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Participation in Daily Activities of Young Adults with High Functioning Autism Spectrum Disorder / Mary MCCOLLUM in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
[article]
Titre : Participation in Daily Activities of Young Adults with High Functioning Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Mary MCCOLLUM, Auteur ; Patti LAVESSER, Auteur ; Christine BERG, Auteur Article en page(s) : p.987-997 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Participation Activity card sort Young adults Emerging adults Engagement Activity involvement Transition age Index. décimale : PER Périodiques Résumé : Young adults with an autism spectrum disorder (ASD) struggle to assume adult roles. This research assessed the feasibility of using the Adolescent and Young Adult Activity Card Sort (AYA-ACS) with emerging adults with high functioning ASD. Two phases were utilized during this research: (1) comparing the activity participation reported by emerging adults with an ASD and that reported by their caring adult; (2) examining the barriers to participation reported. Preliminary results demonstrate that the AYA-ACS appears to be a reliable and valid method of identifying emerging adults’ participation strengths as well as personal and environmental challenges in a variety of age-appropriate activities. The AYA-ACS could assist service providers by providing an understanding of the challenges to participation faced by this population and aid in developing client centered interventions. En ligne : http://dx.doi.org/10.1007/s10803-015-2642-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.987-997[article] Participation in Daily Activities of Young Adults with High Functioning Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Mary MCCOLLUM, Auteur ; Patti LAVESSER, Auteur ; Christine BERG, Auteur . - p.987-997.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.987-997
Mots-clés : Autism spectrum disorder Participation Activity card sort Young adults Emerging adults Engagement Activity involvement Transition age Index. décimale : PER Périodiques Résumé : Young adults with an autism spectrum disorder (ASD) struggle to assume adult roles. This research assessed the feasibility of using the Adolescent and Young Adult Activity Card Sort (AYA-ACS) with emerging adults with high functioning ASD. Two phases were utilized during this research: (1) comparing the activity participation reported by emerging adults with an ASD and that reported by their caring adult; (2) examining the barriers to participation reported. Preliminary results demonstrate that the AYA-ACS appears to be a reliable and valid method of identifying emerging adults’ participation strengths as well as personal and environmental challenges in a variety of age-appropriate activities. The AYA-ACS could assist service providers by providing an understanding of the challenges to participation faced by this population and aid in developing client centered interventions. En ligne : http://dx.doi.org/10.1007/s10803-015-2642-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 Anxiety and Depression Reduction as Distal Outcomes of a College Transition Readiness Program for Adults with Autism / Nicole N. CAPRIOLA-HALL in Journal of Autism and Developmental Disorders, 51-1 (January 2021)
[article]
Titre : Anxiety and Depression Reduction as Distal Outcomes of a College Transition Readiness Program for Adults with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Nicole N. CAPRIOLA-HALL, Auteur ; Alexis M. BREWE, Auteur ; Josh GOLT, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.298-306 Langues : Anglais (eng) Mots-clés : Anxiety Autism spectrum disorder Depression Emerging adults Intervention Index. décimale : PER Périodiques Résumé : Young adults with autism spectrum disorder (ASD) experience increased rates of anxiety and depression which can impact academic success. The Stepped Transition in Education Program for Students with ASD (STEPS) applies cognitive-behavioral principles to help young adults with ASD improve their adjustment to postsecondary education. We aimed to determine if STEPS had an effect on anxiety and depression. Treatment-seeking adults with ASD (n?=?32; Mage?=?19.74) were randomized to STEPS or transition as usual (TAU; i.e., waitlist control group). STEPS participants evinced significantly greater declines in depressive symptoms from pre-treatment to post-treatment compared to the waitlist. Anxiety symptoms did not significantly change. Results suggest that transition support for young people with ASD may improve mental health. En ligne : http://dx.doi.org/10.1007/s10803-020-04549-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437
in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.298-306[article] Anxiety and Depression Reduction as Distal Outcomes of a College Transition Readiness Program for Adults with Autism [Texte imprimé et/ou numérique] / Nicole N. CAPRIOLA-HALL, Auteur ; Alexis M. BREWE, Auteur ; Josh GOLT, Auteur ; Susan W. WHITE, Auteur . - p.298-306.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.298-306
Mots-clés : Anxiety Autism spectrum disorder Depression Emerging adults Intervention Index. décimale : PER Périodiques Résumé : Young adults with autism spectrum disorder (ASD) experience increased rates of anxiety and depression which can impact academic success. The Stepped Transition in Education Program for Students with ASD (STEPS) applies cognitive-behavioral principles to help young adults with ASD improve their adjustment to postsecondary education. We aimed to determine if STEPS had an effect on anxiety and depression. Treatment-seeking adults with ASD (n?=?32; Mage?=?19.74) were randomized to STEPS or transition as usual (TAU; i.e., waitlist control group). STEPS participants evinced significantly greater declines in depressive symptoms from pre-treatment to post-treatment compared to the waitlist. Anxiety symptoms did not significantly change. Results suggest that transition support for young people with ASD may improve mental health. En ligne : http://dx.doi.org/10.1007/s10803-020-04549-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 Social Connectedness and Loneliness Mediate the Association Between Autistic Traits and Internalizing Symptoms Among Young Adults / L. V. STICE in Journal of Autism and Developmental Disorders, 49-3 (March 2019)
[article]
Titre : Social Connectedness and Loneliness Mediate the Association Between Autistic Traits and Internalizing Symptoms Among Young Adults Type de document : Texte imprimé et/ou numérique Auteurs : L. V. STICE, Auteur ; J. A. LAVNER, Auteur Article en page(s) : p.1096-1110 Langues : Anglais (eng) Mots-clés : Broader autism phenotype Emerging adults Friendship Loneliness Mental health Index. décimale : PER Périodiques Résumé : Adults with autism and subclinical autistic traits report greater internalizing problems than their peers, but the psychological processes underlying these associations are not well understood. The current study used structural equation modeling to examine whether social experiences (social connectedness and loneliness) mediate the link between autistic traits and internalizing symptoms among 821 college students. Those with higher total Broader Autism Phenotype Questionnaire (BAPQ) scores reported lower social connectedness, which related to greater loneliness, and, in turn, greater anxious and depressive symptoms. Relations with specific BAPQ subscales were also examined. Results indicate that, among young adults, stronger subclinical autistic traits relate to greater mental health and social difficulties and point to the important role of social experiences in mental health adjustment. En ligne : http://dx.doi.org/10.1007/s10803-018-3812-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386
in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.1096-1110[article] Social Connectedness and Loneliness Mediate the Association Between Autistic Traits and Internalizing Symptoms Among Young Adults [Texte imprimé et/ou numérique] / L. V. STICE, Auteur ; J. A. LAVNER, Auteur . - p.1096-1110.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.1096-1110
Mots-clés : Broader autism phenotype Emerging adults Friendship Loneliness Mental health Index. décimale : PER Périodiques Résumé : Adults with autism and subclinical autistic traits report greater internalizing problems than their peers, but the psychological processes underlying these associations are not well understood. The current study used structural equation modeling to examine whether social experiences (social connectedness and loneliness) mediate the link between autistic traits and internalizing symptoms among 821 college students. Those with higher total Broader Autism Phenotype Questionnaire (BAPQ) scores reported lower social connectedness, which related to greater loneliness, and, in turn, greater anxious and depressive symptoms. Relations with specific BAPQ subscales were also examined. Results indicate that, among young adults, stronger subclinical autistic traits relate to greater mental health and social difficulties and point to the important role of social experiences in mental health adjustment. En ligne : http://dx.doi.org/10.1007/s10803-018-3812-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders / Yasamine BOLOURIAN in Journal of Autism and Developmental Disorders, 48-10 (October 2018)
[article]
Titre : Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Yasamine BOLOURIAN, Auteur ; Sasha M. ZEEDYK, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3330-3343 Langues : Anglais (eng) Mots-clés : Emerging adults ASD ADHD University student Postsecondary education Index. décimale : PER Périodiques Résumé : Relatively limited research has been devoted to understanding the postsecondary experience from the students’ perspectives. In the current study, individual interviews were conducted with university students with autism spectrum disorder (n?=?13) and students with Attention Deficit/Hyperactivity Disorder (n?=?18) to investigate likely factors impeding meaningful postsecondary experiences. Through an iterative coding process, nine themes were identified, and direct narratives exemplifying each are included. Overall, both diagnostic groups reported significant social, emotional, and academic challenges within the university setting, although there were distinctions. Findings have direct applications to higher education initiatives, such as the development of programs to increase faculty awareness and to target the efforts of university disability centers in meeting the needs of students with neurodevelopmental disorders. En ligne : https://doi.org/10.1007/s10803-018-3599-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369
in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3330-3343[article] Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders [Texte imprimé et/ou numérique] / Yasamine BOLOURIAN, Auteur ; Sasha M. ZEEDYK, Auteur ; Jan BLACHER, Auteur . - p.3330-3343.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3330-3343
Mots-clés : Emerging adults ASD ADHD University student Postsecondary education Index. décimale : PER Périodiques Résumé : Relatively limited research has been devoted to understanding the postsecondary experience from the students’ perspectives. In the current study, individual interviews were conducted with university students with autism spectrum disorder (n?=?13) and students with Attention Deficit/Hyperactivity Disorder (n?=?18) to investigate likely factors impeding meaningful postsecondary experiences. Through an iterative coding process, nine themes were identified, and direct narratives exemplifying each are included. Overall, both diagnostic groups reported significant social, emotional, and academic challenges within the university setting, although there were distinctions. Findings have direct applications to higher education initiatives, such as the development of programs to increase faculty awareness and to target the efforts of university disability centers in meeting the needs of students with neurodevelopmental disorders. En ligne : https://doi.org/10.1007/s10803-018-3599-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369