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Brief Report: Descriptive Analysis of Law Enforcement Officers' Experiences with and Knowledge of Autism / L. GARDNER in Journal of Autism and Developmental Disorders, 49-3 (March 2019)
[article]
Titre : Brief Report: Descriptive Analysis of Law Enforcement Officers' Experiences with and Knowledge of Autism Type de document : Texte imprimé et/ou numérique Auteurs : L. GARDNER, Auteur ; Jonathan M. CAMPBELL, Auteur ; J. WESTDAL, Auteur Article en page(s) : p.1278-1283 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Experiences Knowledge Law enforcement Training Index. décimale : PER Périodiques Résumé : Individuals with Autism Spectrum Disorder (ASD) may interact with law enforcement officers (LEOs) as victims of crime, witnesses to crime, or suspects of crime. Interactions between LEOs and those with ASD may go awry which raises questions about levels of training, experiences, and knowledge acquired by LEOs. Seventy-two LEOs reported on their experiences and training related to ASD and completed a survey of autism knowledge. The majority (72.2%) of LEOs reported no formal training for interacting with individuals with ASD. For LEOs responding to calls involving ASD, officers with prior training reported better preparation. Officers' responses to the knowledge survey varied considerably. Results support the need for formalized training in ASD for LEOs. En ligne : http://dx.doi.org/10.1007/s10803-018-3794-4 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.1278-1283[article] Brief Report: Descriptive Analysis of Law Enforcement Officers' Experiences with and Knowledge of Autism [Texte imprimé et/ou numérique] / L. GARDNER, Auteur ; Jonathan M. CAMPBELL, Auteur ; J. WESTDAL, Auteur . - p.1278-1283.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.1278-1283
Mots-clés : Autism spectrum disorder Experiences Knowledge Law enforcement Training Index. décimale : PER Périodiques Résumé : Individuals with Autism Spectrum Disorder (ASD) may interact with law enforcement officers (LEOs) as victims of crime, witnesses to crime, or suspects of crime. Interactions between LEOs and those with ASD may go awry which raises questions about levels of training, experiences, and knowledge acquired by LEOs. Seventy-two LEOs reported on their experiences and training related to ASD and completed a survey of autism knowledge. The majority (72.2%) of LEOs reported no formal training for interacting with individuals with ASD. For LEOs responding to calls involving ASD, officers with prior training reported better preparation. Officers' responses to the knowledge survey varied considerably. Results support the need for formalized training in ASD for LEOs. En ligne : http://dx.doi.org/10.1007/s10803-018-3794-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 Caregiver perspectives, experiences and service satisfaction, and health service utilization among families of children with developmental disorders at a tertiary center in a low-resource setting / Kirsten A. DONALD in Research in Autism Spectrum Disorders, 110 (February 2024)
[article]
Titre : Caregiver perspectives, experiences and service satisfaction, and health service utilization among families of children with developmental disorders at a tertiary center in a low-resource setting Type de document : Texte imprimé et/ou numérique Auteurs : Kirsten A. DONALD, Auteur Article en page(s) : p.102285 Mots-clés : Neurodevelopmental disorders Perspectives Experiences Satisfaction Health Service utilization Low-resource setting Index. décimale : PER Périodiques Résumé : Background We describe the health perspectives, experiences, and level of service satisfaction among caregivers of children with autism spectrum disorder (ASD) and those with global developmental delays (GDD) attending services at a tertiary paediatric center, and how these influence health services utilization (HSU). Methods In this cross-sectional study, we interviewed caregivers using pre-validated questionnaires to establish their health perspectives, family distress level, healthcare experiences and service satisfaction level. HSU was determined by a review of their medical records in the preceding year. We used descriptive statistics and logistic regression analysis to correlate these variables comparing households with children with ASD versus GDD. Results We enrolled 240 children, 116 had ASD and 124 with GDD, within the age range of 3?8 years, and more males (2:1). Overall, most caregivers believed they had a low understanding of these conditions and that existing treatments were not effective. Both groups reported moderate family distress, mean of 3.3 /10 (SD 1.2), and moderate satisfaction level (68.3%). The mean annual frequency of visits was 12.5, but higher in GDD (13.3 vs 11.5). Overall, households that believed that therapy was able to control the illness recorded higher HSU (p = 0.003). Among families with children with ASD, lower family distress (p = 0.003), and higher general satisfaction (p = 0.06) predicted higher HSU. Conclusion Caregivers hold complex perceptions around these conditions that influence their service usage. There is a need to empower the caregivers, decentralize early intervention services, and adopt family-centered approaches in supporting families, to improve service compliance. En ligne : https://doi.org/10.1016/j.rasd.2023.102285 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520
in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102285[article] Caregiver perspectives, experiences and service satisfaction, and health service utilization among families of children with developmental disorders at a tertiary center in a low-resource setting [Texte imprimé et/ou numérique] / Kirsten A. DONALD, Auteur . - p.102285.
in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102285
Mots-clés : Neurodevelopmental disorders Perspectives Experiences Satisfaction Health Service utilization Low-resource setting Index. décimale : PER Périodiques Résumé : Background We describe the health perspectives, experiences, and level of service satisfaction among caregivers of children with autism spectrum disorder (ASD) and those with global developmental delays (GDD) attending services at a tertiary paediatric center, and how these influence health services utilization (HSU). Methods In this cross-sectional study, we interviewed caregivers using pre-validated questionnaires to establish their health perspectives, family distress level, healthcare experiences and service satisfaction level. HSU was determined by a review of their medical records in the preceding year. We used descriptive statistics and logistic regression analysis to correlate these variables comparing households with children with ASD versus GDD. Results We enrolled 240 children, 116 had ASD and 124 with GDD, within the age range of 3?8 years, and more males (2:1). Overall, most caregivers believed they had a low understanding of these conditions and that existing treatments were not effective. Both groups reported moderate family distress, mean of 3.3 /10 (SD 1.2), and moderate satisfaction level (68.3%). The mean annual frequency of visits was 12.5, but higher in GDD (13.3 vs 11.5). Overall, households that believed that therapy was able to control the illness recorded higher HSU (p = 0.003). Among families with children with ASD, lower family distress (p = 0.003), and higher general satisfaction (p = 0.06) predicted higher HSU. Conclusion Caregivers hold complex perceptions around these conditions that influence their service usage. There is a need to empower the caregivers, decentralize early intervention services, and adopt family-centered approaches in supporting families, to improve service compliance. En ligne : https://doi.org/10.1016/j.rasd.2023.102285 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 'I Felt Like I was Floating in Space': Autistic Adults' Experiences of Low Mood and Depression / Amy Louise JORDAN in Journal of Autism and Developmental Disorders, 51-5 (May 2021)
[article]
Titre : 'I Felt Like I was Floating in Space': Autistic Adults' Experiences of Low Mood and Depression Type de document : Texte imprimé et/ou numérique Auteurs : Amy Louise JORDAN, Auteur ; Magdalena MARCZAK, Auteur ; Jacqueline KNIBBS, Auteur Article en page(s) : p.1683-1694 Langues : Anglais (eng) Mots-clés : Autism Depression Experiences Interpretative phenomenological analysis Low mood Mental health Index. décimale : PER Périodiques Résumé : It is recognised that a high proportion of adults on the autism spectrum experience depressive symptoms. However, limited research has explored autistic peoples' experiences of low mood and depression. The aim of this study was to explore the lived experiences of low mood and depression for adults on the autism spectrum. The study employed Interpretive Phenomenological Analysis to investigate the experiences of 8 adults (7 males and 1 female), aged between 19 and 51, who had a diagnosis of autism without co-occurring learning disabilities, and experienced low mood or depression. All participants recorded their thoughts and feelings in a mood diary for 1 week and participated in a semi-structured interview. Three superordinate themes emerged from the data: 'Autism has made me the person I am', 'I can't function in the world' and 'It's like trying to do accounts on the futures market': Making sense of emotions. Findings highlight a need for specialist mental health provision for adults who are on the autism spectrum. Limitations of this study and implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04638-6 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.1683-1694[article] 'I Felt Like I was Floating in Space': Autistic Adults' Experiences of Low Mood and Depression [Texte imprimé et/ou numérique] / Amy Louise JORDAN, Auteur ; Magdalena MARCZAK, Auteur ; Jacqueline KNIBBS, Auteur . - p.1683-1694.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1683-1694
Mots-clés : Autism Depression Experiences Interpretative phenomenological analysis Low mood Mental health Index. décimale : PER Périodiques Résumé : It is recognised that a high proportion of adults on the autism spectrum experience depressive symptoms. However, limited research has explored autistic peoples' experiences of low mood and depression. The aim of this study was to explore the lived experiences of low mood and depression for adults on the autism spectrum. The study employed Interpretive Phenomenological Analysis to investigate the experiences of 8 adults (7 males and 1 female), aged between 19 and 51, who had a diagnosis of autism without co-occurring learning disabilities, and experienced low mood or depression. All participants recorded their thoughts and feelings in a mood diary for 1 week and participated in a semi-structured interview. Three superordinate themes emerged from the data: 'Autism has made me the person I am', 'I can't function in the world' and 'It's like trying to do accounts on the futures market': Making sense of emotions. Findings highlight a need for specialist mental health provision for adults who are on the autism spectrum. Limitations of this study and implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04638-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education / Anastasia H. ANDERSON in Research in Autism Spectrum Disorders, 39 (July 2017)
[article]
Titre : A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education Type de document : Texte imprimé et/ou numérique Auteurs : Anastasia H. ANDERSON, Auteur ; Jennifer STEPHENSON, Auteur ; Mark CARTER, Auteur Article en page(s) : p.33-53 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder ASD Higher education Post-secondary education Experiences Educational supports Index. décimale : PER Périodiques Résumé : AbstractBackground Post-secondary students with ASD experience a range of academic and non-academic difficulties and represent approximately one percent of the post-secondary cohort. The purpose of this review is to conduct a systematic literature review of articles that examined the barriers, challenges, and benefits experienced by post-secondary students with ASD, and the supports and services provided to them, and also to analyze student satisfaction with those supports. Method Three databases were searched and articles were screened against eligibility criteria. The twenty-three studies (reported in twenty-nine articles) that met criteria were also assessed for quality. Data pertaining to the benefits, challenges, and barriers experienced, and student satisfaction with supports and services provided, were extracted and analyzed. Results The studies highlighted the diverse range of social, emotional and sensory difficulties experienced by students with ASD, and how those difficulties negatively impacted all aspects of their post-secondary education. Also, the supports provided were often incongruous with need and produced idiosyncratic benefits, demonstrating the need for individualized supports and novel solutions to be identified. Suggestions for future research were made. Conclusions While prior research on post-secondary students with ASD is limited and geographically circumscribed, the current body of research suggests that students with ASD are often more concerned with non-academic issues than with their academic studies. Also, many post-secondary educational institutions were found proficient at providing traditional academic supports while non-academic supports and resources were often found inadequate. In addition, many students with ASD experienced anxiety or had poor advocacy skills and this impeded their ability to access available supports. Finally, students with ASD were found to be very diverse and to experience idiosyncratic responses to supports, suggesting that supports ideally needed to be individualized, ubiquitous, and continually monitored. En ligne : https://doi.org/10.1016/j.rasd.2017.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308
in Research in Autism Spectrum Disorders > 39 (July 2017) . - p.33-53[article] A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education [Texte imprimé et/ou numérique] / Anastasia H. ANDERSON, Auteur ; Jennifer STEPHENSON, Auteur ; Mark CARTER, Auteur . - p.33-53.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 39 (July 2017) . - p.33-53
Mots-clés : Autism spectrum disorder ASD Higher education Post-secondary education Experiences Educational supports Index. décimale : PER Périodiques Résumé : AbstractBackground Post-secondary students with ASD experience a range of academic and non-academic difficulties and represent approximately one percent of the post-secondary cohort. The purpose of this review is to conduct a systematic literature review of articles that examined the barriers, challenges, and benefits experienced by post-secondary students with ASD, and the supports and services provided to them, and also to analyze student satisfaction with those supports. Method Three databases were searched and articles were screened against eligibility criteria. The twenty-three studies (reported in twenty-nine articles) that met criteria were also assessed for quality. Data pertaining to the benefits, challenges, and barriers experienced, and student satisfaction with supports and services provided, were extracted and analyzed. Results The studies highlighted the diverse range of social, emotional and sensory difficulties experienced by students with ASD, and how those difficulties negatively impacted all aspects of their post-secondary education. Also, the supports provided were often incongruous with need and produced idiosyncratic benefits, demonstrating the need for individualized supports and novel solutions to be identified. Suggestions for future research were made. Conclusions While prior research on post-secondary students with ASD is limited and geographically circumscribed, the current body of research suggests that students with ASD are often more concerned with non-academic issues than with their academic studies. Also, many post-secondary educational institutions were found proficient at providing traditional academic supports while non-academic supports and resources were often found inadequate. In addition, many students with ASD experienced anxiety or had poor advocacy skills and this impeded their ability to access available supports. Finally, students with ASD were found to be very diverse and to experience idiosyncratic responses to supports, suggesting that supports ideally needed to be individualized, ubiquitous, and continually monitored. En ligne : https://doi.org/10.1016/j.rasd.2017.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 A systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education / Mariya T. DAVIS in Research in Autism Spectrum Disorders, 84 (June 2021)
[article]
Titre : A systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education Type de document : Texte imprimé et/ou numérique Auteurs : Mariya T. DAVIS, Auteur ; Gavin W. WATTS, Auteur ; Eric J. LOPEZ, Auteur Article en page(s) : 101769 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder ASD College Higher education Experiences Supports Index. décimale : PER Périodiques Résumé : Background As students with autism spectrum disorder (ASD) are increasingly enrolling at institutions of higher education, their new experiences and offered supports impact their success in this realm. The current review extends previous syntheses of literature related to support systems for students with ASD in higher education, as well as their first-hand experiences. Method This review systematically considered experiences of students with ASD in higher education and supports offered to them in both academic and non-academic realms as reported by students themselves. Of the 2,354 screened studies, 24 met inclusion criteria for review. Results Students with ASD experience high rates of mental health issues, sensory challenges, and social, academic, and communication difficulties. Academic supports, which were infrequently reported, include tutoring, accommodations, and coursework modifications. Non-academic supports included social skills training, peer-mediated interventions, counseling, and other university disability services. Although available, these supports may not be fully utilized due to students’ nondisclosure of their ASD diagnosis. Conclusions Non-academic supports for students with ASD are increasing along with this population’s enrollment in higher education, yet the development of academic supports appears to be less prevalent. These findings suggest institutions of higher education focus on the development and accessibility of academic supports, and additionally, provide faculty and staff with effective professional development to address the stigmatization of seeking out and utilizing available support systems. En ligne : https://doi.org/10.1016/j.rasd.2021.101769 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446
in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101769[article] A systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education [Texte imprimé et/ou numérique] / Mariya T. DAVIS, Auteur ; Gavin W. WATTS, Auteur ; Eric J. LOPEZ, Auteur . - 101769.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101769
Mots-clés : Autism spectrum disorder ASD College Higher education Experiences Supports Index. décimale : PER Périodiques Résumé : Background As students with autism spectrum disorder (ASD) are increasingly enrolling at institutions of higher education, their new experiences and offered supports impact their success in this realm. The current review extends previous syntheses of literature related to support systems for students with ASD in higher education, as well as their first-hand experiences. Method This review systematically considered experiences of students with ASD in higher education and supports offered to them in both academic and non-academic realms as reported by students themselves. Of the 2,354 screened studies, 24 met inclusion criteria for review. Results Students with ASD experience high rates of mental health issues, sensory challenges, and social, academic, and communication difficulties. Academic supports, which were infrequently reported, include tutoring, accommodations, and coursework modifications. Non-academic supports included social skills training, peer-mediated interventions, counseling, and other university disability services. Although available, these supports may not be fully utilized due to students’ nondisclosure of their ASD diagnosis. Conclusions Non-academic supports for students with ASD are increasing along with this population’s enrollment in higher education, yet the development of academic supports appears to be less prevalent. These findings suggest institutions of higher education focus on the development and accessibility of academic supports, and additionally, provide faculty and staff with effective professional development to address the stigmatization of seeking out and utilizing available support systems. En ligne : https://doi.org/10.1016/j.rasd.2021.101769 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 The Experiences of Fathers Who Have Offspring with Autism Spectrum Disorder / Alexander BURRELL in Journal of Autism and Developmental Disorders, 47-4 (April 2017)
PermalinkDecision-making difficulties experienced by adults with autism spectrum conditions / Lydia LUKE in Autism, 16-6 (November 2012)
PermalinkHealthcare Services During the Transitions to Adulthood Among Individuals with ASD Aged 15-25 Years Old: Stakeholders' Perspectives / Parisa GHANOUNI in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
PermalinkAutism spectrum disorder and interoception: Abnormalities in global integration? / T. R. HATFIELD in Autism, 23-1 (January 2019)
PermalinkGetting ready for national service: A preliminary investigation of the perspectives of young autistic pre-enlistees and their caregivers on national service / Pei Yun CHAY in Research in Autism Spectrum Disorders, 69 (January 2020)
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