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Understanding the factors that affect university completion for autistic people / Eilidh CAGE in Research in Autism Spectrum Disorders, 72 (April 2020)
[article]
Titre : Understanding the factors that affect university completion for autistic people Type de document : Texte imprimé et/ou numérique Auteurs : Eilidh CAGE, Auteur ; Maria DE ANDRES, Auteur ; Paige MAHONEY, Auteur Article en page(s) : p.101519 Langues : Anglais (eng) Mots-clés : Higher education Autistic students Non-completion Dropout Index. décimale : PER Périodiques Résumé : Background Autistic individuals may be less likely to complete their university studies, but there is no research to date that examines why this is the case. This study thus examined the factors that may affect university completion for autistic people. Method Two-hundred and thirty autistic people who had attended university completed an online survey, whereby 151 had graduated on their first attempt, 34 graduated after several attempts, and 45 had not completed. Participants answered questions regarding the transition to university, academic and social experiences, diagnosis, mental wellbeing and sensory sensitivities. Results Those who did not complete had a poorer academic experience, found the transition more difficult, and felt less organisational and social identification at university. Logistic regression suggested the transition to university is particularly important in predicting non-completion. Conclusions Finding the transition challenging and struggling with academic and social aspects may contribute to the risk of dropping-out. The study has implications for universities, who must ensure all autistic students are able to achieve their full academic potential by providing appropriate transition support, fostering a sense of community at university and ensuring staff are appropriately trained. En ligne : https://doi.org/10.1016/j.rasd.2020.101519 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420
in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101519[article] Understanding the factors that affect university completion for autistic people [Texte imprimé et/ou numérique] / Eilidh CAGE, Auteur ; Maria DE ANDRES, Auteur ; Paige MAHONEY, Auteur . - p.101519.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101519
Mots-clés : Higher education Autistic students Non-completion Dropout Index. décimale : PER Périodiques Résumé : Background Autistic individuals may be less likely to complete their university studies, but there is no research to date that examines why this is the case. This study thus examined the factors that may affect university completion for autistic people. Method Two-hundred and thirty autistic people who had attended university completed an online survey, whereby 151 had graduated on their first attempt, 34 graduated after several attempts, and 45 had not completed. Participants answered questions regarding the transition to university, academic and social experiences, diagnosis, mental wellbeing and sensory sensitivities. Results Those who did not complete had a poorer academic experience, found the transition more difficult, and felt less organisational and social identification at university. Logistic regression suggested the transition to university is particularly important in predicting non-completion. Conclusions Finding the transition challenging and struggling with academic and social aspects may contribute to the risk of dropping-out. The study has implications for universities, who must ensure all autistic students are able to achieve their full academic potential by providing appropriate transition support, fostering a sense of community at university and ensuring staff are appropriately trained. En ligne : https://doi.org/10.1016/j.rasd.2020.101519 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 ''We don?t make trouble'': Vietnamese parents' experiences of parent-teacher partnerships for their autistic children / Jodie SMITH in Research in Autism Spectrum Disorders, 103 (May 2023)
[article]
Titre : ''We don?t make trouble'': Vietnamese parents' experiences of parent-teacher partnerships for their autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Jodie SMITH, Auteur ; Aspasia Stacey RABBA, Auteur ; Ngoc DANG, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Hau T. T. NGUYEN, Auteur ; Kim-Van NGUYEN, Auteur ; Phuc NGUYEN, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Wenn LAWSON, Auteur ; Rozanna LILLEY, Auteur ; Najeeba SYEDA, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.102142 Langues : Anglais (eng) Mots-clés : Cultural and linguistic diversity Vietnamese parents Parent-teacher partnerships Autistic students Participatory research Index. décimale : PER Périodiques Résumé : Background Effective family-school partnerships can improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from different cultural backgrounds, especially in an Australian context. Here, we provide insight into the first-hand experiences of Vietnamese parents living in Australia as they navigated education for their autistic children. Methods Using participatory methods, we conducted semi-structured interviews with 15 Vietnamese parents of autistic children (3 - 18 years) attending Australian kindergarten/schools to understand their experiences of parent-teacher interactions. Through reflexive thematic analysis, we identified three key themes and associated subthemes. Results Parent priorities were caregiving and their children?s education. They were clearly respectful of, and deferential towards, teachers and were also concerned about the potential repercussions of advocating for their children. Parents expressed gratitude for what Australia afforded them, often feeling undeserving of additional supports. Not being proficient in English was challenging, especially during periods of pandemic-related remote learning. Stigma and discrimination were commonly experienced, especially towards mothers. Despite challenges, parents fought for what they felt was best for their children, but this advocacy took its toll with stress, exhaustion and isolation frequently described. Culturally-specific services were a key source of assistance. Conclusion This work has implications for how teachers and schools can foster successful relationships with Vietnamese parents of autistic children. Recommendations for schools include supporting families' language preferences, explicitly scaffolding parent advocacy training as well as student self-advocacy strategies and ensuring that the wellbeing of both children and parents is prioritised by schools. En ligne : https://doi.org/10.1016/j.rasd.2023.102142 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.102142[article] ''We don?t make trouble'': Vietnamese parents' experiences of parent-teacher partnerships for their autistic children [Texte imprimé et/ou numérique] / Jodie SMITH, Auteur ; Aspasia Stacey RABBA, Auteur ; Ngoc DANG, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Hau T. T. NGUYEN, Auteur ; Kim-Van NGUYEN, Auteur ; Phuc NGUYEN, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Wenn LAWSON, Auteur ; Rozanna LILLEY, Auteur ; Najeeba SYEDA, Auteur ; Elizabeth PELLICANO, Auteur . - p.102142.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 103 (May 2023) . - p.102142
Mots-clés : Cultural and linguistic diversity Vietnamese parents Parent-teacher partnerships Autistic students Participatory research Index. décimale : PER Périodiques Résumé : Background Effective family-school partnerships can improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from different cultural backgrounds, especially in an Australian context. Here, we provide insight into the first-hand experiences of Vietnamese parents living in Australia as they navigated education for their autistic children. Methods Using participatory methods, we conducted semi-structured interviews with 15 Vietnamese parents of autistic children (3 - 18 years) attending Australian kindergarten/schools to understand their experiences of parent-teacher interactions. Through reflexive thematic analysis, we identified three key themes and associated subthemes. Results Parent priorities were caregiving and their children?s education. They were clearly respectful of, and deferential towards, teachers and were also concerned about the potential repercussions of advocating for their children. Parents expressed gratitude for what Australia afforded them, often feeling undeserving of additional supports. Not being proficient in English was challenging, especially during periods of pandemic-related remote learning. Stigma and discrimination were commonly experienced, especially towards mothers. Despite challenges, parents fought for what they felt was best for their children, but this advocacy took its toll with stress, exhaustion and isolation frequently described. Culturally-specific services were a key source of assistance. Conclusion This work has implications for how teachers and schools can foster successful relationships with Vietnamese parents of autistic children. Recommendations for schools include supporting families' language preferences, explicitly scaffolding parent advocacy training as well as student self-advocacy strategies and ensuring that the wellbeing of both children and parents is prioritised by schools. En ligne : https://doi.org/10.1016/j.rasd.2023.102142 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 Employing Evidence-Based Practices for Children with Autism in Elementary Schools / Ann M. SAM in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
[article]
Titre : Employing Evidence-Based Practices for Children with Autism in Elementary Schools Type de document : Texte imprimé et/ou numérique Auteurs : Ann M. SAM, Auteur ; Samuel L ODOM, Auteur ; B. TOMASZEWSKI, Auteur ; Y. PERKINS, Auteur ; A. W. COX, Auteur Article en page(s) : p.2308-2323 Langues : Anglais (eng) Mots-clés : Academic Performance/psychology/statistics & numerical data Autism Spectrum Disorder/psychology Child Education, Special/methods Evidence-Based Practice/methods Female Humans Male Program Evaluation Schools Students/psychology Autistic students Elementary schools Evidence-based practices Teacher implementation Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. En ligne : http://dx.doi.org/10.1007/s10803-020-04706-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323[article] Employing Evidence-Based Practices for Children with Autism in Elementary Schools [Texte imprimé et/ou numérique] / Ann M. SAM, Auteur ; Samuel L ODOM, Auteur ; B. TOMASZEWSKI, Auteur ; Y. PERKINS, Auteur ; A. W. COX, Auteur . - p.2308-2323.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323
Mots-clés : Academic Performance/psychology/statistics & numerical data Autism Spectrum Disorder/psychology Child Education, Special/methods Evidence-Based Practice/methods Female Humans Male Program Evaluation Schools Students/psychology Autistic students Elementary schools Evidence-based practices Teacher implementation Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. En ligne : http://dx.doi.org/10.1007/s10803-020-04706-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Teachers’ Perceptions Regarding the Management of Children with Autism Spectrum Disorders / Christine K. SYRIOPOULOU-DELLI in Journal of Autism and Developmental Disorders, 42-5 (May 2012)
[article]
Titre : Teachers’ Perceptions Regarding the Management of Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Christine K. SYRIOPOULOU-DELLI, Auteur ; Dimitrios C. CASSIMOS, Auteur ; Grigorios I. TRIPSIANIS, Auteur ; Stavroula A. POLYCHRONOPOULOU, Auteur Année de publication : 2012 Article en page(s) : p.755-768 Langues : Anglais (eng) Mots-clés : Autism Education Teachers’ education Teachers’ experience Teachers’ leading role Autistic students Index. décimale : PER Périodiques Résumé : This study examines Greek teachers’ perceptions related to the nature and management of autistic children. To investigate these issues, a statistically reliable number of questionnaires (n = 228) was distributed to a diversified teacher population. The questionnaire responses were analyzed statistically to identify the explanatory power of critical independent variables. The research findings support that teachers’ specialized training and working experience are critical inputs to improve teachers’ perceptions and efficient serving of autistic children. A cumulative joint effect of teachers’ previous specialized education and working experience working with autistic children was also indicated. This could be supportive of teachers upgrading their active leading role in team working with specialized scientific staff, parents and institutions on autistic children. En ligne : http://dx.doi.org/10.1007/s10803-011-1309-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154
in Journal of Autism and Developmental Disorders > 42-5 (May 2012) . - p.755-768[article] Teachers’ Perceptions Regarding the Management of Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Christine K. SYRIOPOULOU-DELLI, Auteur ; Dimitrios C. CASSIMOS, Auteur ; Grigorios I. TRIPSIANIS, Auteur ; Stavroula A. POLYCHRONOPOULOU, Auteur . - 2012 . - p.755-768.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-5 (May 2012) . - p.755-768
Mots-clés : Autism Education Teachers’ education Teachers’ experience Teachers’ leading role Autistic students Index. décimale : PER Périodiques Résumé : This study examines Greek teachers’ perceptions related to the nature and management of autistic children. To investigate these issues, a statistically reliable number of questionnaires (n = 228) was distributed to a diversified teacher population. The questionnaire responses were analyzed statistically to identify the explanatory power of critical independent variables. The research findings support that teachers’ specialized training and working experience are critical inputs to improve teachers’ perceptions and efficient serving of autistic children. A cumulative joint effect of teachers’ previous specialized education and working experience working with autistic children was also indicated. This could be supportive of teachers upgrading their active leading role in team working with specialized scientific staff, parents and institutions on autistic children. En ligne : http://dx.doi.org/10.1007/s10803-011-1309-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154