11 recherche sur le mot-clé 'Canada'

Les élèves ayant un trouble du spectre autistique (TSA) au Canada : terminologies, définitions, mesures éducatives / Philippe TREMBLAY in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 150 (Novembre/Décembre 2017)

Public ISBD [article]  inApproche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 150 (Novembre/Décembre 2017) . - p.603-621 Titre : Les élèves ayant un trouble du spectre autistique (TSA) au Canada : terminologies, définitions, mesures éducatives Type de document : texte imprimé Auteurs : Philippe TREMBLAY, Auteur ; S. BELLEY, Auteur Article en page(s) : p.603-621 Mots-clés : Trouble du spectre de l’autisme (TSA)  Education comparée  Canada  Québec  Mesures pédagogiques et éducatives Index. décimale : PER Périodiques Résumé : L’éducation, au Canada, est de juridiction provinciale. En effet, l’Acte de l’Amérique du Nord britannique de 1867 reconnaît aux 10 provinces et aux 3 territoires des compétences exclusives en ces matières. En ce sens, on ne peut parler d’un système scolaire canadien, mais plutôt de 13 systèmes scolaires canadiens. L’objectif de cet article est de réaliser une analyse comparative des législations, politiques et guides relatifs à la scolarisation des élèves avec un TSA de chaque province et territoire canadiens. Cet article présente ainsi les résultats d’une étude documentaire dont le but était d’analyser les terminologies, les caractéristiques et les mesures pédagogiques, éducatives et les interventions spécifiques destinées à ces élèves. Les résultats montrent des différences importantes entre les provinces catégorielles et celles non catégorielles en ce qui concerne la reconnaissance explicite de cette population. Toutefois, il y a peu de différences sur les terminologies et caractéristiques entre provinces catégorielles. Les mesures pédagogiques, éducatives et les interventions spécifiques, quant à elles, ne semblent pas dépendre entièrement de l’approche utilisée, mais plutôt du souci des ministères de l’Education à informer les milieux scolaires sur la question de la scolarisation des élèves présentant un TSA (guides, spécialistes, écoles/classes spéciales). Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 [article] Les élèves ayant un trouble du spectre autistique (TSA) au Canada : terminologies, définitions, mesures éducatives [texte imprimé] / Philippe TREMBLAY, Auteur ; S. BELLEY, Auteur . - p.603-621. in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 150 (Novembre/Décembre 2017) . - p.603-621 Mots-clés : Trouble du spectre de l’autisme (TSA)  Education comparée  Canada  Québec  Mesures pédagogiques et éducatives Index. décimale : PER Périodiques Résumé : L’éducation, au Canada, est de juridiction provinciale. En effet, l’Acte de l’Amérique du Nord britannique de 1867 reconnaît aux 10 provinces et aux 3 territoires des compétences exclusives en ces matières. En ce sens, on ne peut parler d’un système scolaire canadien, mais plutôt de 13 systèmes scolaires canadiens. L’objectif de cet article est de réaliser une analyse comparative des législations, politiques et guides relatifs à la scolarisation des élèves avec un TSA de chaque province et territoire canadiens. Cet article présente ainsi les résultats d’une étude documentaire dont le but était d’analyser les terminologies, les caractéristiques et les mesures pédagogiques, éducatives et les interventions spécifiques destinées à ces élèves. Les résultats montrent des différences importantes entre les provinces catégorielles et celles non catégorielles en ce qui concerne la reconnaissance explicite de cette population. Toutefois, il y a peu de différences sur les terminologies et caractéristiques entre provinces catégorielles. Les mesures pédagogiques, éducatives et les interventions spécifiques, quant à elles, ne semblent pas dépendre entièrement de l’approche utilisée, mais plutôt du souci des ministères de l’Education à informer les milieux scolaires sur la question de la scolarisation des élèves présentant un TSA (guides, spécialistes, écoles/classes spéciales). Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372

Population-level gender-based analysis of the educational journeys of students with autism spectrum disorder in British Columbia, Canada / Jennifer E.V. LLOYD ; Vanessa C. FONG in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2550-2561 Titre : Population-level gender-based analysis of the educational journeys of students with autism spectrum disorder in British Columbia, Canada Type de document : texte imprimé Auteurs : Jennifer E.V. LLOYD, Auteur ; Vanessa C. FONG, Auteur Article en page(s) : p.2550-2561 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  British Columbia  Canada  educational outcomes  gender differences  high school completion  population data Index. décimale : PER Périodiques Résumé : Research examining the impact of gender on educational outcomes in autistic students has been sparse. To address this gap, this study investigated the educational journeys of students with autism spectrum disorder in British Columbia, Canada. We examined (1) the time it takes for students to receive an initial autism spectrum disorder designation; and the frequency and percentage of students who (2) stay longitudinally in the Kindergarten-to-Grade 12 school system; (3) complete high school and the credential earned; and (4) proceed to public post-secondary education within British Columbia. We conducted secondary analyses of administrative data. The autism spectrum disorder student population was divided into eight longitudinal cohorts with a combined final sample size of 4282 students with autism spectrum disorder: 738 female (17.2%) and 3544 (82.8%) male. Descriptive analyses indicated statistically significant gender differences in students' time to initial autism spectrum disorder designation, rates of high school completion and the specific high school credential earned. No gender differences were found in post-secondary transition rates. During their formative education years, gender differences, particularly the delay in autism spectrum disorder diagnosis among girls, may have implications with respect to educational outcomes. Results emphasize the need to provide educators with greater information about recognizing gender differences in autism spectrum disorder.Lay Abstract a. What is already known about the topic?Over the past several years, there is growing acknowledgement of gender inequities among people with autism spectrum disorder. The inequity is evidenced, in part, by gender differences in diagnosis. Although the gender gap is narrowing, until recently the diagnostic criteria for autism spectrum disorder has largely favoured and is more sensitive to detecting autism spectrum disorder in boys.b. What does this paper add?Research examining the impact of gender on educational outcomes in autistic students has been sparse. To address this gap in the literature, the current study investigated the educational journeys of students with autism spectrum disorder in British Columbia, Canada.We found statistically significant gender differences in students' time to initial autism spectrum disorder designation, rates of high school completion and the specific high school credential earned. There were, however, no significant differences in whether or not students stayed longitudinally in the K-12 school system over time, whether students transitioned into post-secondary or not (non-developmental or developmental), nor in students' transition times into the respective post-secondary education programmes.This study highlights the value of longitudinal, population-based and student-level data in conducting gender-based analyses in autism spectrum disorder research.c. Implications for practice, research or policyUnderstanding how gender impacts the academic trajectories of students with autism spectrum disorder over time can inform the development of tailored interventions and services which address their unique needs. Ultimately, this research is needed to promote more equitable educational experiences and outcomes. En ligne : https://dx.doi.org/10.1177/13623613251345532 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Population-level gender-based analysis of the educational journeys of students with autism spectrum disorder in British Columbia, Canada [texte imprimé] / Jennifer E.V. LLOYD, Auteur ; Vanessa C. FONG, Auteur . - p.2550-2561. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2550-2561 Mots-clés : autism spectrum disorder  British Columbia  Canada  educational outcomes  gender differences  high school completion  population data Index. décimale : PER Périodiques Résumé : Research examining the impact of gender on educational outcomes in autistic students has been sparse. To address this gap, this study investigated the educational journeys of students with autism spectrum disorder in British Columbia, Canada. We examined (1) the time it takes for students to receive an initial autism spectrum disorder designation; and the frequency and percentage of students who (2) stay longitudinally in the Kindergarten-to-Grade 12 school system; (3) complete high school and the credential earned; and (4) proceed to public post-secondary education within British Columbia. We conducted secondary analyses of administrative data. The autism spectrum disorder student population was divided into eight longitudinal cohorts with a combined final sample size of 4282 students with autism spectrum disorder: 738 female (17.2%) and 3544 (82.8%) male. Descriptive analyses indicated statistically significant gender differences in students' time to initial autism spectrum disorder designation, rates of high school completion and the specific high school credential earned. No gender differences were found in post-secondary transition rates. During their formative education years, gender differences, particularly the delay in autism spectrum disorder diagnosis among girls, may have implications with respect to educational outcomes. Results emphasize the need to provide educators with greater information about recognizing gender differences in autism spectrum disorder.Lay Abstract a. What is already known about the topic?Over the past several years, there is growing acknowledgement of gender inequities among people with autism spectrum disorder. The inequity is evidenced, in part, by gender differences in diagnosis. Although the gender gap is narrowing, until recently the diagnostic criteria for autism spectrum disorder has largely favoured and is more sensitive to detecting autism spectrum disorder in boys.b. What does this paper add?Research examining the impact of gender on educational outcomes in autistic students has been sparse. To address this gap in the literature, the current study investigated the educational journeys of students with autism spectrum disorder in British Columbia, Canada.We found statistically significant gender differences in students' time to initial autism spectrum disorder designation, rates of high school completion and the specific high school credential earned. There were, however, no significant differences in whether or not students stayed longitudinally in the K-12 school system over time, whether students transitioned into post-secondary or not (non-developmental or developmental), nor in students' transition times into the respective post-secondary education programmes.This study highlights the value of longitudinal, population-based and student-level data in conducting gender-based analyses in autism spectrum disorder research.c. Implications for practice, research or policyUnderstanding how gender impacts the academic trajectories of students with autism spectrum disorder over time can inform the development of tailored interventions and services which address their unique needs. Ultimately, this research is needed to promote more equitable educational experiences and outcomes. En ligne : https://dx.doi.org/10.1177/13623613251345532 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

A Qualitative Study of Autism Policy in Canada: Seeking Consensus on Children’s Services / Cody A. SHEPHERD in Journal of Autism and Developmental Disorders, 45-11 (November 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3550-3564 Titre : A Qualitative Study of Autism Policy in Canada: Seeking Consensus on Children’s Services Type de document : texte imprimé Auteurs : Cody A. SHEPHERD, Auteur ; Charlotte WADDELL, Auteur Article en page(s) : p.3550-3564 Langues : Anglais (eng) Mots-clés : Autism policy and services  Children and families  Canada  Qualitative research Index. décimale : PER Périodiques Résumé : Canadian autism policy has been unusually contentious, with parents resorting to litigation to secure services for their children in several provinces. To ascertain whether consensus was possible on improving services, we conducted an in-depth qualitative interview study with 39 parents, policymakers and researchers across the country. Parents vividly described the stresses of caring for their children, with considerable sympathy from researchers. Policymakers in turn struggled to balance the needs of all children. Yet participants agreed on the need for more comprehensive services across the spectrum and throughout the lifespan, and on the need to “do more for all” children. Our findings suggest that there is an emerging consensus on improving autism services in Canada—which should greatly benefit children. En ligne : http://dx.doi.org/10.1007/s10803-015-2502-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] A Qualitative Study of Autism Policy in Canada: Seeking Consensus on Children’s Services [texte imprimé] / Cody A. SHEPHERD, Auteur ; Charlotte WADDELL, Auteur . - p.3550-3564. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3550-3564 Mots-clés : Autism policy and services  Children and families  Canada  Qualitative research Index. décimale : PER Périodiques Résumé : Canadian autism policy has been unusually contentious, with parents resorting to litigation to secure services for their children in several provinces. To ascertain whether consensus was possible on improving services, we conducted an in-depth qualitative interview study with 39 parents, policymakers and researchers across the country. Parents vividly described the stresses of caring for their children, with considerable sympathy from researchers. Policymakers in turn struggled to balance the needs of all children. Yet participants agreed on the need for more comprehensive services across the spectrum and throughout the lifespan, and on the need to “do more for all” children. Our findings suggest that there is an emerging consensus on improving autism services in Canada—which should greatly benefit children. En ligne : http://dx.doi.org/10.1007/s10803-015-2502-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

The changing prevalence of autism in three regions of Canada / Hélène OUELLETTE-KUNTZ in Journal of Autism and Developmental Disorders, 44-1 (January 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-1 (January 2014) . - p.120-136 Titre : The changing prevalence of autism in three regions of Canada Type de document : texte imprimé Auteurs : Hélène OUELLETTE-KUNTZ, Auteur ; Helen COO, Auteur ; Miu LAM, Auteur ; Marlene BREITENBACH, Auteur ; Paula E. HENNESSEY, Auteur ; Paulette D. JACKMAN, Auteur ; M.E. Suzanne LEWIS, Auteur ; Deborah DEWEY, Auteur ; François P. BERNIER, Auteur ; Amy M. CHUNG, Auteur Article en page(s) : p.120-136 Langues : Anglais (eng) Mots-clés : Autism  Surveillance  Canada  NEDSAC Index. décimale : PER Périodiques Résumé : In 2002/2003, the National Epidemiologic Database for the Study of Autism in Canada started capturing information on children diagnosed with autism in different regions of the country. Based on data collected through 2008 in Newfoundland and Labrador and 2010 in Prince Edward Island and Southeastern Ontario, the estimated average annual percent increases in prevalence among children 2–14 years of age ranged from 9.7 % (95 % CI 7.8–11.6) to 14.6 % (95 % CI 11.3–18.0). Differential in-migration and identification of previously undetected cases may have contributed in part to the increases observed, but we cannot rule out the possibility of a true increase in incidence, particularly given the lack of a leveling-off of prevalence among the 6- to 9-year olds. En ligne : http://dx.doi.org/10.1007/s10803-013-1856-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220 [article] The changing prevalence of autism in three regions of Canada [texte imprimé] / Hélène OUELLETTE-KUNTZ, Auteur ; Helen COO, Auteur ; Miu LAM, Auteur ; Marlene BREITENBACH, Auteur ; Paula E. HENNESSEY, Auteur ; Paulette D. JACKMAN, Auteur ; M.E. Suzanne LEWIS, Auteur ; Deborah DEWEY, Auteur ; François P. BERNIER, Auteur ; Amy M. CHUNG, Auteur . - p.120-136. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-1 (January 2014) . - p.120-136 Mots-clés : Autism  Surveillance  Canada  NEDSAC Index. décimale : PER Périodiques Résumé : In 2002/2003, the National Epidemiologic Database for the Study of Autism in Canada started capturing information on children diagnosed with autism in different regions of the country. Based on data collected through 2008 in Newfoundland and Labrador and 2010 in Prince Edward Island and Southeastern Ontario, the estimated average annual percent increases in prevalence among children 2–14 years of age ranged from 9.7 % (95 % CI 7.8–11.6) to 14.6 % (95 % CI 11.3–18.0). Differential in-migration and identification of previously undetected cases may have contributed in part to the increases observed, but we cannot rule out the possibility of a true increase in incidence, particularly given the lack of a leveling-off of prevalence among the 6- to 9-year olds. En ligne : http://dx.doi.org/10.1007/s10803-013-1856-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220

Cross-cultural perspectives on the meaning of family quality of life: Comparing Korean immigrant families and Canadian families of children with autism spectrum disorder / Vanessa C. FONG in Autism, 25-5 (July 2021)  

Public ISBD [article]  inAutism > 25-5 (July 2021) . - p.1335-1348 Titre : Cross-cultural perspectives on the meaning of family quality of life: Comparing Korean immigrant families and Canadian families of children with autism spectrum disorder Type de document : texte imprimé Auteurs : Vanessa C. FONG, Auteur ; Emily GARDINER, Auteur ; Grace IAROCCI, Auteur Article en page(s) : p.1335-1348 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Canada  Child  Cross-Cultural Comparison  Emigrants and Immigrants  Family  Humans  Parents  Qualitative Research  Quality of Life  Republic of Korea  cross-cultural  family quality of life  qualitative research  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : The purpose of this study was to compare Korean immigrant families and Canadian families of children with autism in their perceptions and definitions of family quality of life. Interviews were done with 13 Korean immigrant parents and 12 Canadian parents of children with autism living in BC, Canada. For Korean immigrant families, three themes were identified: family cohesiveness, value orientation, and acceptance from society. For Canadian families, themes comprising family interactions, support, emotional well-being, individual characteristics, and comparisons to other families were essential elements in defining their family quality of life. The findings emphasize how differences in culture may impact how we understand and assess family functioning and quality of life. If research informing the development of these tools lacks cross-cultural perspectives, service providers and professionals may fail to address these families' unique needs. En ligne : http://dx.doi.org/10.1177/1362361321989221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Cross-cultural perspectives on the meaning of family quality of life: Comparing Korean immigrant families and Canadian families of children with autism spectrum disorder [texte imprimé] / Vanessa C. FONG, Auteur ; Emily GARDINER, Auteur ; Grace IAROCCI, Auteur . - p.1335-1348. Langues : Anglais (eng) in Autism > 25-5 (July 2021) . - p.1335-1348 Mots-clés : Autism Spectrum Disorder  Canada  Child  Cross-Cultural Comparison  Emigrants and Immigrants  Family  Humans  Parents  Qualitative Research  Quality of Life  Republic of Korea  cross-cultural  family quality of life  qualitative research  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : The purpose of this study was to compare Korean immigrant families and Canadian families of children with autism in their perceptions and definitions of family quality of life. Interviews were done with 13 Korean immigrant parents and 12 Canadian parents of children with autism living in BC, Canada. For Korean immigrant families, three themes were identified: family cohesiveness, value orientation, and acceptance from society. For Canadian families, themes comprising family interactions, support, emotional well-being, individual characteristics, and comparisons to other families were essential elements in defining their family quality of life. The findings emphasize how differences in culture may impact how we understand and assess family functioning and quality of life. If research informing the development of these tools lacks cross-cultural perspectives, service providers and professionals may fail to address these families' unique needs. En ligne : http://dx.doi.org/10.1177/1362361321989221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

Cross-cultural perspectives on the meaning of family quality of life: Comparing Korean immigrant families and Canadian families of children with autism spectrum disorder / Vanessa C. FONG in Autism, 26-5 (July 2022)  

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Comparing the Impact of Differing Preschool Autism Interventions on Parents in Two Canadian Provinces / Barbara D'ENTREMONT in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

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Looking back and moving forward: The experiences of canadian parents raising an adolescent with autism spectrum disorder / Hilda S.W. HO in Research in Autism Spectrum Disorders, 52 (August 2018)  

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A Randomized, Community-Based Feasibility Trial of Modified ESDM for Toddlers with Suspected Autism / Pat MIRENDA in Journal of Autism and Developmental Disorders, 52-12 (December 2022)  

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Training Coaches in Community Agencies to Support Parents of Children with Suspected Autism: Outcomes, Facilitators, and Barriers / Pat MIRENDA in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

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