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A Longitudinal Study of Children Diagnosed with Autism Spectrum Disorder Before Age Three: School Services at Three Points Time for Three Levels of Outcome Disability / P. O. TOWLE in Journal of Autism and Developmental Disorders, 48-11 (November 2018)
[article]
Titre : A Longitudinal Study of Children Diagnosed with Autism Spectrum Disorder Before Age Three: School Services at Three Points Time for Three Levels of Outcome Disability Type de document : Texte imprimé et/ou numérique Auteurs : P. O. TOWLE, Auteur ; K. VACANTI-SHOVA, Auteur ; A. HIGGINS-D'ALESSANDRO, Auteur ; A. AUSIKAITIS, Auteur ; C. REYNOLDS, Auteur Article en page(s) : p.3747-3760 Langues : Anglais (eng) Mots-clés : Asd Adaptive behavior Educational placement Educational services Longitudinal Index. décimale : PER Périodiques Résumé : This study follows 70 children determined to have Autism Spectrum Disorder (ASD) before age three (Time 1). Parents filled out questionnaires and standardized measures about their child when he/she was school-aged (Time 2), including information about their children's preschool, kindergarten, and grade school educational settings. At Time 2, the researchers placed children in three diagnostic groups of No ASD, ASD-Higher Functioning, and ASD-Lower Functioning. Retrospective results showed that most children were receiving intensive services at the preschool level. In kindergarten, there was some divergence among the three groups, with more intensive services continuing for the ASD groups. At school age, classroom placement and services reflected service patterns that were consistent with these three levels of disability. En ligne : http://dx.doi.org/10.1007/s10803-018-3606-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370
in Journal of Autism and Developmental Disorders > 48-11 (November 2018) . - p.3747-3760[article] A Longitudinal Study of Children Diagnosed with Autism Spectrum Disorder Before Age Three: School Services at Three Points Time for Three Levels of Outcome Disability [Texte imprimé et/ou numérique] / P. O. TOWLE, Auteur ; K. VACANTI-SHOVA, Auteur ; A. HIGGINS-D'ALESSANDRO, Auteur ; A. AUSIKAITIS, Auteur ; C. REYNOLDS, Auteur . - p.3747-3760.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-11 (November 2018) . - p.3747-3760
Mots-clés : Asd Adaptive behavior Educational placement Educational services Longitudinal Index. décimale : PER Périodiques Résumé : This study follows 70 children determined to have Autism Spectrum Disorder (ASD) before age three (Time 1). Parents filled out questionnaires and standardized measures about their child when he/she was school-aged (Time 2), including information about their children's preschool, kindergarten, and grade school educational settings. At Time 2, the researchers placed children in three diagnostic groups of No ASD, ASD-Higher Functioning, and ASD-Lower Functioning. Retrospective results showed that most children were receiving intensive services at the preschool level. In kindergarten, there was some divergence among the three groups, with more intensive services continuing for the ASD groups. At school age, classroom placement and services reflected service patterns that were consistent with these three levels of disability. En ligne : http://dx.doi.org/10.1007/s10803-018-3606-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 Exploring differences and disparities in school-based services received by students with autism: A systematic review / Jessica SUHRHEINRICH in Research in Autism Spectrum Disorders, 85 (July 2021)
[article]
Titre : Exploring differences and disparities in school-based services received by students with autism: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Jessica SUHRHEINRICH, Auteur ; Brittney V. ROOT, Auteur ; Melina MELGAREJO, Auteur ; Kelsey S. DICKSON, Auteur ; Sarah VEJNOSKA, Auteur ; Sarah R. REITH, Auteur Article en page(s) : 101791 Langues : Anglais (eng) Mots-clés : Educational services Service disparities Index. décimale : PER Périodiques Résumé : Background While disparities in general Autism Spectrum Disorder (ASD) diagnoses and services for the population broadly are often documented, the presence and determinants of differences in the services that students with ASD receive specifically in (or funded by) schools are less studied and understood. Method This systematic review sought to characterize the range of services received by students with ASD in school settings; identify individual, family, and program factors associated with receipt of specific services; and identify relationships between services and individual, family or program factors to reveal potential systematic differences and disparities. Article identification involved Keyword searches in ERIC and PsycINFO, abstract. and full text review. Data extraction included basic publication details, school-based services, factors measured across the services examined, type of analysis, service-related results, and study demographics. Results In total, 487 articles were screened and reviewed, resulting in 36 eligible articles. Only one study (3 %) used mixed methodology, while all others used quantitative methodology (97 %, n = 35). Youth clinical characteristics by service type was the most frequently examined factor by service characteristic (58 %, n = 21), followed by youth demographics with service type (36 %, n = 13), family demographics by service type (33 %, n = 12), and youth clinical characteristics by service attributes (33 %, n = 12). The majority of reviewed studies explored differences by student race/ethnicity. Conclusions This systematic review identifies determinants of disparities for school-based services for ASD. Findings from this review serve as a first step in developing targeted implementation efforts to reduce disparities in school-based ASD services. En ligne : https://doi.org/10.1016/j.rasd.2021.101791 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 85 (July 2021) . - 101791[article] Exploring differences and disparities in school-based services received by students with autism: A systematic review [Texte imprimé et/ou numérique] / Jessica SUHRHEINRICH, Auteur ; Brittney V. ROOT, Auteur ; Melina MELGAREJO, Auteur ; Kelsey S. DICKSON, Auteur ; Sarah VEJNOSKA, Auteur ; Sarah R. REITH, Auteur . - 101791.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 85 (July 2021) . - 101791
Mots-clés : Educational services Service disparities Index. décimale : PER Périodiques Résumé : Background While disparities in general Autism Spectrum Disorder (ASD) diagnoses and services for the population broadly are often documented, the presence and determinants of differences in the services that students with ASD receive specifically in (or funded by) schools are less studied and understood. Method This systematic review sought to characterize the range of services received by students with ASD in school settings; identify individual, family, and program factors associated with receipt of specific services; and identify relationships between services and individual, family or program factors to reveal potential systematic differences and disparities. Article identification involved Keyword searches in ERIC and PsycINFO, abstract. and full text review. Data extraction included basic publication details, school-based services, factors measured across the services examined, type of analysis, service-related results, and study demographics. Results In total, 487 articles were screened and reviewed, resulting in 36 eligible articles. Only one study (3 %) used mixed methodology, while all others used quantitative methodology (97 %, n = 35). Youth clinical characteristics by service type was the most frequently examined factor by service characteristic (58 %, n = 21), followed by youth demographics with service type (36 %, n = 13), family demographics by service type (33 %, n = 12), and youth clinical characteristics by service attributes (33 %, n = 12). The majority of reviewed studies explored differences by student race/ethnicity. Conclusions This systematic review identifies determinants of disparities for school-based services for ASD. Findings from this review serve as a first step in developing targeted implementation efforts to reduce disparities in school-based ASD services. En ligne : https://doi.org/10.1016/j.rasd.2021.101791 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458