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A Mixed Methods Study of Barriers to Formal Diagnosis of Autism Spectrum Disorder in Adults / Laura Foran LEWIS in Journal of Autism and Developmental Disorders, 47-8 (August 2017)
[article]
Titre : A Mixed Methods Study of Barriers to Formal Diagnosis of Autism Spectrum Disorder in Adults Type de document : Texte imprimé et/ou numérique Auteurs : Laura Foran LEWIS, Auteur Article en page(s) : p.2410-2424 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Adult Mixed method Diagnosis Self-diagnosis Barriers Index. décimale : PER Périodiques Résumé : Delayed diagnosis of autism spectrum disorder (ASD) into adulthood is common, and self-diagnosis is a growing phenomenon. This mixed methods study aimed to explore barriers to formal diagnosis of ASD in adults. In a qualitative strand, secondary analysis of data on the experiences of 114 individuals who were self-diagnosed or formally diagnosed with ASD in adulthood was used to identify barriers. In a quantitative strand, 665 individuals who were self-diagnosed or formally diagnosed in adulthood were surveyed online to examine incidence and severity of barriers. Fear of not being believed by professionals was identified as the most frequently occurring and most severe barrier. Professionals must strategize to build trust with individuals with ASD, particularly when examining the accuracy of self-diagnosis. En ligne : https://doi.org/10.1007/s10803-017-3168-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314
in Journal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2410-2424[article] A Mixed Methods Study of Barriers to Formal Diagnosis of Autism Spectrum Disorder in Adults [Texte imprimé et/ou numérique] / Laura Foran LEWIS, Auteur . - p.2410-2424.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2410-2424
Mots-clés : Autism spectrum disorder Adult Mixed method Diagnosis Self-diagnosis Barriers Index. décimale : PER Périodiques Résumé : Delayed diagnosis of autism spectrum disorder (ASD) into adulthood is common, and self-diagnosis is a growing phenomenon. This mixed methods study aimed to explore barriers to formal diagnosis of ASD in adults. In a qualitative strand, secondary analysis of data on the experiences of 114 individuals who were self-diagnosed or formally diagnosed with ASD in adulthood was used to identify barriers. In a quantitative strand, 665 individuals who were self-diagnosed or formally diagnosed in adulthood were surveyed online to examine incidence and severity of barriers. Fear of not being believed by professionals was identified as the most frequently occurring and most severe barrier. Professionals must strategize to build trust with individuals with ASD, particularly when examining the accuracy of self-diagnosis. En ligne : https://doi.org/10.1007/s10803-017-3168-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 Parent reported barriers and facilitators to support services for autistic children in Aotearoa New Zealand / Carla WALLACE-WATKIN in Autism, 27-8 (November 2023)
[article]
Titre : Parent reported barriers and facilitators to support services for autistic children in Aotearoa New Zealand Type de document : Texte imprimé et/ou numérique Auteurs : Carla WALLACE-WATKIN, Auteur ; Jeff SIGAFOOS, Auteur ; Lisa WOODS, Auteur ; Hannah WADDINGTON, Auteur Article en page(s) : p.2542-2554 Mots-clés : barriers facilitators parent perspectives support services New Zealand Index. décimale : PER Périodiques Résumé : We surveyed New Zealand parents of autistic children to identify their perceived barriers and facilitators to accessing support services, including the influence of a family?s level of financial resourcing. A total of 173 completed surveys were analysed. Service pathway factors were the greatest barrier experienced by participants, whereas facilitators related to providers tended to be most helpful. Lower family income was associated with a higher number of reported barriers. Both lower family income and having a child who identified their gender as non-binary were predictive of rating the extent of barriers higher. Parents of younger or of non-speaking autistic children on average reported a greater number of facilitators. Implications of these results for support service delivery and potential areas for future research are discussed.Lay abstractParents might have problems in getting support services for their autistic child due to certain barriers. However, there might also be things that can ease or facilitate parents' access to support services. In this study, New Zealand parents were asked about their experiences in getting support services for their autistic child. We also looked at differences in reported barriers and facilitators based on several demographic factors with a focus on family level of financial resourcing. A total of 173 parents completed a survey. The results suggested that parents experienced several barriers, particularly related to service pathways. Facilitators were also experienced, predominantly related to providers. Financial resourcing predicted the number of parent-reported barriers. Both lower level of family financial resourcing and having a non-binary child predicted parents' rating of the extent of barriers. Child age and level of speech were predictors for reports of experiencing a higher number of facilitators, with parents of younger children or of non-speaking autistic children reporting a greater number of facilitators. We discuss how these results may be useful to support service delivery and identify areas for future research. En ligne : http://dx.doi.org/10.1177/13623613231168240 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514
in Autism > 27-8 (November 2023) . - p.2542-2554[article] Parent reported barriers and facilitators to support services for autistic children in Aotearoa New Zealand [Texte imprimé et/ou numérique] / Carla WALLACE-WATKIN, Auteur ; Jeff SIGAFOOS, Auteur ; Lisa WOODS, Auteur ; Hannah WADDINGTON, Auteur . - p.2542-2554.
in Autism > 27-8 (November 2023) . - p.2542-2554
Mots-clés : barriers facilitators parent perspectives support services New Zealand Index. décimale : PER Périodiques Résumé : We surveyed New Zealand parents of autistic children to identify their perceived barriers and facilitators to accessing support services, including the influence of a family?s level of financial resourcing. A total of 173 completed surveys were analysed. Service pathway factors were the greatest barrier experienced by participants, whereas facilitators related to providers tended to be most helpful. Lower family income was associated with a higher number of reported barriers. Both lower family income and having a child who identified their gender as non-binary were predictive of rating the extent of barriers higher. Parents of younger or of non-speaking autistic children on average reported a greater number of facilitators. Implications of these results for support service delivery and potential areas for future research are discussed.Lay abstractParents might have problems in getting support services for their autistic child due to certain barriers. However, there might also be things that can ease or facilitate parents' access to support services. In this study, New Zealand parents were asked about their experiences in getting support services for their autistic child. We also looked at differences in reported barriers and facilitators based on several demographic factors with a focus on family level of financial resourcing. A total of 173 parents completed a survey. The results suggested that parents experienced several barriers, particularly related to service pathways. Facilitators were also experienced, predominantly related to providers. Financial resourcing predicted the number of parent-reported barriers. Both lower level of family financial resourcing and having a non-binary child predicted parents' rating of the extent of barriers. Child age and level of speech were predictors for reports of experiencing a higher number of facilitators, with parents of younger children or of non-speaking autistic children reporting a greater number of facilitators. We discuss how these results may be useful to support service delivery and identify areas for future research. En ligne : http://dx.doi.org/10.1177/13623613231168240 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 Physical activity in young adults with autism spectrum disorder: Parental perceptions of barriers and facilitators / C. NICHOLS in Autism, 23-6 (August 2019)
[article]
Titre : Physical activity in young adults with autism spectrum disorder: Parental perceptions of barriers and facilitators Type de document : Texte imprimé et/ou numérique Auteurs : C. NICHOLS, Auteur ; Martin E. BLOCK, Auteur ; J. C. BISHOP, Auteur ; B. MCINTIRE, Auteur Article en page(s) : p.1398-1407 Langues : Anglais (eng) Mots-clés : autism spectrum disorder barriers facilitators physical activity young adults Index. décimale : PER Périodiques Résumé : The importance of physical activity in persons with disabilities is well known, yet the prevalence of inactivity remains high. The physical activity behaviors among adults on the autism spectrum are largely unexplored. It is presumed that sedentary behavior and obesity are a greater health issue among young adults on the autism spectrum who no longer receive Individuals with Disabilities Education Act services and supports such as school-based physical education. Using a phenomenology approach, the parents of eight young adults on the autism spectrum were interviewed about their perceptions of the barriers and facilitators to getting their young adults on the autism spectrum physically active. The purpose of this study was to investigate parent's perspective of physical activity barriers and facilitators of their adult children on the autism spectrum. Common themes of both physical activity barriers and facilitators included parents, behaviors associated with autism spectrum disorder, and access and opportunities. En ligne : http://dx.doi.org/10.1177/1362361318810221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Autism > 23-6 (August 2019) . - p.1398-1407[article] Physical activity in young adults with autism spectrum disorder: Parental perceptions of barriers and facilitators [Texte imprimé et/ou numérique] / C. NICHOLS, Auteur ; Martin E. BLOCK, Auteur ; J. C. BISHOP, Auteur ; B. MCINTIRE, Auteur . - p.1398-1407.
Langues : Anglais (eng)
in Autism > 23-6 (August 2019) . - p.1398-1407
Mots-clés : autism spectrum disorder barriers facilitators physical activity young adults Index. décimale : PER Périodiques Résumé : The importance of physical activity in persons with disabilities is well known, yet the prevalence of inactivity remains high. The physical activity behaviors among adults on the autism spectrum are largely unexplored. It is presumed that sedentary behavior and obesity are a greater health issue among young adults on the autism spectrum who no longer receive Individuals with Disabilities Education Act services and supports such as school-based physical education. Using a phenomenology approach, the parents of eight young adults on the autism spectrum were interviewed about their perceptions of the barriers and facilitators to getting their young adults on the autism spectrum physically active. The purpose of this study was to investigate parent's perspective of physical activity barriers and facilitators of their adult children on the autism spectrum. Common themes of both physical activity barriers and facilitators included parents, behaviors associated with autism spectrum disorder, and access and opportunities. En ligne : http://dx.doi.org/10.1177/1362361318810221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 Quality versus quantity: The role of socioeconomic status on parent-reported service knowledge, service use, unmet service needs, and barriers to service use / Katherine E. PICKARD in Autism, 20-1 (January 2016)
[article]
Titre : Quality versus quantity: The role of socioeconomic status on parent-reported service knowledge, service use, unmet service needs, and barriers to service use Type de document : Texte imprimé et/ou numérique Auteurs : Katherine E. PICKARD, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.106-115 Langues : Anglais (eng) Mots-clés : autism spectrum disorder barriers disparities service access unmet needs Index. décimale : PER Périodiques Résumé : Research within the autism spectrum disorder field has emphasized the role of socioeconomic status in shaping parents’ ability to access services for their child with autism spectrum disorder. However, research has yet to explore the possible mechanisms underlying this relationship. This study sought to address this research gap by examining the following questions: (1) Does parents’ service knowledge mediate the relationship between parent socioeconomic status and parents’ autism spectrum disorder service use? (2) What are parents’ reported service needs and service barriers, and do these needs vary across higher and lower socioeconomic status groups? Quantitative results from 244 parents of a child with autism spectrum disorder indicate that parents’ autism spectrum disorder service knowledge partially mediates the relationship between parent socioeconomic status and parents’ autism spectrum disorder service use. Qualitative findings helped to clarify this relationship by suggesting that both high and low socioeconomic status parents are aware of their child’s basic autism spectrum disorder needs. However, low socioeconomic status parents more often report needing more information about services and more in-home services and emphasize that a number of structural barriers impede their ability to meet their child’s autism spectrum disorder needs. On the other hand, high socioeconomic status parents more often report a need for “higher quality services,” possibly reflecting their better recognition of best practice guidelines. These results highlight the need for a multi-pronged approach to tackling unmet service needs within the autism spectrum disorder field. En ligne : http://dx.doi.org/10.1177/1362361315569745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277
in Autism > 20-1 (January 2016) . - p.106-115[article] Quality versus quantity: The role of socioeconomic status on parent-reported service knowledge, service use, unmet service needs, and barriers to service use [Texte imprimé et/ou numérique] / Katherine E. PICKARD, Auteur ; Brooke R. INGERSOLL, Auteur . - p.106-115.
Langues : Anglais (eng)
in Autism > 20-1 (January 2016) . - p.106-115
Mots-clés : autism spectrum disorder barriers disparities service access unmet needs Index. décimale : PER Périodiques Résumé : Research within the autism spectrum disorder field has emphasized the role of socioeconomic status in shaping parents’ ability to access services for their child with autism spectrum disorder. However, research has yet to explore the possible mechanisms underlying this relationship. This study sought to address this research gap by examining the following questions: (1) Does parents’ service knowledge mediate the relationship between parent socioeconomic status and parents’ autism spectrum disorder service use? (2) What are parents’ reported service needs and service barriers, and do these needs vary across higher and lower socioeconomic status groups? Quantitative results from 244 parents of a child with autism spectrum disorder indicate that parents’ autism spectrum disorder service knowledge partially mediates the relationship between parent socioeconomic status and parents’ autism spectrum disorder service use. Qualitative findings helped to clarify this relationship by suggesting that both high and low socioeconomic status parents are aware of their child’s basic autism spectrum disorder needs. However, low socioeconomic status parents more often report needing more information about services and more in-home services and emphasize that a number of structural barriers impede their ability to meet their child’s autism spectrum disorder needs. On the other hand, high socioeconomic status parents more often report a need for “higher quality services,” possibly reflecting their better recognition of best practice guidelines. These results highlight the need for a multi-pronged approach to tackling unmet service needs within the autism spectrum disorder field. En ligne : http://dx.doi.org/10.1177/1362361315569745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 A scoping review of the barriers and facilitators to the implementation of interventions in autism education / Lorna BARRY in Research in Autism Spectrum Disorders, 78 (October 2020)
[article]
Titre : A scoping review of the barriers and facilitators to the implementation of interventions in autism education Type de document : Texte imprimé et/ou numérique Auteurs : Lorna BARRY, Auteur ; Jennifer HOLLOWAY, Auteur ; Jennifer MCMAHON, Auteur Article en page(s) : 101617 Langues : Anglais (eng) Mots-clés : Autism Education Evidence-based practices Barriers Facilitators Index. décimale : PER Périodiques Résumé : Background Evidence-based practices (EBPs) have been associated with improved outcomes for individuals with Autism (Eldevik et al., 2009). However, school personnel have been found to implement classroom practices that have little scientific support (Hess et al., 2008). Factors that may affect implementation of EBPs have been theorised to include staff training and buy-in (Forman et al., 2009), however, these factors have not yet been delineated in the autism education setting. This study aims to synthesise and analyse the extant literature related to the barriers and facilitators of implementing EBPs in autism education using a multi-level framework (Domitrovich et al., 2008) examining macro, school and individual factors of implementation. Methods The Joanna Briggs Institute (JBI) Scoping review guidelines were followed to complete the current scoping review. Papers were extracted from the following databases: PsycInfo, Academic Search Complete, ERIC and Education Source. A total of 4,682 papers were returned and screened by abstract and title. Forty-nine papers were included for full text review. From these, six qualitative studies and one mixed-methods study were included for data synthesis and analysis. Results Included studies found evidence for barriers and facilitators at the macro, school, and individual level (Domitrovich et al., 2008). Key barriers included resources, time, and intervention characteristics. Conclusions The barriers and facilitators in the implementation of autism EBPs by school personnel remain poorly understood. This review provides an overview of the extant literature; however, further rigorous research is needed in this area. En ligne : https://doi.org/10.1016/j.rasd.2020.101617 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101617[article] A scoping review of the barriers and facilitators to the implementation of interventions in autism education [Texte imprimé et/ou numérique] / Lorna BARRY, Auteur ; Jennifer HOLLOWAY, Auteur ; Jennifer MCMAHON, Auteur . - 101617.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101617
Mots-clés : Autism Education Evidence-based practices Barriers Facilitators Index. décimale : PER Périodiques Résumé : Background Evidence-based practices (EBPs) have been associated with improved outcomes for individuals with Autism (Eldevik et al., 2009). However, school personnel have been found to implement classroom practices that have little scientific support (Hess et al., 2008). Factors that may affect implementation of EBPs have been theorised to include staff training and buy-in (Forman et al., 2009), however, these factors have not yet been delineated in the autism education setting. This study aims to synthesise and analyse the extant literature related to the barriers and facilitators of implementing EBPs in autism education using a multi-level framework (Domitrovich et al., 2008) examining macro, school and individual factors of implementation. Methods The Joanna Briggs Institute (JBI) Scoping review guidelines were followed to complete the current scoping review. Papers were extracted from the following databases: PsycInfo, Academic Search Complete, ERIC and Education Source. A total of 4,682 papers were returned and screened by abstract and title. Forty-nine papers were included for full text review. From these, six qualitative studies and one mixed-methods study were included for data synthesis and analysis. Results Included studies found evidence for barriers and facilitators at the macro, school, and individual level (Domitrovich et al., 2008). Key barriers included resources, time, and intervention characteristics. Conclusions The barriers and facilitators in the implementation of autism EBPs by school personnel remain poorly understood. This review provides an overview of the extant literature; however, further rigorous research is needed in this area. En ligne : https://doi.org/10.1016/j.rasd.2020.101617 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 A Systematic Review of What Barriers and Facilitators Prevent and Enable Physical Healthcare Services Access for Autistic Adults / D. MASON in Journal of Autism and Developmental Disorders, 49-8 (August 2019)
PermalinkUnmet Dental Needs and Barriers to Dental Care Among Children with Autism Spectrum Disorders / Bien LAI in Journal of Autism and Developmental Disorders, 42-7 (July 2012)
PermalinkHow do primary care providers and autistic adults want to improve their primary care? A Delphi-study / Wietske A. ESTER ; Hilde M. GEURTS ; Robert RJM VERMEIREN ; Laura A. NOOTEBOOM in Autism, 28-2 (February 2024)
PermalinkImplementation of a multi-family autism transition program in the high school setting / Jocelyn KUHN in Autism, 26-3 (April 2022)
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