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Mentoring Students with Intellectual and Developmental Disabilities: Evaluation of Role-Specific Workshops for Mentors and Mentees / Rumi AGARWAL in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
[article]
Titre : Mentoring Students with Intellectual and Developmental Disabilities: Evaluation of Role-Specific Workshops for Mentors and Mentees Type de document : Texte imprimé et/ou numérique Auteurs : Rumi AGARWAL, Auteur ; Laura HERON, Auteur ; Mitra NASEH, Auteur ; Shanna L. BURKE, Auteur Article en page(s) : p.1281-1289 Langues : Anglais (eng) Mots-clés : Developmental disability Intellectual disability Mentee Mentor Mentoring Workshop Index. décimale : PER Périodiques Résumé : Transitioning to post-secondary education is often challenging for students with intellectual and developmental disabilities (IDD). To address this, Florida International University, specifically FIU Embrace, piloted the Embrace Mentoring Program (EMP), which provided unique role-specific workshops to both faculty/staff mentors, and student mentees with IDD. A mixed-method design was used to analyze knowledge acquisition and participant perceptions of the workshops. Quantitative findings indicated knowledge improvement in a key area for mentors, while qualitative data demonstrated a positive response to workshop content, and highlighted areas of improvement for future workshops. Ultimately, the results from the pilot EMP demonstrated promise in supporting students with IDD towards academic and career-related goals, by providing mentorship training to both mentors and mentees. En ligne : http://dx.doi.org/10.1007/s10803-020-04599-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1281-1289[article] Mentoring Students with Intellectual and Developmental Disabilities: Evaluation of Role-Specific Workshops for Mentors and Mentees [Texte imprimé et/ou numérique] / Rumi AGARWAL, Auteur ; Laura HERON, Auteur ; Mitra NASEH, Auteur ; Shanna L. BURKE, Auteur . - p.1281-1289.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1281-1289
Mots-clés : Developmental disability Intellectual disability Mentee Mentor Mentoring Workshop Index. décimale : PER Périodiques Résumé : Transitioning to post-secondary education is often challenging for students with intellectual and developmental disabilities (IDD). To address this, Florida International University, specifically FIU Embrace, piloted the Embrace Mentoring Program (EMP), which provided unique role-specific workshops to both faculty/staff mentors, and student mentees with IDD. A mixed-method design was used to analyze knowledge acquisition and participant perceptions of the workshops. Quantitative findings indicated knowledge improvement in a key area for mentors, while qualitative data demonstrated a positive response to workshop content, and highlighted areas of improvement for future workshops. Ultimately, the results from the pilot EMP demonstrated promise in supporting students with IDD towards academic and career-related goals, by providing mentorship training to both mentors and mentees. En ligne : http://dx.doi.org/10.1007/s10803-020-04599-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 An Evaluation of Specialist Mentoring for University Students with Autism Spectrum Disorders and Mental Health Conditions / R. LUCAS in Journal of Autism and Developmental Disorders, 48-3 (March 2018)
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Titre : An Evaluation of Specialist Mentoring for University Students with Autism Spectrum Disorders and Mental Health Conditions Type de document : Texte imprimé et/ou numérique Auteurs : R. LUCAS, Auteur ; A. I. JAMES, Auteur Année de publication : 2018 Article en page(s) : p.694-707 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Higher education Mental health conditions Mentoring Programme evaluation University Index. décimale : PER Périodiques Résumé : Mentoring is often recommended to universities as a way of supporting students with Autism Spectrum Disorders (ASD) and/or mental health conditions (MHC), but there is little literature on optimising this support. We used mixed-methods to evaluate mentees' and mentors' experiences of a specialist mentoring programme. Mentees experienced academic, social and emotional support, although subtle group differences emerged between students with ASD and MHC. The quality of the mentee-mentor relationship was especially important. Mentors also reported benefits. Thematic analysis identified that effective mentoring requires a tailored partnership, which involves a personal relationship, empowerment, and building bridges into the university experience. Mentoring can effectively support students with ASD and/or MHC, but this is highly dependent on the development of tailored mentee-mentor partnerships. En ligne : https://doi.org/10.1007/s10803-017-3303-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.694-707[article] An Evaluation of Specialist Mentoring for University Students with Autism Spectrum Disorders and Mental Health Conditions [Texte imprimé et/ou numérique] / R. LUCAS, Auteur ; A. I. JAMES, Auteur . - 2018 . - p.694-707.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.694-707
Mots-clés : Autism spectrum disorder Higher education Mental health conditions Mentoring Programme evaluation University Index. décimale : PER Périodiques Résumé : Mentoring is often recommended to universities as a way of supporting students with Autism Spectrum Disorders (ASD) and/or mental health conditions (MHC), but there is little literature on optimising this support. We used mixed-methods to evaluate mentees' and mentors' experiences of a specialist mentoring programme. Mentees experienced academic, social and emotional support, although subtle group differences emerged between students with ASD and MHC. The quality of the mentee-mentor relationship was especially important. Mentors also reported benefits. Thematic analysis identified that effective mentoring requires a tailored partnership, which involves a personal relationship, empowerment, and building bridges into the university experience. Mentoring can effectively support students with ASD and/or MHC, but this is highly dependent on the development of tailored mentee-mentor partnerships. En ligne : https://doi.org/10.1007/s10803-017-3303-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 "Knowing That I'm Not Necessarily Alone in My Struggles": UK Autistic Performing Arts Professionals' Experiences of a Mentoring Programme / Eleanor BUCKLEY in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
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Titre : "Knowing That I'm Not Necessarily Alone in My Struggles": UK Autistic Performing Arts Professionals' Experiences of a Mentoring Programme Type de document : Texte imprimé et/ou numérique Auteurs : Eleanor BUCKLEY, Auteur ; Elizabeth PELLICANO, Auteur ; Anna REMINGTON, Auteur Année de publication : 2022 Article en page(s) : p.5451-5470 Langues : Anglais (eng) Mots-clés : Humans Mentoring Mentors Autistic Disorder Autism Spectrum Disorder United Kingdom Program Evaluation Arts Autism Employment Support Index. décimale : PER Périodiques Résumé : This research examined whether professional mentoring could have a positive effect on the occupational self-efficacy of autistic performing arts professionals. We compared the outcomes of one group who received mentoring to a waitlist control group. 26 participants took part in this study: 15 autistic mentees and 11 mentors, three of whom were also autistic. The mentoring programme was well received and felt to be beneficial by the participating mentees and mentors, particularly regarding gains in mentees' occupational self-efficacy. Professional mentoring also addressed several work-oriented challenges identified by autistic performing arts professionals such as feelings of isolation in the industry and need for consultation and advice on both a professional level, and for mentees with autistic mentors, also a neurodivergent one. En ligne : http://dx.doi.org/10.1007/s10803-021-05394-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5451-5470[article] "Knowing That I'm Not Necessarily Alone in My Struggles": UK Autistic Performing Arts Professionals' Experiences of a Mentoring Programme [Texte imprimé et/ou numérique] / Eleanor BUCKLEY, Auteur ; Elizabeth PELLICANO, Auteur ; Anna REMINGTON, Auteur . - 2022 . - p.5451-5470.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5451-5470
Mots-clés : Humans Mentoring Mentors Autistic Disorder Autism Spectrum Disorder United Kingdom Program Evaluation Arts Autism Employment Support Index. décimale : PER Périodiques Résumé : This research examined whether professional mentoring could have a positive effect on the occupational self-efficacy of autistic performing arts professionals. We compared the outcomes of one group who received mentoring to a waitlist control group. 26 participants took part in this study: 15 autistic mentees and 11 mentors, three of whom were also autistic. The mentoring programme was well received and felt to be beneficial by the participating mentees and mentors, particularly regarding gains in mentees' occupational self-efficacy. Professional mentoring also addressed several work-oriented challenges identified by autistic performing arts professionals such as feelings of isolation in the industry and need for consultation and advice on both a professional level, and for mentees with autistic mentors, also a neurodivergent one. En ligne : http://dx.doi.org/10.1007/s10803-021-05394-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 Peer Experiences of Military Spouses with Children with Autism in a Distance Peer Mentoring Program: A Pilot Study / J. M. D. KREMKOW in Journal of Autism and Developmental Disorders, 52-1 (January 2022)
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Titre : Peer Experiences of Military Spouses with Children with Autism in a Distance Peer Mentoring Program: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : J. M. D. KREMKOW, Auteur ; E. H. FINKE, Auteur Article en page(s) : p.189-202 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Child Humans Mentoring Mentors Military Personnel Peer Group Pilot Projects Spouses Autism Mentor program Military families Online Index. décimale : PER Périodiques Résumé : Previous research has indicated military families with children with autism reported significant difficulties when relocating with their child with autism. One possible relocation support for these families is an online peer mentorship program with another military spouse with a child with autism who has more relocation experience. The purpose of this pilot investigation was to determine the feasibility, acceptability, and collect initial outcome data for an online peer mentorship program for military spouses with children with autism. Results from this study indicated an online peer mentorship program is feasible, and may be a helpful program to support military spouses with children with autism before relocations. En ligne : http://dx.doi.org/10.1007/s10803-021-04937-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.189-202[article] Peer Experiences of Military Spouses with Children with Autism in a Distance Peer Mentoring Program: A Pilot Study [Texte imprimé et/ou numérique] / J. M. D. KREMKOW, Auteur ; E. H. FINKE, Auteur . - p.189-202.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.189-202
Mots-clés : Autism Spectrum Disorder Autistic Disorder Child Humans Mentoring Mentors Military Personnel Peer Group Pilot Projects Spouses Autism Mentor program Military families Online Index. décimale : PER Périodiques Résumé : Previous research has indicated military families with children with autism reported significant difficulties when relocating with their child with autism. One possible relocation support for these families is an online peer mentorship program with another military spouse with a child with autism who has more relocation experience. The purpose of this pilot investigation was to determine the feasibility, acceptability, and collect initial outcome data for an online peer mentorship program for military spouses with children with autism. Results from this study indicated an online peer mentorship program is feasible, and may be a helpful program to support military spouses with children with autism before relocations. En ligne : http://dx.doi.org/10.1007/s10803-021-04937-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Development and Feasibility of MindChip™: A Social Emotional Telehealth Intervention for Autistic Adults / Julia S. Y. TANG in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
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Titre : Development and Feasibility of MindChip™: A Social Emotional Telehealth Intervention for Autistic Adults Type de document : Texte imprimé et/ou numérique Auteurs : Julia S. Y. TANG, Auteur ; Marita FALKMER, Auteur ; Nigel T. M. CHEN, Auteur ; Sven B?LTE, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : p.1107-1130 Langues : Anglais (eng) Mots-clés : Autism Computer-based Emotion recognition Mentoring Technology Index. décimale : PER Périodiques Résumé : The study aims to develop and pilot a telehealth social emotional program, MindChip™ delivered with a computer based interventions (CBI) (Mind Reading(©)) for autistic adults. MindChip™ combined four theoretical perspectives and community feedback underpinning the essential mechanisms for targeting the social emotional understanding of autistic adults. A randomised pragmatic pilot trial (N?=?25) was conducted to explore the feasibility of MindChip™ (n?=?11) and to understand the preliminary efficacy of combining it with CBI compared to CBI only (n?=?14). The use of MindChip™ and CBI combined demonstrated partial feasibility, with preliminary efficacy findings revealing increased emotion recognition generalisation outcomes compared to CBI only. Further research is required to improve the engagement and personalisation of the intervention for autistic adults. En ligne : http://dx.doi.org/10.1007/s10803-020-04592-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1107-1130[article] Development and Feasibility of MindChip™: A Social Emotional Telehealth Intervention for Autistic Adults [Texte imprimé et/ou numérique] / Julia S. Y. TANG, Auteur ; Marita FALKMER, Auteur ; Nigel T. M. CHEN, Auteur ; Sven B?LTE, Auteur ; Sonya GIRDLER, Auteur . - p.1107-1130.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1107-1130
Mots-clés : Autism Computer-based Emotion recognition Mentoring Technology Index. décimale : PER Périodiques Résumé : The study aims to develop and pilot a telehealth social emotional program, MindChip™ delivered with a computer based interventions (CBI) (Mind Reading(©)) for autistic adults. MindChip™ combined four theoretical perspectives and community feedback underpinning the essential mechanisms for targeting the social emotional understanding of autistic adults. A randomised pragmatic pilot trial (N?=?25) was conducted to explore the feasibility of MindChip™ (n?=?11) and to understand the preliminary efficacy of combining it with CBI compared to CBI only (n?=?14). The use of MindChip™ and CBI combined demonstrated partial feasibility, with preliminary efficacy findings revealing increased emotion recognition generalisation outcomes compared to CBI only. Further research is required to improve the engagement and personalisation of the intervention for autistic adults. En ligne : http://dx.doi.org/10.1007/s10803-020-04592-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Examining the Effects of Parent-Created and Parent-Implemented Video Prompting to Teach Daily Living Skills to an Adolescent with Autism / G. YAKUBOVA in Journal of Autism and Developmental Disorders, 51-12 (December 2021)
PermalinkExploring coaching and follow-up supports in community-implemented caregiver-mediated JASPER intervention / Stephanie Y. SHIRE in Autism, 26-3 (April 2022)
Permalink"Going Mobile"-increasing the reach of parent-mediated intervention for toddlers with ASD via group-based and virtual delivery / Jessica BRIAN in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
PermalinkParent peer coaching program: A cascading intervention for parents of children with autism in Mongolia / James D. LEE in Autism, 26-8 (November 2022)
PermalinkPragmatic adaptations of telehealth-delivered caregiver coaching for children with autism in the context of COVID-19: Perspectives from the United States and South Africa / L. FRANZ in Autism, 26-1 (January 2022)
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