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The Experience of Military Families with Children with Autism Spectrum Disorders During Relocation and Separation / Jennifer M. DAVIS in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
[article]
Titre : The Experience of Military Families with Children with Autism Spectrum Disorders During Relocation and Separation Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer M. DAVIS, Auteur ; Erinn H. FINKE, Auteur Année de publication : 2015 Article en page(s) : p.2019-2034 Langues : Anglais (eng) Mots-clés : Autism Therapeutic services Military families Qualitative interview Index. décimale : PER Périodiques Résumé : Military families with a child with autism spectrum disorder (ASD) are underrepresented in the literature. In order to provide appropriate services, research must be done to determine the needs of these families. A qualitative methodology was used to interview military spouses with children with ASD about their experiences with therapeutic services. Overall, results indicate military families with a child with ASD experience challenges associated with both the military lifestyle and having a child with special needs. Due to their membership in two groups prone to support limitations and therapeutic service accessibility issues, military families with a child with ASD may be at additional risk for high levels of stress and difficulty obtaining and maintaining ASD related services. En ligne : http://dx.doi.org/10.1007/s10803-015-2364-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2019-2034[article] The Experience of Military Families with Children with Autism Spectrum Disorders During Relocation and Separation [Texte imprimé et/ou numérique] / Jennifer M. DAVIS, Auteur ; Erinn H. FINKE, Auteur . - 2015 . - p.2019-2034.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2019-2034
Mots-clés : Autism Therapeutic services Military families Qualitative interview Index. décimale : PER Périodiques Résumé : Military families with a child with autism spectrum disorder (ASD) are underrepresented in the literature. In order to provide appropriate services, research must be done to determine the needs of these families. A qualitative methodology was used to interview military spouses with children with ASD about their experiences with therapeutic services. Overall, results indicate military families with a child with ASD experience challenges associated with both the military lifestyle and having a child with special needs. Due to their membership in two groups prone to support limitations and therapeutic service accessibility issues, military families with a child with ASD may be at additional risk for high levels of stress and difficulty obtaining and maintaining ASD related services. En ligne : http://dx.doi.org/10.1007/s10803-015-2364-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 Program logic model and impacts perceived by stakeholders in a post-school transition program for autistic young adults / Gary Yu Hin LAM in Research in Autism Spectrum Disorders, 107 (September 2023)
[article]
Titre : Program logic model and impacts perceived by stakeholders in a post-school transition program for autistic young adults Type de document : Texte imprimé et/ou numérique Auteurs : Gary Yu Hin LAM, Auteur ; Jaimie TIMMONS, Auteur ; Agnieszka ZALEWSKA, Auteur Article en page(s) : p.102220 Langues : Anglais (eng) Mots-clés : Post-school transition Young adults Qualitative interview Logic model Career development Program evaluation Index. décimale : PER Périodiques Résumé : Background Autistic young adults frequently experience challenges in their transition to adulthood. Despite the available research base describing isolated transition practices, efforts to document comprehensive programs combining multiple components in community settings are scant. This study aimed to explore stakeholders' experience of a post-school transition program, including their perceived program components, processes, and impacts that contributed to the program success. Method We conducted individual qualitative interviews with 17 program stakeholders, including autistic students, parents, mentors, community collaborators, and program staff. Findings were used to create a logic model that describes how various program components and processes effect changes in autistic youths and their parents. Results Results revealed that the program values are focused on student-led participation, a strength-based approach, individualization and customization, and professional development. Program activities holistically fostered development in the autistic youth through processes of imparting career-related knowledge, facilitating ecologically relevant practice, and providing supportive peers and environment. Stakeholders described heightened sense of self-awareness, self-esteem, independence, social competence, and preparedness for the future in autistic young adults, while parents also gained the trust and confidence in fostering autonomy in their adult children. Conclusions Transition program that integrates multiple components and processes informed by the evidence-based literature can facilitate career construction and development in autistic youth. Program model developed based on stakeholders' input can offer rich information about how a program works in a naturalistic context, which can support future program adaptaion and replication to meet the needs of diverse communities and settings. En ligne : https://doi.org/10.1016/j.rasd.2023.102220 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512
in Research in Autism Spectrum Disorders > 107 (September 2023) . - p.102220[article] Program logic model and impacts perceived by stakeholders in a post-school transition program for autistic young adults [Texte imprimé et/ou numérique] / Gary Yu Hin LAM, Auteur ; Jaimie TIMMONS, Auteur ; Agnieszka ZALEWSKA, Auteur . - p.102220.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 107 (September 2023) . - p.102220
Mots-clés : Post-school transition Young adults Qualitative interview Logic model Career development Program evaluation Index. décimale : PER Périodiques Résumé : Background Autistic young adults frequently experience challenges in their transition to adulthood. Despite the available research base describing isolated transition practices, efforts to document comprehensive programs combining multiple components in community settings are scant. This study aimed to explore stakeholders' experience of a post-school transition program, including their perceived program components, processes, and impacts that contributed to the program success. Method We conducted individual qualitative interviews with 17 program stakeholders, including autistic students, parents, mentors, community collaborators, and program staff. Findings were used to create a logic model that describes how various program components and processes effect changes in autistic youths and their parents. Results Results revealed that the program values are focused on student-led participation, a strength-based approach, individualization and customization, and professional development. Program activities holistically fostered development in the autistic youth through processes of imparting career-related knowledge, facilitating ecologically relevant practice, and providing supportive peers and environment. Stakeholders described heightened sense of self-awareness, self-esteem, independence, social competence, and preparedness for the future in autistic young adults, while parents also gained the trust and confidence in fostering autonomy in their adult children. Conclusions Transition program that integrates multiple components and processes informed by the evidence-based literature can facilitate career construction and development in autistic youth. Program model developed based on stakeholders' input can offer rich information about how a program works in a naturalistic context, which can support future program adaptaion and replication to meet the needs of diverse communities and settings. En ligne : https://doi.org/10.1016/j.rasd.2023.102220 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512 Short Report: Social Perception of High School Students with ASD in Norway / Ingjerd SKAFLE in Journal of Autism and Developmental Disorders, 50-2 (February 2020)
[article]
Titre : Short Report: Social Perception of High School Students with ASD in Norway Type de document : Texte imprimé et/ou numérique Auteurs : Ingjerd SKAFLE, Auteur ; Anders NORDAHL-HANSEN, Auteur ; Roald A. ØIEN, Auteur Article en page(s) : p.670-675 Langues : Anglais (eng) Mots-clés : Asperger syndrome Autism Inclusive highs school Qualitative interview School transition Social competence Index. décimale : PER Périodiques Résumé : An increasing number of students with autism spectrum disorder (ASD) enroll in inclusive schools and classrooms. The aim of this study was to research how students with ASD experience the social aspect of inclusive high schools. Five adolescences with Asperger syndrome were interviewed, and the results show that high school was perceived as an important platform for social training, and an equally important place to find new friends and acquaintances. A majority of the participants had experienced loneliness and bullying in junior high school. However, they experienced high school as a new start, with a more open and inclusive environment. Nevertheless, several of the participants expressed that they used quite a lot of energy on social settings, such as interpreting social situations and on being amongst a larger group of students. In order to support this group of adolescents in their schooling, it is important to look at their strength and resources, and not only focus on the challenges and difficulties. En ligne : http://dx.doi.org/10.1007/s10803-019-04281-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416
in Journal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.670-675[article] Short Report: Social Perception of High School Students with ASD in Norway [Texte imprimé et/ou numérique] / Ingjerd SKAFLE, Auteur ; Anders NORDAHL-HANSEN, Auteur ; Roald A. ØIEN, Auteur . - p.670-675.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.670-675
Mots-clés : Asperger syndrome Autism Inclusive highs school Qualitative interview School transition Social competence Index. décimale : PER Périodiques Résumé : An increasing number of students with autism spectrum disorder (ASD) enroll in inclusive schools and classrooms. The aim of this study was to research how students with ASD experience the social aspect of inclusive high schools. Five adolescences with Asperger syndrome were interviewed, and the results show that high school was perceived as an important platform for social training, and an equally important place to find new friends and acquaintances. A majority of the participants had experienced loneliness and bullying in junior high school. However, they experienced high school as a new start, with a more open and inclusive environment. Nevertheless, several of the participants expressed that they used quite a lot of energy on social settings, such as interpreting social situations and on being amongst a larger group of students. In order to support this group of adolescents in their schooling, it is important to look at their strength and resources, and not only focus on the challenges and difficulties. En ligne : http://dx.doi.org/10.1007/s10803-019-04281-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416