Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
8 recherche sur le mot-clé 'Disabilities'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Assuming ability of youth with autism: Synthesis of methods capturing the first-person perspectives of children and youth with disabilities / R. TESFAYE in Autism, 23-8 (November 2019)
[article]
Titre : Assuming ability of youth with autism: Synthesis of methods capturing the first-person perspectives of children and youth with disabilities Type de document : Texte imprimé et/ou numérique Auteurs : R. TESFAYE, Auteur ; V. COURCHESNE, Auteur ; A. YUSUF, Auteur ; T. SAVION-LEMIEUX, Auteur ; I. SINGH, Auteur ; K. SHIKAKO-THOMAS, Auteur ; P. MIRENDA, Auteur ; C. WADDELL, Auteur ; I. M. SMITH, Auteur ; David B NICHOLAS, Auteur ; P. SZATMARI, Auteur ; Teresa BENNETT, Auteur ; E. DUKU, Auteur ; S. GEORGIADES, Auteur ; Connor M. KERNS, Auteur ; T. VAILLANCOURT, Auteur ; A. ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; M. ELSABBAGH, Auteur Article en page(s) : p.1882-1896 Langues : Anglais (eng) Mots-clés : Autism disabilities first-person perspective inclusion lived experience participatory research Index. décimale : PER Périodiques Résumé : Most research regarding youth with autism spectrum disorder has not focused on their first-person perspectives providing limited insight into methodologies best suited to eliciting their voices. We conducted a synthesis of methods previously used to obtain the first-person perspectives of youth with various disabilities, which may be applicable to youth with autism spectrum disorder. Two-hundred and eighty-four articles met the inclusion criteria of our scoping review. We identified six distinct primary methods (questionnaires, interviews, group discussion, narratives, diaries, and art) expressed through four communication output modalities (language, sign language and gestures, writing, and images). A group of parents who have children with autism spectrum disorder were then presented with a synthesis of results. This parent consultation was used to build on approaches identified in the literature. Parents identified barriers that may be encountered during participant engagement and provided insights on how best to conduct first-person research with youth with autism spectrum disorder. Based on our findings, we present a novel methodological framework to capture the perspectives of youth with various communication and cognitive abilities, while highlighting family, youth, and expert contributions. En ligne : http://dx.doi.org/10.1177/1362361319831487 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407
in Autism > 23-8 (November 2019) . - p.1882-1896[article] Assuming ability of youth with autism: Synthesis of methods capturing the first-person perspectives of children and youth with disabilities [Texte imprimé et/ou numérique] / R. TESFAYE, Auteur ; V. COURCHESNE, Auteur ; A. YUSUF, Auteur ; T. SAVION-LEMIEUX, Auteur ; I. SINGH, Auteur ; K. SHIKAKO-THOMAS, Auteur ; P. MIRENDA, Auteur ; C. WADDELL, Auteur ; I. M. SMITH, Auteur ; David B NICHOLAS, Auteur ; P. SZATMARI, Auteur ; Teresa BENNETT, Auteur ; E. DUKU, Auteur ; S. GEORGIADES, Auteur ; Connor M. KERNS, Auteur ; T. VAILLANCOURT, Auteur ; A. ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; M. ELSABBAGH, Auteur . - p.1882-1896.
Langues : Anglais (eng)
in Autism > 23-8 (November 2019) . - p.1882-1896
Mots-clés : Autism disabilities first-person perspective inclusion lived experience participatory research Index. décimale : PER Périodiques Résumé : Most research regarding youth with autism spectrum disorder has not focused on their first-person perspectives providing limited insight into methodologies best suited to eliciting their voices. We conducted a synthesis of methods previously used to obtain the first-person perspectives of youth with various disabilities, which may be applicable to youth with autism spectrum disorder. Two-hundred and eighty-four articles met the inclusion criteria of our scoping review. We identified six distinct primary methods (questionnaires, interviews, group discussion, narratives, diaries, and art) expressed through four communication output modalities (language, sign language and gestures, writing, and images). A group of parents who have children with autism spectrum disorder were then presented with a synthesis of results. This parent consultation was used to build on approaches identified in the literature. Parents identified barriers that may be encountered during participant engagement and provided insights on how best to conduct first-person research with youth with autism spectrum disorder. Based on our findings, we present a novel methodological framework to capture the perspectives of youth with various communication and cognitive abilities, while highlighting family, youth, and expert contributions. En ligne : http://dx.doi.org/10.1177/1362361319831487 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families? / Kathryn ASBURY in Journal of Autism and Developmental Disorders, 51-5 (May 2021)
[article]
Titre : How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families? Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn ASBURY, Auteur ; Laura FOX, Auteur ; Emre DENIZ, Auteur ; Aimee CODE, Auteur ; Umar TOSEEB, Auteur Article en page(s) : p.1772-1780 Langues : Anglais (eng) Mots-clés : Covid-19 Disabilities Mental health Parents Special educational needs Index. décimale : PER Périodiques Résumé : Parents of children with Special Educational Needs and Disabilities in the UK (n?=?241) were asked to describe the impact of COVID-19 on their own mental health and that of their child. An inductive content analysis of the data was undertaken. Both parents and children appear to be experiencing loss, worry and changes in mood and behaviour as a result of the rapid social changes that have occurred. Some parents reported feeling overwhelmed and described the impact of child understanding and awareness. Finally, a minority of parents reported that COVID-19 has had little impact on mental health in their family, or has even led to improvements. Implications for how to support these families in the immediate future are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04577-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1772-1780[article] How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families? [Texte imprimé et/ou numérique] / Kathryn ASBURY, Auteur ; Laura FOX, Auteur ; Emre DENIZ, Auteur ; Aimee CODE, Auteur ; Umar TOSEEB, Auteur . - p.1772-1780.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1772-1780
Mots-clés : Covid-19 Disabilities Mental health Parents Special educational needs Index. décimale : PER Périodiques Résumé : Parents of children with Special Educational Needs and Disabilities in the UK (n?=?241) were asked to describe the impact of COVID-19 on their own mental health and that of their child. An inductive content analysis of the data was undertaken. Both parents and children appear to be experiencing loss, worry and changes in mood and behaviour as a result of the rapid social changes that have occurred. Some parents reported feeling overwhelmed and described the impact of child understanding and awareness. Finally, a minority of parents reported that COVID-19 has had little impact on mental health in their family, or has even led to improvements. Implications for how to support these families in the immediate future are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04577-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 School and Business Partnerships to Support Job Training for Students with Developmental and Other Disabilities: Employers' Perspectives / Hussain A. ALMALKY in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
[article]
Titre : School and Business Partnerships to Support Job Training for Students with Developmental and Other Disabilities: Employers' Perspectives Type de document : Texte imprimé et/ou numérique Auteurs : Hussain A. ALMALKY, Auteur ; Saeed S. ALQAHTANI, Auteur Article en page(s) : p.3949-3957 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Disabled Persons Employment Humans Schools Students Disabilities School and business partnerships Training Transition Index. décimale : PER Périodiques Résumé : This study examines partnerships between schools and businesses that are intended to foster training and employment opportunities for secondary students with developmental and other disabilities in Saudi Arabia. A survey was developed to investigate employers' perspectives on students' skills, practical strategies for training, and their contribution. Fifty-two employers participated in the survey. The findings revealed the most valued skills on job sites, such as self- determination, social, and job skills, and believed that coordination, job matching, and joint supervision are successful practices that improve training. The employers concluded that some of their contributions to such partnerships include participation in curriculum development, training students in their workplaces under their supervision, and offering financial support. En ligne : http://dx.doi.org/10.1007/s10803-021-05276-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3949-3957[article] School and Business Partnerships to Support Job Training for Students with Developmental and Other Disabilities: Employers' Perspectives [Texte imprimé et/ou numérique] / Hussain A. ALMALKY, Auteur ; Saeed S. ALQAHTANI, Auteur . - p.3949-3957.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3949-3957
Mots-clés : Autism Spectrum Disorder Disabled Persons Employment Humans Schools Students Disabilities School and business partnerships Training Transition Index. décimale : PER Périodiques Résumé : This study examines partnerships between schools and businesses that are intended to foster training and employment opportunities for secondary students with developmental and other disabilities in Saudi Arabia. A survey was developed to investigate employers' perspectives on students' skills, practical strategies for training, and their contribution. Fifty-two employers participated in the survey. The findings revealed the most valued skills on job sites, such as self- determination, social, and job skills, and believed that coordination, job matching, and joint supervision are successful practices that improve training. The employers concluded that some of their contributions to such partnerships include participation in curriculum development, training students in their workplaces under their supervision, and offering financial support. En ligne : http://dx.doi.org/10.1007/s10803-021-05276-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Involvement of Children With Autism Spectrum Disorder (ASD) in the Child Protection System / Jennifer HALL-LANDE in Focus on Autism and Other Developmental Disabilities, 30-4 (December 2015)
[article]
Titre : Involvement of Children With Autism Spectrum Disorder (ASD) in the Child Protection System Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer HALL-LANDE, Auteur ; Amy HEWITT, Auteur ; Shweta MISHRA, Auteur ; Kristine PIESCHER, Auteur ; Traci LALIBERTE, Auteur Article en page(s) : p.237-248 Langues : Anglais (eng) Mots-clés : autism spectrum disorders child maltreatment disabilities Index. décimale : PER Périodiques Résumé : The present study provides information about children with autism spectrum disorder (ASD) who are involved in the child protection system in a large, Midwestern state. Findings revealed that children with ASD (and children with other disabilities) were more likely to receive services from the child protection system (CPS) than children without disabilities. Children with ASD in CPS were more likely to be elementary school-age (6–10 years) and Caucasian than other children involved in CPS. Children diagnosed with ASD and other disabilities were significantly overrepresented for physical abuse as the primary reason for involvement in CPS. Parental mental health issues were more evident than was expected for families of children with ASD (17%) as compared with children diagnosed with other disabilities (10%) and children not diagnosed with any disability (10%). The implications of these findings as they relate to interventions for children with ASD in CPS are discussed. En ligne : http://dx.doi.org/10.1177/1088357614539834 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Focus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.237-248[article] Involvement of Children With Autism Spectrum Disorder (ASD) in the Child Protection System [Texte imprimé et/ou numérique] / Jennifer HALL-LANDE, Auteur ; Amy HEWITT, Auteur ; Shweta MISHRA, Auteur ; Kristine PIESCHER, Auteur ; Traci LALIBERTE, Auteur . - p.237-248.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.237-248
Mots-clés : autism spectrum disorders child maltreatment disabilities Index. décimale : PER Périodiques Résumé : The present study provides information about children with autism spectrum disorder (ASD) who are involved in the child protection system in a large, Midwestern state. Findings revealed that children with ASD (and children with other disabilities) were more likely to receive services from the child protection system (CPS) than children without disabilities. Children with ASD in CPS were more likely to be elementary school-age (6–10 years) and Caucasian than other children involved in CPS. Children diagnosed with ASD and other disabilities were significantly overrepresented for physical abuse as the primary reason for involvement in CPS. Parental mental health issues were more evident than was expected for families of children with ASD (17%) as compared with children diagnosed with other disabilities (10%) and children not diagnosed with any disability (10%). The implications of these findings as they relate to interventions for children with ASD in CPS are discussed. En ligne : http://dx.doi.org/10.1177/1088357614539834 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Special Educators and Data Recording: What’s Delayed Recording Got to Do With It? / Andrea D. JASPER in Focus on Autism and Other Developmental Disabilities, 30-3 (September 2015)
[article]
Titre : Special Educators and Data Recording: What’s Delayed Recording Got to Do With It? Type de document : Texte imprimé et/ou numérique Auteurs : Andrea D. JASPER, Auteur ; Teresa TABER-DOUGHTY, Auteur Article en page(s) : p.143-153 Langues : Anglais (eng) Mots-clés : data recording delayed recording special educators disabilities Index. décimale : PER Périodiques Résumé : This study examined the effects of delayed recording on the accuracy of data recorded by special educators serving students with high- or low-incidence disabilities. A multi-element design was used to compare the accuracy of data recorded across three conditions: (a) immediately after a student’s target behavior occurred, (b) immediately after the conclusion of the instructional lesson, and (c) 3 hr after the conclusion of the instructional lesson. Results indicated special educators achieved higher levels of agreement recording data immediately after a student’s target behavior occurred and immediately after the conclusion of the instructional lesson. En ligne : http://dx.doi.org/10.1177/1088357614547809 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266
in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.143-153[article] Special Educators and Data Recording: What’s Delayed Recording Got to Do With It? [Texte imprimé et/ou numérique] / Andrea D. JASPER, Auteur ; Teresa TABER-DOUGHTY, Auteur . - p.143-153.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.143-153
Mots-clés : data recording delayed recording special educators disabilities Index. décimale : PER Périodiques Résumé : This study examined the effects of delayed recording on the accuracy of data recorded by special educators serving students with high- or low-incidence disabilities. A multi-element design was used to compare the accuracy of data recorded across three conditions: (a) immediately after a student’s target behavior occurred, (b) immediately after the conclusion of the instructional lesson, and (c) 3 hr after the conclusion of the instructional lesson. Results indicated special educators achieved higher levels of agreement recording data immediately after a student’s target behavior occurred and immediately after the conclusion of the instructional lesson. En ligne : http://dx.doi.org/10.1177/1088357614547809 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 Characteristics and Dental Experiences of Autistic Children in Saudi Arabia: Cross-sectional Study / Ebtissam MURSHID in Journal of Autism and Developmental Disorders, 41-12 (December 2011)
PermalinkIt's a Battle and a Blessing: The Experience and Needs of Custodial Grandparents of Children with Autism Spectrum Disorder / J. L. HILLMAN in Journal of Autism and Developmental Disorders, 49-1 (January 2019)
PermalinkOral assessment of children with autism spectrum disorder in Rawalpindi, Pakistan / F. SUHAIB in Autism, 23-1 (January 2019)
Permalink