within eating disorder services. Future research should look at developing anorexia nervosa treatments that can specifically help autistic individuals. En ligne : http://dx.doi.org/10.1177/1362361321991257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Autism > 25-5 (July 2021) . - p.1409-1421[article] 'It's not that they don't want to access the support . . . it's the impact of the autism': The experience of eating disorder services from the perspective of autistic women, parents and healthcare professionals [Texte imprimé et/ou numérique] / Charli BABB, Auteur ; Janina BREDE, Auteur ; Catherine R. G. JONES, Auteur ; Mair ELLIOTT, Auteur ; Cathy ZANKER, Auteur ; Kate TCHANTURIA, Auteur ; Lucy SERPELL, Auteur ; Will MANDY, Auteur ; John R. E. FOX, Auteur . - p.1409-1421.
Langues : Anglais (eng)
in Autism > 25-5 (July 2021) . - p.1409-1421
Mots-clés : Autism Spectrum Disorder Autistic Disorder/therapy Delivery of Health Care Feeding and Eating Disorders/therapy Female Humans Parents anorexia nervosa autism co-occurrence eating disorder services females qualitative research conflicts of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : This study explores autistic women's experiences of eating disorder services. About 20%-30% of people with anorexia nervosa are also autistic, and current treatments seem not to work as well for them. We interviewed 15 autistic women with experience of anorexia nervosa, 12 parents of autistic women with anorexia nervosa, and 11 healthcare professionals working in eating disorder services. We asked autistic women and parents about their experiences of eating disorder services, and we asked healthcare professionals about their experiences treating autistic women with anorexia nervosa. Participants' views were represented by three overall themes: misunderstanding autism and autistic traits, one treatment does not fit all, and improving accessibility and engagement within services. We found that autistic women face many barriers when in treatment for anorexia nervosa, often because of a lack of autism understanding within eating disorder services. Future research should look at developing anorexia nervosa treatments that can specifically help autistic individuals. En ligne : http://dx.doi.org/10.1177/1362361321991257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 'It's not that they don't want to access the support . . . it's the impact of the autism': The experience of eating disorder services from the perspective of autistic women, parents and healthcare professionals / Charli BABB in Autism, 26-5 (July 2022)
[article]
Titre : 'It's not that they don't want to access the support . . . it's the impact of the autism': The experience of eating disorder services from the perspective of autistic women, parents and healthcare professionals Type de document : Texte imprimé et/ou numérique Auteurs : Charli BABB, Auteur ; Janina BREDE, Auteur ; Catherine R. G. JONES, Auteur ; Mair ELLIOTT, Auteur ; Cathy ZANKER, Auteur ; Kate TCHANTURIA, Auteur ; Lucy SERPELL, Auteur ; Will MANDY, Auteur ; John R. E. FOX, Auteur Article en page(s) : p.1409-1421 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder/therapy Delivery of Health Care Feeding and Eating Disorders/therapy Female Humans Parents anorexia nervosa autism co-occurrence eating disorder services females qualitative research conflicts of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : This study explores autistic women's experiences of eating disorder services. About 20%-30% of people with anorexia nervosa are also autistic, and current treatments seem not to work as well for them. We interviewed 15 autistic women with experience of anorexia nervosa, 12 parents of autistic women with anorexia nervosa, and 11 healthcare professionals working in eating disorder services. We asked autistic women and parents about their experiences of eating disorder services, and we asked healthcare professionals about their experiences treating autistic women with anorexia nervosa. Participants' views were represented by three overall themes: misunderstanding autism and autistic traits, one treatment does not fit all, and improving accessibility and engagement within services. We found that autistic women face many barriers when in treatment for anorexia nervosa, often because of a lack of autism understanding within eating disorder services. Future research should look at developing anorexia nervosa treatments that can specifically help autistic individuals. En ligne : http://dx.doi.org/10.1177/1362361321991257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483
in Autism > 26-5 (July 2022) . - p.1409-1421[article] 'It's not that they don't want to access the support . . . it's the impact of the autism': The experience of eating disorder services from the perspective of autistic women, parents and healthcare professionals [Texte imprimé et/ou numérique] / Charli BABB, Auteur ; Janina BREDE, Auteur ; Catherine R. G. JONES, Auteur ; Mair ELLIOTT, Auteur ; Cathy ZANKER, Auteur ; Kate TCHANTURIA, Auteur ; Lucy SERPELL, Auteur ; Will MANDY, Auteur ; John R. E. FOX, Auteur . - p.1409-1421.
Langues : Anglais (eng)
in Autism > 26-5 (July 2022) . - p.1409-1421
Mots-clés : Autism Spectrum Disorder Autistic Disorder/therapy Delivery of Health Care Feeding and Eating Disorders/therapy Female Humans Parents anorexia nervosa autism co-occurrence eating disorder services females qualitative research conflicts of interest with respect to the research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : This study explores autistic women's experiences of eating disorder services. About 20%-30% of people with anorexia nervosa are also autistic, and current treatments seem not to work as well for them. We interviewed 15 autistic women with experience of anorexia nervosa, 12 parents of autistic women with anorexia nervosa, and 11 healthcare professionals working in eating disorder services. We asked autistic women and parents about their experiences of eating disorder services, and we asked healthcare professionals about their experiences treating autistic women with anorexia nervosa. Participants' views were represented by three overall themes: misunderstanding autism and autistic traits, one treatment does not fit all, and improving accessibility and engagement within services. We found that autistic women face many barriers when in treatment for anorexia nervosa, often because of a lack of autism understanding within eating disorder services. Future research should look at developing anorexia nervosa treatments that can specifically help autistic individuals. En ligne : http://dx.doi.org/10.1177/1362361321991257 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings / Katherine PICKARD in Autism, 26-3 (April 2022)
[article]
Titre : Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings Type de document : Texte imprimé et/ou numérique Auteurs : Katherine PICKARD, Auteur ; Allison MEYER, Auteur ; Nuri REYES, Auteur ; Tanea TANDA, Auteur ; Judy REAVEN, Auteur Article en page(s) : p.640-653 Langues : Anglais (eng) Mots-clés : Adolescent Anxiety/psychology/therapy Autism Spectrum Disorder/psychology/therapy Autistic Disorder/therapy Cognitive Behavioral Therapy/methods Humans Students anxiety autism spectrum disorders health services interventions?psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Cognitive behavioral therapy helps to treat anxiety symptoms in autistic youth, but it is difficult for families to access cognitive behavioral therapy in the community. Training school providers to deliver cognitive behavioral therapy may help autistic youth and their families to access these programs. Unfortunately, we do not know how cognitive behavioral therapy programs can be delivered by school providers and how these programs help the autistic students who access them. This study addressed this gap and was part of a larger study that looked at the effectiveness of Facing Your Fears-School-Based in 25 public schools. The study goals were to understand whether Facing Your Fears-School-Based helped students and the factors that made it easy or difficult to deliver Facing Your Fears-School-Based in schools. Thirty providers participated in interviews guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. Participants shared information that fell into several major categories that included (1) delivering Facing Your Fears-School-Based to many different students; (2) the positive impact of Facing Your Fears-School-Based on students' school participation; and (3) plans to continue using Facing Your Fears-School-Based. School providers also shared that Facing Your Fears-School-Based was easy to use for non-mental health providers and reported adapting Facing Your Fears-School-Based to meet student needs. The results of this study suggest that Facing Your Fears-School-Based may help autistic students and highlight the importance of using mental health programs in schools that are flexible, able to be adapted, and that are able to be used by many different types of school providers. En ligne : https://dx.doi.org/10.1177/13623613211065797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.640-653[article] Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings [Texte imprimé et/ou numérique] / Katherine PICKARD, Auteur ; Allison MEYER, Auteur ; Nuri REYES, Auteur ; Tanea TANDA, Auteur ; Judy REAVEN, Auteur . - p.640-653.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.640-653
Mots-clés : Adolescent Anxiety/psychology/therapy Autism Spectrum Disorder/psychology/therapy Autistic Disorder/therapy Cognitive Behavioral Therapy/methods Humans Students anxiety autism spectrum disorders health services interventions?psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Cognitive behavioral therapy helps to treat anxiety symptoms in autistic youth, but it is difficult for families to access cognitive behavioral therapy in the community. Training school providers to deliver cognitive behavioral therapy may help autistic youth and their families to access these programs. Unfortunately, we do not know how cognitive behavioral therapy programs can be delivered by school providers and how these programs help the autistic students who access them. This study addressed this gap and was part of a larger study that looked at the effectiveness of Facing Your Fears-School-Based in 25 public schools. The study goals were to understand whether Facing Your Fears-School-Based helped students and the factors that made it easy or difficult to deliver Facing Your Fears-School-Based in schools. Thirty providers participated in interviews guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. Participants shared information that fell into several major categories that included (1) delivering Facing Your Fears-School-Based to many different students; (2) the positive impact of Facing Your Fears-School-Based on students' school participation; and (3) plans to continue using Facing Your Fears-School-Based. School providers also shared that Facing Your Fears-School-Based was easy to use for non-mental health providers and reported adapting Facing Your Fears-School-Based to meet student needs. The results of this study suggest that Facing Your Fears-School-Based may help autistic students and highlight the importance of using mental health programs in schools that are flexible, able to be adapted, and that are able to be used by many different types of school providers. En ligne : https://dx.doi.org/10.1177/13623613211065797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 Brief Report: A Pilot Study Examining the Effects of PEERS® for Adolescents Telehealth for Autistic Adolescents / Elyse J. ADLER in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
[article]
Titre : Brief Report: A Pilot Study Examining the Effects of PEERS® for Adolescents Telehealth for Autistic Adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Elyse J. ADLER, Auteur ; Hillary K. SCHILTZ, Auteur ; Danielle M. GLAD, Auteur ; Sarah A. LEHMAN, Auteur ; Sara K. PARDEJ, Auteur ; Rachel E. STANLEY, Auteur ; Amy V. VAN HECKE, Auteur Année de publication : 2022 Article en page(s) : p.5491-5499 Langues : Anglais (eng) Mots-clés : Adolescent Humans Pilot Projects Autistic Disorder/therapy Autism Spectrum Disorder Pandemics covid-19 Telemedicine Autism Autistic Covid-19 Peers® Social skills Telehealth Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic sparked a worldwide transition to providing online services overnight, highlighting the urgent need for empirically supported telehealth interventions. The current study examined the effects of PEERS® for Adolescents Telehealth, an adaptation from the original social skills intervention developed for in-person provision, among 22 autistic adolescents and their caregivers. To evaluate the intervention, caregivers completed questionnaires assessing core autistic features and frequency of get-togethers. Adolescents completed questionnaires measuring social knowledge and frequency of get-togethers. Improvements in social skills knowledge, increased get-togethers, and decreased core autistic symptoms were evident. Preliminary results suggest PEERS® for Adolescents Telehealth improves social competence, as found for the in-person version. Further research exploring the equivalence of telehealth to in-person social skills intervention is recommended. En ligne : http://dx.doi.org/10.1007/s10803-022-05666-0 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.5491-5499[article] Brief Report: A Pilot Study Examining the Effects of PEERS® for Adolescents Telehealth for Autistic Adolescents [Texte imprimé et/ou numérique] / Elyse J. ADLER, Auteur ; Hillary K. SCHILTZ, Auteur ; Danielle M. GLAD, Auteur ; Sarah A. LEHMAN, Auteur ; Sara K. PARDEJ, Auteur ; Rachel E. STANLEY, Auteur ; Amy V. VAN HECKE, Auteur . - 2022 . - p.5491-5499.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5491-5499
Mots-clés : Adolescent Humans Pilot Projects Autistic Disorder/therapy Autism Spectrum Disorder Pandemics covid-19 Telemedicine Autism Autistic Covid-19 Peers® Social skills Telehealth Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic sparked a worldwide transition to providing online services overnight, highlighting the urgent need for empirically supported telehealth interventions. The current study examined the effects of PEERS® for Adolescents Telehealth, an adaptation from the original social skills intervention developed for in-person provision, among 22 autistic adolescents and their caregivers. To evaluate the intervention, caregivers completed questionnaires assessing core autistic features and frequency of get-togethers. Adolescents completed questionnaires measuring social knowledge and frequency of get-togethers. Improvements in social skills knowledge, increased get-togethers, and decreased core autistic symptoms were evident. Preliminary results suggest PEERS® for Adolescents Telehealth improves social competence, as found for the in-person version. Further research exploring the equivalence of telehealth to in-person social skills intervention is recommended. En ligne : http://dx.doi.org/10.1007/s10803-022-05666-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 "Camouflaging" by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators / J. HALSALL in Autism, 25-7 (October 2021)
[article]
Titre : "Camouflaging" by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators Type de document : Texte imprimé et/ou numérique Auteurs : J. HALSALL, Auteur ; C. CLARKE, Auteur ; L. CRANE, Auteur Article en page(s) : p.2074-2086 Langues : Anglais (eng) Mots-clés : Adolescent Anxiety Disorders Autism Spectrum Disorder/therapy Autistic Disorder/therapy Child Female Humans Mainstreaming, Education Mothers Schools autism camouflaging education females resource bases special educational needs of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : There are a range of different types of schools that support children diagnosed with autism, including mainstream schools (where pupils are taught in general classrooms) and specialist schools (where pupils are exclusively taught alongside other children with special educational needs). An intermediary option involves resource bases attached to mainstream schools, which enable children to transition between mainstream and specialist educational settings. Autistic girls use a variety of strategies to negotiate the expectations and demands of school life. One of these strategies is known as camouflaging. This involves 'hiding' autism-based behaviours and developing ways to manage social situations, with the aim of fitting in with others. Research has shown that camouflaging can help to meet social expectations and friendships, but it can also result in challenges, including exhaustion and anxiety. In this study, we conducted detailed interviews with eight autistic girls, their parents and their school staff. The results showed that the girls tried to use camouflaging strategies to hide their autism and learning needs, especially within mainstream classrooms. Their camouflaging was often unsuccessful, which affected their relationships and sense of belonging. They also found camouflaging exhausting and distressing, which may (when combined with the demands of the classroom) affect their relationships, learning and mental health. This research provides important implications for supporting autistic girls who attend resource bases. These focus around increasing awareness of camouflaging and ways to support autistic girls, so they are included and able to fully participate and learn within school. En ligne : http://dx.doi.org/10.1177/13623613211012819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-7 (October 2021) . - p.2074-2086[article] "Camouflaging" by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators [Texte imprimé et/ou numérique] / J. HALSALL, Auteur ; C. CLARKE, Auteur ; L. CRANE, Auteur . - p.2074-2086.
Langues : Anglais (eng)
in Autism > 25-7 (October 2021) . - p.2074-2086
Mots-clés : Adolescent Anxiety Disorders Autism Spectrum Disorder/therapy Autistic Disorder/therapy Child Female Humans Mainstreaming, Education Mothers Schools autism camouflaging education females resource bases special educational needs of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : There are a range of different types of schools that support children diagnosed with autism, including mainstream schools (where pupils are taught in general classrooms) and specialist schools (where pupils are exclusively taught alongside other children with special educational needs). An intermediary option involves resource bases attached to mainstream schools, which enable children to transition between mainstream and specialist educational settings. Autistic girls use a variety of strategies to negotiate the expectations and demands of school life. One of these strategies is known as camouflaging. This involves 'hiding' autism-based behaviours and developing ways to manage social situations, with the aim of fitting in with others. Research has shown that camouflaging can help to meet social expectations and friendships, but it can also result in challenges, including exhaustion and anxiety. In this study, we conducted detailed interviews with eight autistic girls, their parents and their school staff. The results showed that the girls tried to use camouflaging strategies to hide their autism and learning needs, especially within mainstream classrooms. Their camouflaging was often unsuccessful, which affected their relationships and sense of belonging. They also found camouflaging exhausting and distressing, which may (when combined with the demands of the classroom) affect their relationships, learning and mental health. This research provides important implications for supporting autistic girls who attend resource bases. These focus around increasing awareness of camouflaging and ways to support autistic girls, so they are included and able to fully participate and learn within school. En ligne : http://dx.doi.org/10.1177/13623613211012819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 "Camouflaging" by adolescent autistic girls who attend both mainstream and specialist resource classes: Perspectives of girls, their mothers and their educators / Joanne HALSALL in Autism, 26-7 (October 2022)
PermalinkGroup Virtual Mindfulness-Based Intervention for Parents of Autistic Adolescents and Adults / Y. LUNSKY in Journal of Autism and Developmental Disorders, 51-11 (November 2021)
Permalink"I Met Someone Like Me!": Autistic Adolescents and Their Parents' Experience of the KONTAKT® Social Skills Group Training / Bahareh AFSHARNEJAD in Journal of Autism and Developmental Disorders, 52-4 (April 2022)
PermalinkOvercoming hurdles to intervention studies with autistic children with profound communication difficulties and their families / A. MCKINNEY in Autism, 25-6 (August 2021)
PermalinkOvercoming hurdles to intervention studies with autistic children with profound communication difficulties and their families / Ailbhe MCKINNEY in Autism, 26-6 (August 2022)
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