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Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective / Rumi AGARWAL in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
[article]
Titre : Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective Type de document : Texte imprimé et/ou numérique Auteurs : Rumi AGARWAL, Auteur ; L. HERON, Auteur ; S. L. BURKE, Auteur Article en page(s) : p.2229-2240 Langues : Anglais (eng) Mots-clés : Academic Performance/psychology Adolescent Education of Intellectually Disabled/methods Education, Professional/methods Female Humans Independent Living/education Intellectual Disability/psychology Male Motivation Parents/psychology Program Evaluation Qualitative Research Universities Young Adult Developmental disability Evaluation Intellectual disability Parent Postsecondary Qualitative Index. décimale : PER Périodiques Résumé : Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04676-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2229-2240[article] Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective [Texte imprimé et/ou numérique] / Rumi AGARWAL, Auteur ; L. HERON, Auteur ; S. L. BURKE, Auteur . - p.2229-2240.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2229-2240
Mots-clés : Academic Performance/psychology Adolescent Education of Intellectually Disabled/methods Education, Professional/methods Female Humans Independent Living/education Intellectual Disability/psychology Male Motivation Parents/psychology Program Evaluation Qualitative Research Universities Young Adult Developmental disability Evaluation Intellectual disability Parent Postsecondary Qualitative Index. décimale : PER Périodiques Résumé : Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04676-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Assessment and Treatment of Noise Hypersensitivity in a Teenager with Autism Spectrum Disorder: A Case Study / J. C. FODSTAD in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
[article]
Titre : Assessment and Treatment of Noise Hypersensitivity in a Teenager with Autism Spectrum Disorder: A Case Study Type de document : Texte imprimé et/ou numérique Auteurs : J. C. FODSTAD, Auteur ; S. A. KERSWILL, Auteur ; A. C. KIRSCH, Auteur ; A. LAGGES, Auteur ; J. SCHMIDT, Auteur Article en page(s) : p.1811-1822 Langues : Anglais (eng) Mots-clés : Adaptation, Psychological Adolescent Anxiety/psychology Autism Spectrum Disorder/psychology Avoidance Learning Cognitive Behavioral Therapy/methods Humans Hyperacusis/diagnosis/psychology/therapy Intellectual Disability/psychology Male Problem Behavior/psychology Treatment Outcome Anxiety Autism spectrum disorder Cognitive behavior therapy Noise hypersensitivity Problem behaviors Systematic desensitization Index. décimale : PER Périodiques Résumé : Noise hypersensitivity is a poorly understood symptom of Autism Spectrum Disorder (ASD). For some, problem behaviors co-occur with the aversive noise. Limited literature exists on treating noise hypersensitivity; however, noise hypersensitivity may be related to a specific phobia. This case study utilizes modified Cognitive Behavioral Therapy (CBT) to address anxiety, avoidance, and problem behaviors evoked by noise in a teen with ASD and mild Intellectual Disability (ID). Using multi-method assessment and individualized treatment, problem behaviors reduced, and independent coping strategies use occurred. Successful desensitization supports the efficacy of modified CBT as a treatment for noise-related anxiety and problem behaviors in individuals with ASD and ID. Outcomes are discussed considering intervention difficulties for noise hypersensitivity in a complex and diverse population. En ligne : http://dx.doi.org/10.1007/s10803-020-04650-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1811-1822[article] Assessment and Treatment of Noise Hypersensitivity in a Teenager with Autism Spectrum Disorder: A Case Study [Texte imprimé et/ou numérique] / J. C. FODSTAD, Auteur ; S. A. KERSWILL, Auteur ; A. C. KIRSCH, Auteur ; A. LAGGES, Auteur ; J. SCHMIDT, Auteur . - p.1811-1822.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1811-1822
Mots-clés : Adaptation, Psychological Adolescent Anxiety/psychology Autism Spectrum Disorder/psychology Avoidance Learning Cognitive Behavioral Therapy/methods Humans Hyperacusis/diagnosis/psychology/therapy Intellectual Disability/psychology Male Problem Behavior/psychology Treatment Outcome Anxiety Autism spectrum disorder Cognitive behavior therapy Noise hypersensitivity Problem behaviors Systematic desensitization Index. décimale : PER Périodiques Résumé : Noise hypersensitivity is a poorly understood symptom of Autism Spectrum Disorder (ASD). For some, problem behaviors co-occur with the aversive noise. Limited literature exists on treating noise hypersensitivity; however, noise hypersensitivity may be related to a specific phobia. This case study utilizes modified Cognitive Behavioral Therapy (CBT) to address anxiety, avoidance, and problem behaviors evoked by noise in a teen with ASD and mild Intellectual Disability (ID). Using multi-method assessment and individualized treatment, problem behaviors reduced, and independent coping strategies use occurred. Successful desensitization supports the efficacy of modified CBT as a treatment for noise-related anxiety and problem behaviors in individuals with ASD and ID. Outcomes are discussed considering intervention difficulties for noise hypersensitivity in a complex and diverse population. En ligne : http://dx.doi.org/10.1007/s10803-020-04650-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Using a Virtual-Representational-Abstract Integrated Framework to Teach Multiplicative Problem Solving to Middle School Students with Developmental Disabilities / J. R. ROOT in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
[article]
Titre : Using a Virtual-Representational-Abstract Integrated Framework to Teach Multiplicative Problem Solving to Middle School Students with Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : J. R. ROOT, Auteur ; S. K. COX, Auteur ; D. GILLEY, Auteur ; T. WADE, Auteur Article en page(s) : p.2284-2296 Langues : Anglais (eng) Mots-clés : Academic Performance/psychology Adolescent Autism Spectrum Disorder/psychology Developmental Disabilities/psychology Education, Special/methods Female Humans Intellectual Disability/psychology Male Mathematical Concepts Mathematics/education Problem Solving Schools Students/psychology Autism Intellectual disability Mathematics Problem solving Index. décimale : PER Périodiques Résumé : Effective instructional strategies to improve mathematical problem solving skills are critically important to student success in both school-based and real-world mathematics tasks. This study reports effects of a Virtual-Representational-Abstract Integrated framework on the mathematical problem solving skills of three middle school students with developmental disabilities (autism spectrum disorder and intellectual disability). All participants improved in their problem solving accuracy when solving multiplicative comparison word problems using realistic double and triple multipliers. Additionally, all participants maintained their mathematical problem solving accuracy after visual supports (graphic organizer) were removed. Detailed findings and implications for future research and practitioners are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04674-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2284-2296[article] Using a Virtual-Representational-Abstract Integrated Framework to Teach Multiplicative Problem Solving to Middle School Students with Developmental Disabilities [Texte imprimé et/ou numérique] / J. R. ROOT, Auteur ; S. K. COX, Auteur ; D. GILLEY, Auteur ; T. WADE, Auteur . - p.2284-2296.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2284-2296
Mots-clés : Academic Performance/psychology Adolescent Autism Spectrum Disorder/psychology Developmental Disabilities/psychology Education, Special/methods Female Humans Intellectual Disability/psychology Male Mathematical Concepts Mathematics/education Problem Solving Schools Students/psychology Autism Intellectual disability Mathematics Problem solving Index. décimale : PER Périodiques Résumé : Effective instructional strategies to improve mathematical problem solving skills are critically important to student success in both school-based and real-world mathematics tasks. This study reports effects of a Virtual-Representational-Abstract Integrated framework on the mathematical problem solving skills of three middle school students with developmental disabilities (autism spectrum disorder and intellectual disability). All participants improved in their problem solving accuracy when solving multiplicative comparison word problems using realistic double and triple multipliers. Additionally, all participants maintained their mathematical problem solving accuracy after visual supports (graphic organizer) were removed. Detailed findings and implications for future research and practitioners are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04674-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452