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Anxiety and ASD in Schools: School-Related Issues and Individualized Education Programs / Christopher LOPATA
Titre : Anxiety and ASD in Schools: School-Related Issues and Individualized Education Programs Type de document : Texte imprimé et/ou numérique Auteurs : Christopher LOPATA, Auteur ; James P. DONNELLY, Auteur ; Marcus L. THOMEER, Auteur Année de publication : 2017 Importance : p.211-230 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder anxiety autism schools cognitive behavioral treatment stress Index. décimale : PAR-B PAR-B - Anxiété Résumé : Abstract Youth with autism spectrum disorder (ASD) spend a significant amount of their development in educational settings and education law mandates that they be provided an appropriate education. School staff are increasingly challenged to adequately evaluate and treat symptoms of ASD, as well as any number of secondary symptoms. Anxiety is one of the most common co-occurring difficulties of students with ASD. Anxiety-related problems are a significant concern in school settings as they can exacerbate core symptoms of ASD, disrupt learning, and interfere with other interventions. Although the large majority of studies involving anxiety and youth with ASD have been conducted in nonschool settings, many have yielded findings that are highly relevant and applicable to schools. This chapter examines anxiety and ASD in school settings, with an emphasis on research studies conducted in school settings or with school-derived samples, when available. Where school-based evidence is limited or nonexistent, data from the broader evidence-base are presented to inform the considerations and practices of educational teams. The chapter begins with an overview of how ASD is defined in clinical and educational settings, followed by a review of anxiety-related problems in youth with ASD in school settings. This is followed by a discussion of school-based assessment of anxiety in students with ASD and finally intervention development, implementation, and monitoring of anxiety symptoms using the Individualized Education Program (IEP). En ligne : http://dx.doi.org/10.1016/B978-0-12-805122-1.00011-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Anxiety and ASD in Schools: School-Related Issues and Individualized Education Programs [Texte imprimé et/ou numérique] / Christopher LOPATA, Auteur ; James P. DONNELLY, Auteur ; Marcus L. THOMEER, Auteur . - 2017 . - p.211-230.
Langues : Anglais (eng)
Mots-clés : Autism spectrum disorder anxiety autism schools cognitive behavioral treatment stress Index. décimale : PAR-B PAR-B - Anxiété Résumé : Abstract Youth with autism spectrum disorder (ASD) spend a significant amount of their development in educational settings and education law mandates that they be provided an appropriate education. School staff are increasingly challenged to adequately evaluate and treat symptoms of ASD, as well as any number of secondary symptoms. Anxiety is one of the most common co-occurring difficulties of students with ASD. Anxiety-related problems are a significant concern in school settings as they can exacerbate core symptoms of ASD, disrupt learning, and interfere with other interventions. Although the large majority of studies involving anxiety and youth with ASD have been conducted in nonschool settings, many have yielded findings that are highly relevant and applicable to schools. This chapter examines anxiety and ASD in school settings, with an emphasis on research studies conducted in school settings or with school-derived samples, when available. Where school-based evidence is limited or nonexistent, data from the broader evidence-base are presented to inform the considerations and practices of educational teams. The chapter begins with an overview of how ASD is defined in clinical and educational settings, followed by a review of anxiety-related problems in youth with ASD in school settings. This is followed by a discussion of school-based assessment of anxiety in students with ASD and finally intervention development, implementation, and monitoring of anxiety symptoms using the Individualized Education Program (IEP). En ligne : http://dx.doi.org/10.1016/B978-0-12-805122-1.00011-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Editorial: Schools on the frontline of suicide prevention / Rebecca C. KAMODY in Journal of Child Psychology and Psychiatry, 63-8 (August 2022)
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Titre : Editorial: Schools on the frontline of suicide prevention Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca C. KAMODY, Auteur ; Michael H. BLOCH, Auteur Article en page(s) : p.833-835 Langues : Anglais (eng) Mots-clés : Adolescent COVID-19/prevention & control Child Humans Mental Health Services Pandemics Schools Suicide/prevention & control/psychology United States Index. décimale : PER Périodiques Résumé : The world has experienced an unprecedented mental health crisis associated with the COVID-19 pandemic (Liu et al., 2020). After more than two years navigating the associated uncertainty and distress, the impact on youth mental health continues to be a pressing concern. Those in the mental health field, as well as the children and families plagued by its impact, are inundated with seeing firsthand the impact on youth's functioning. This includes increases in depression and suicide (Asarnow & Chung, 2021; Manzar et al., 2021), and having to navigate siloes in care and often even an inability when in crisis to access a continuum of services (Zhai, 2021). This has highlighted the significant issues with accessibility of mental health care and inequitable access to care for youth mental health both in the United States and globally. We continue to experience daily the impact of insufficient resources for youth behavioral health. For those in the field who prioritize the need for more robust intervention approaches, the child mental health crisis associated with the pandemic has highlighted the need for us to develop more novel and innovative interventions. En ligne : http://dx.doi.org/10.1111/jcpp.13663 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Journal of Child Psychology and Psychiatry > 63-8 (August 2022) . - p.833-835[article] Editorial: Schools on the frontline of suicide prevention [Texte imprimé et/ou numérique] / Rebecca C. KAMODY, Auteur ; Michael H. BLOCH, Auteur . - p.833-835.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-8 (August 2022) . - p.833-835
Mots-clés : Adolescent COVID-19/prevention & control Child Humans Mental Health Services Pandemics Schools Suicide/prevention & control/psychology United States Index. décimale : PER Périodiques Résumé : The world has experienced an unprecedented mental health crisis associated with the COVID-19 pandemic (Liu et al., 2020). After more than two years navigating the associated uncertainty and distress, the impact on youth mental health continues to be a pressing concern. Those in the mental health field, as well as the children and families plagued by its impact, are inundated with seeing firsthand the impact on youth's functioning. This includes increases in depression and suicide (Asarnow & Chung, 2021; Manzar et al., 2021), and having to navigate siloes in care and often even an inability when in crisis to access a continuum of services (Zhai, 2021). This has highlighted the significant issues with accessibility of mental health care and inequitable access to care for youth mental health both in the United States and globally. We continue to experience daily the impact of insufficient resources for youth behavioral health. For those in the field who prioritize the need for more robust intervention approaches, the child mental health crisis associated with the pandemic has highlighted the need for us to develop more novel and innovative interventions. En ligne : http://dx.doi.org/10.1111/jcpp.13663 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 Employing Evidence-Based Practices for Children with Autism in Elementary Schools / Ann M. SAM in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
[article]
Titre : Employing Evidence-Based Practices for Children with Autism in Elementary Schools Type de document : Texte imprimé et/ou numérique Auteurs : Ann M. SAM, Auteur ; Samuel L ODOM, Auteur ; B. TOMASZEWSKI, Auteur ; Y. PERKINS, Auteur ; A. W. COX, Auteur Article en page(s) : p.2308-2323 Langues : Anglais (eng) Mots-clés : Academic Performance/psychology/statistics & numerical data Autism Spectrum Disorder/psychology Child Education, Special/methods Evidence-Based Practice/methods Female Humans Male Program Evaluation Schools Students/psychology Autistic students Elementary schools Evidence-based practices Teacher implementation Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. En ligne : http://dx.doi.org/10.1007/s10803-020-04706-x 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.2308-2323[article] Employing Evidence-Based Practices for Children with Autism in Elementary Schools [Texte imprimé et/ou numérique] / Ann M. SAM, Auteur ; Samuel L ODOM, Auteur ; B. TOMASZEWSKI, Auteur ; Y. PERKINS, Auteur ; A. W. COX, Auteur . - p.2308-2323.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323
Mots-clés : Academic Performance/psychology/statistics & numerical data Autism Spectrum Disorder/psychology Child Education, Special/methods Evidence-Based Practice/methods Female Humans Male Program Evaluation Schools Students/psychology Autistic students Elementary schools Evidence-based practices Teacher implementation Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. En ligne : http://dx.doi.org/10.1007/s10803-020-04706-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study / Rosa CHEESMAN in Journal of Child Psychology and Psychiatry, 63-10 (October 2022)
[article]
Titre : How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study Type de document : Texte imprimé et/ou numérique Auteurs : Rosa CHEESMAN, Auteur ; Espen M. EILERTSEN, Auteur ; Ziada AYORECH, Auteur ; Nicolai T. BORGEN, Auteur ; Ole A. ANDREASSEN, Auteur ; Henrik LARSSON, Auteur ; Henrik ZACHRISSON, Auteur ; Fartein A. TORVIK, Auteur ; Eivind YSTROM, Auteur Année de publication : 2022 Article en page(s) : p.1174-1185 Langues : Anglais (eng) Mots-clés : Academic Success Attention Deficit Disorder with Hyperactivity/diagnosis/epidemiology/genetics Cohort Studies Educational Status Humans Schools Adhd gene-environment interaction genetics school school performance Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with ADHD tend to achieve less than their peers in school. It is unknown whether schools moderate this association. Nonrandom selection of children into schools related to variations in their ADHD risk poses a methodological problem. METHODS: We linked data on ADHD symptoms of inattention and hyperactivity and parent-child ADHD polygenic scores (PGS) from the Norwegian Mother, Father, and Child Cohort Study (MoBa) to achievement in standardised tests and school identifiers. We estimated interactions of schools with individual differences between students in inattention, hyperactivity, and ADHD-PGS using multilevel models with random slopes for ADHD effects on achievement over schools. In our PGS analyses, we adjust for parental selection of schools by adjusting for parental ADHD-PGS (a within-family PGS design). We then tested whether five school sociodemographic measures explained any interactions. RESULTS: Analysis of up to 23,598 students attending 2,579 schools revealed interactions between school and ADHD effects on achievement. The variability between schools in the effects of inattention, hyperactivity and within-family ADHD-PGS on achievement was 0.08, 0.07 and 0.05 SDs, respectively. For example, the average effect of inattention on achievement wasÎ2=-0.23 (SE=0.009), but in 2.5% of schools with the weakest effects, the value was -0.07 or less. ADHD has a weaker effect on achievement in higher-performing schools. Schools make more of a difference to the achievements of students with higher levels of ADHD, explaining over four times as much variance in achievement for those with high versus average inattention symptoms. School sociodemographic measures could not explain the ADHD-by-school interactions. CONCLUSIONS: Although ADHD symptoms and genetic risk tend to hinder achievement, schools where their effects are weaker do exist. Differences between schools in support for children with ADHD should be evened out. En ligne : http://dx.doi.org/10.1111/jcpp.13656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Journal of Child Psychology and Psychiatry > 63-10 (October 2022) . - p.1174-1185[article] How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study [Texte imprimé et/ou numérique] / Rosa CHEESMAN, Auteur ; Espen M. EILERTSEN, Auteur ; Ziada AYORECH, Auteur ; Nicolai T. BORGEN, Auteur ; Ole A. ANDREASSEN, Auteur ; Henrik LARSSON, Auteur ; Henrik ZACHRISSON, Auteur ; Fartein A. TORVIK, Auteur ; Eivind YSTROM, Auteur . - 2022 . - p.1174-1185.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-10 (October 2022) . - p.1174-1185
Mots-clés : Academic Success Attention Deficit Disorder with Hyperactivity/diagnosis/epidemiology/genetics Cohort Studies Educational Status Humans Schools Adhd gene-environment interaction genetics school school performance Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with ADHD tend to achieve less than their peers in school. It is unknown whether schools moderate this association. Nonrandom selection of children into schools related to variations in their ADHD risk poses a methodological problem. METHODS: We linked data on ADHD symptoms of inattention and hyperactivity and parent-child ADHD polygenic scores (PGS) from the Norwegian Mother, Father, and Child Cohort Study (MoBa) to achievement in standardised tests and school identifiers. We estimated interactions of schools with individual differences between students in inattention, hyperactivity, and ADHD-PGS using multilevel models with random slopes for ADHD effects on achievement over schools. In our PGS analyses, we adjust for parental selection of schools by adjusting for parental ADHD-PGS (a within-family PGS design). We then tested whether five school sociodemographic measures explained any interactions. RESULTS: Analysis of up to 23,598 students attending 2,579 schools revealed interactions between school and ADHD effects on achievement. The variability between schools in the effects of inattention, hyperactivity and within-family ADHD-PGS on achievement was 0.08, 0.07 and 0.05 SDs, respectively. For example, the average effect of inattention on achievement wasÎ2=-0.23 (SE=0.009), but in 2.5% of schools with the weakest effects, the value was -0.07 or less. ADHD has a weaker effect on achievement in higher-performing schools. Schools make more of a difference to the achievements of students with higher levels of ADHD, explaining over four times as much variance in achievement for those with high versus average inattention symptoms. School sociodemographic measures could not explain the ADHD-by-school interactions. CONCLUSIONS: Although ADHD symptoms and genetic risk tend to hinder achievement, schools where their effects are weaker do exist. Differences between schools in support for children with ADHD should be evened out. En ligne : http://dx.doi.org/10.1111/jcpp.13656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 Leadership profiles associated with the implementation of behavioral health evidence-based practices for autism spectrum disorder in schools / N. A. STADNICK in Autism, 23-8 (November 2019)
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Titre : Leadership profiles associated with the implementation of behavioral health evidence-based practices for autism spectrum disorder in schools Type de document : Texte imprimé et/ou numérique Auteurs : N. A. STADNICK, Auteur ; R. D. MEZA, Auteur ; J. SUHRHEINRICH, Auteur ; G. A. AARONS, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; A. R. LYON, Auteur ; D. S. MANDELL, Auteur ; J. LOCKE, Auteur Article en page(s) : p.1957-1968 Langues : Anglais (eng) Mots-clés : EPIS framework autism spectrum disorder evidence-based practices implementation science leadership principal schools Index. décimale : PER Périodiques Résumé : Implementation of evidence-based practice (EBP) for autism spectrum disorder (ASD) in the education system is a public health priority. Leadership is a critical driver of EBP implementation but little is known about the types of leadership behaviors exhibited by school leaders and how this influences the context of EBP implementation, particularly for students with ASD. The objectives of this study were to determine (1) the leadership profiles of principals involved in EBP implementation for students with ASD and (2) how these leadership profiles related to school characteristics and implementation climate. The Exploration, Preparation, Implementation, Sustainment (EPIS) framework was used to guide the design and analysis of this study. Participants (n = 296) included principals, teachers, and classroom support staff. They provided demographic information and completed the Multifactor Leadership Questionnaire and Implementation Climate Scale. Using latent profile analysis, a three-pattern solution was identified: Disengaged (6% of sample), Undifferentiated (23% of sample), and Optimal (71% of sample). Principals in schools with higher proportions of students with an individualized education program were more likely to be classified as Undifferentiated than Optimal. The Optimal group was associated with more positive implementation climate than the Undifferentiated or Disengaged groups. Findings suggest that leadership behaviors rated by principals and their staff involved in implementation of common autism EBPs can be meaningfully clustered into three discernible profiles that are shaped by organizational context and linked to strategic implementation climate. Our study findings have implications for leadership training and service delivery in schools by underscoring the critical nature of school leadership during implementation of EBPs for children with autism and the interplay between specific leadership behaviors and strategic implementation climate. En ligne : http://dx.doi.org/10.1177/1362361319834398 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407
in Autism > 23-8 (November 2019) . - p.1957-1968[article] Leadership profiles associated with the implementation of behavioral health evidence-based practices for autism spectrum disorder in schools [Texte imprimé et/ou numérique] / N. A. STADNICK, Auteur ; R. D. MEZA, Auteur ; J. SUHRHEINRICH, Auteur ; G. A. AARONS, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; A. R. LYON, Auteur ; D. S. MANDELL, Auteur ; J. LOCKE, Auteur . - p.1957-1968.
Langues : Anglais (eng)
in Autism > 23-8 (November 2019) . - p.1957-1968
Mots-clés : EPIS framework autism spectrum disorder evidence-based practices implementation science leadership principal schools Index. décimale : PER Périodiques Résumé : Implementation of evidence-based practice (EBP) for autism spectrum disorder (ASD) in the education system is a public health priority. Leadership is a critical driver of EBP implementation but little is known about the types of leadership behaviors exhibited by school leaders and how this influences the context of EBP implementation, particularly for students with ASD. The objectives of this study were to determine (1) the leadership profiles of principals involved in EBP implementation for students with ASD and (2) how these leadership profiles related to school characteristics and implementation climate. The Exploration, Preparation, Implementation, Sustainment (EPIS) framework was used to guide the design and analysis of this study. Participants (n = 296) included principals, teachers, and classroom support staff. They provided demographic information and completed the Multifactor Leadership Questionnaire and Implementation Climate Scale. Using latent profile analysis, a three-pattern solution was identified: Disengaged (6% of sample), Undifferentiated (23% of sample), and Optimal (71% of sample). Principals in schools with higher proportions of students with an individualized education program were more likely to be classified as Undifferentiated than Optimal. The Optimal group was associated with more positive implementation climate than the Undifferentiated or Disengaged groups. Findings suggest that leadership behaviors rated by principals and their staff involved in implementation of common autism EBPs can be meaningfully clustered into three discernible profiles that are shaped by organizational context and linked to strategic implementation climate. Our study findings have implications for leadership training and service delivery in schools by underscoring the critical nature of school leadership during implementation of EBPs for children with autism and the interplay between specific leadership behaviors and strategic implementation climate. En ligne : http://dx.doi.org/10.1177/1362361319834398 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire / C. DERGUY in Autism, 25-6 (August 2021)
PermalinkAnother step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire / Cyrielle DERGUY in Autism, 26-6 (August 2022)
PermalinkAutism spectrum disorder prevalence and associated sociodemographic factors in the school population: EPINED study / Paula MORALES-HIDALGO in Autism, 25-7 (October 2021)
PermalinkAutism spectrum disorder prevalence and associated sociodemographic factors in the school population: EPINED study / Paula MORALES-HIDALGO in Autism, 26-7 (October 2022)
PermalinkBrief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices / Jessica PAYNTER in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
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