Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
12 recherche sur le mot-clé 'Universities'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Knowledge about Autism among Graduate Students in Togo / K. M. GOSSOU in Journal of Autism and Developmental Disorders, 52-2 (February 2022)
[article]
Titre : Knowledge about Autism among Graduate Students in Togo Type de document : Texte imprimé et/ou numérique Auteurs : K. M. GOSSOU, Auteur ; A. KOUDEMA, Auteur ; K. KPOFFON, Auteur ; V. ADJIWANOU, Auteur Article en page(s) : p.877-889 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder/epidemiology Humans Students Togo/epidemiology Universities Autism Francophone Graduate students Knowledge Sub-Saharan Africa Togo Index. décimale : PER Périodiques Résumé : Graduate students in healthcare or education programs should have adequate knowledge about autism as they could become professionals in that field. However, we were unable to locate any published studies that examined knowledge about autism among graduate students in francophone sub-Saharan Africa. Thus, the goal of this study was to describe knowledge about autism among 254 graduate psychology, medical, and education students in Togo. Results suggested that only 5% of graduate students had good knowledge about autism. Although graduate psychology students achieved higher scores than others, all subgroups had inadequate knowledge about specific characteristics of autism. The findings highlight the necessity of passing public policies to promote autism research and training in local universities in Togo. En ligne : http://dx.doi.org/10.1007/s10803-021-04972-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.877-889[article] Knowledge about Autism among Graduate Students in Togo [Texte imprimé et/ou numérique] / K. M. GOSSOU, Auteur ; A. KOUDEMA, Auteur ; K. KPOFFON, Auteur ; V. ADJIWANOU, Auteur . - p.877-889.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.877-889
Mots-clés : Autism Spectrum Disorder Autistic Disorder/epidemiology Humans Students Togo/epidemiology Universities Autism Francophone Graduate students Knowledge Sub-Saharan Africa Togo Index. décimale : PER Périodiques Résumé : Graduate students in healthcare or education programs should have adequate knowledge about autism as they could become professionals in that field. However, we were unable to locate any published studies that examined knowledge about autism among graduate students in francophone sub-Saharan Africa. Thus, the goal of this study was to describe knowledge about autism among 254 graduate psychology, medical, and education students in Togo. Results suggested that only 5% of graduate students had good knowledge about autism. Although graduate psychology students achieved higher scores than others, all subgroups had inadequate knowledge about specific characteristics of autism. The findings highlight the necessity of passing public policies to promote autism research and training in local universities in Togo. En ligne : http://dx.doi.org/10.1007/s10803-021-04972-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 Assessing Interdisciplinary Trainees' Objective and Self-Reported Knowledge of Autism Spectrum Disorder and Confidence in Providing Services / Leciel K. BONO in Journal of Autism and Developmental Disorders, 52-1 (January 2022)
[article]
Titre : Assessing Interdisciplinary Trainees' Objective and Self-Reported Knowledge of Autism Spectrum Disorder and Confidence in Providing Services Type de document : Texte imprimé et/ou numérique Auteurs : Leciel K. BONO, Auteur ; C. R. HAVERKAMP, Auteur ; R. A. LINDSEY, Auteur ; R. N. FREEDMAN, Auteur ; M. B. MCCLAIN, Auteur ; V. SIMONSMEIER, Auteur Article en page(s) : p.376-391 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/therapy Humans Mental Processes Referral and Consultation Self Report Universities Autism spectrum disorder Interdisciplinary Knowledge Self-efficacy Trainees Index. décimale : PER Périodiques Résumé : The importance of accurate identification and high-quality intervention for individuals with autism spectrum disorder (ASD) is indisputable. Clinicians from multiple professions need adequate knowledge of ASD to make appropriate referrals to specialists, conduct thorough evaluations, and provide effective interventions. ASD knowledge development for many professionals may start at the pre-service training level. An interdisciplinary sample consisting of trainees from Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs and University Centers for Excellence in Developmental Disabilities (UCEDDs) across the country (N?=?155) was evaluated on their objectively measured ASD knowledge using the ASKSP-R. Self-reported knowledge of ASD and self-reported confidence in providing services to individuals who have ASD was evaluated using a 0-100 scale. Results from an ANOVA demonstrated a significant difference in objectively measured knowledge across disciplines, F(7, 146)?=?4.68, p?.001. Specifically, trainees in psychology had significantly higher levels of objectively measured ASD knowledge than trainees in physical/occupational therapy, social work, and non-clinical disciplines. Pre-service and professional development experiences predicted trainees' objectively measured ASD knowledge, self-reported ASD knowledge, and self-reported confidence. Implications and recommendations regarding interdisciplinary training to improve outcomes for individuals with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04948-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.376-391[article] Assessing Interdisciplinary Trainees' Objective and Self-Reported Knowledge of Autism Spectrum Disorder and Confidence in Providing Services [Texte imprimé et/ou numérique] / Leciel K. BONO, Auteur ; C. R. HAVERKAMP, Auteur ; R. A. LINDSEY, Auteur ; R. N. FREEDMAN, Auteur ; M. B. MCCLAIN, Auteur ; V. SIMONSMEIER, Auteur . - p.376-391.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.376-391
Mots-clés : Autism Spectrum Disorder/diagnosis/therapy Humans Mental Processes Referral and Consultation Self Report Universities Autism spectrum disorder Interdisciplinary Knowledge Self-efficacy Trainees Index. décimale : PER Périodiques Résumé : The importance of accurate identification and high-quality intervention for individuals with autism spectrum disorder (ASD) is indisputable. Clinicians from multiple professions need adequate knowledge of ASD to make appropriate referrals to specialists, conduct thorough evaluations, and provide effective interventions. ASD knowledge development for many professionals may start at the pre-service training level. An interdisciplinary sample consisting of trainees from Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs and University Centers for Excellence in Developmental Disabilities (UCEDDs) across the country (N?=?155) was evaluated on their objectively measured ASD knowledge using the ASKSP-R. Self-reported knowledge of ASD and self-reported confidence in providing services to individuals who have ASD was evaluated using a 0-100 scale. Results from an ANOVA demonstrated a significant difference in objectively measured knowledge across disciplines, F(7, 146)?=?4.68, p?.001. Specifically, trainees in psychology had significantly higher levels of objectively measured ASD knowledge than trainees in physical/occupational therapy, social work, and non-clinical disciplines. Pre-service and professional development experiences predicted trainees' objectively measured ASD knowledge, self-reported ASD knowledge, and self-reported confidence. Implications and recommendations regarding interdisciplinary training to improve outcomes for individuals with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04948-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 Brief Report: Autism-Specific College Support Programs: Differences Across Geography and Institutional Type / B. R. NACHMAN in Journal of Autism and Developmental Disorders, 52-2 (February 2022)
[article]
Titre : Brief Report: Autism-Specific College Support Programs: Differences Across Geography and Institutional Type Type de document : Texte imprimé et/ou numérique Auteurs : B. R. NACHMAN, Auteur ; C. T. MCDERMOTT, Auteur ; B. E. COX, Auteur Article en page(s) : p.863-870 Langues : Anglais (eng) Mots-clés : Achievement Autism Spectrum Disorder/epidemiology Autistic Disorder/epidemiology Geography Humans Students United States Universities Autism College College support programs Higher education Postsecondary education Index. décimale : PER Périodiques Résumé : Many postsecondary institutions have begun their own Autism-Specific College Support Programs (ASPs) to integrate the emergence of autistic students into college and offer supports aiding their success (Longtin in J Postsecond Educ Disabil 27(1):63-72, 2014), yet little is known about these programs. We conducted an exhaustive, year-long search of all postsecondary institutions in the United States to identify all ASPs. Although we identified a total of 74 programs located in 29 states, our analyses suggest these are unavailable to students in large portions of the country. When they are available, these programs appear to be disproportionately located at 4-year institutions, public institutions, and in the Mid-East. Our study highlights inequities based on institutional type and geography, as well as offers a complete public list of ASPs. En ligne : http://dx.doi.org/10.1007/s10803-021-04958-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.863-870[article] Brief Report: Autism-Specific College Support Programs: Differences Across Geography and Institutional Type [Texte imprimé et/ou numérique] / B. R. NACHMAN, Auteur ; C. T. MCDERMOTT, Auteur ; B. E. COX, Auteur . - p.863-870.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.863-870
Mots-clés : Achievement Autism Spectrum Disorder/epidemiology Autistic Disorder/epidemiology Geography Humans Students United States Universities Autism College College support programs Higher education Postsecondary education Index. décimale : PER Périodiques Résumé : Many postsecondary institutions have begun their own Autism-Specific College Support Programs (ASPs) to integrate the emergence of autistic students into college and offer supports aiding their success (Longtin in J Postsecond Educ Disabil 27(1):63-72, 2014), yet little is known about these programs. We conducted an exhaustive, year-long search of all postsecondary institutions in the United States to identify all ASPs. Although we identified a total of 74 programs located in 29 states, our analyses suggest these are unavailable to students in large portions of the country. When they are available, these programs appear to be disproportionately located at 4-year institutions, public institutions, and in the Mid-East. Our study highlights inequities based on institutional type and geography, as well as offers a complete public list of ASPs. En ligne : http://dx.doi.org/10.1007/s10803-021-04958-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 Camouflaging in an everyday social context: An interpersonal recall study / Julia COOK in Autism, 25-5 (July 2021)
[article]
Titre : Camouflaging in an everyday social context: An interpersonal recall study Type de document : Texte imprimé et/ou numérique Auteurs : Julia COOK, Auteur ; Laura CRANE, Auteur ; Laura BOURNE, Auteur ; Laura HULL, Auteur ; William MANDY, Auteur Article en page(s) : p.1444-1456 Langues : Anglais (eng) Mots-clés : Adult Anxiety Disorders Autism Spectrum Disorder Autistic Disorder Humans Social Behavior Universities adults autism spectrum disorders qualitative research social behaviour social cognition Index. décimale : PER Périodiques Résumé : Many autistic people report that, despite personal costs, they use strategies to hide their autistic characteristics or appear non-autistic at work, school or university, when speaking with health professionals, or while socialising with certain friends and family members. These strategies are often referred to as camouflaging. This study explores camouflaging during everyday social interactions. A total of 17 autistic adults were filmed taking part in a common everyday social situation - a conversation with a stranger. They then watched the video of this conversation with a researcher and answered questions about camouflaging. These autistic people told us that they (1) had a strong desire to socialise with and be valued by other people but, because of negative past experiences, they often felt unsure about their ability to do so; (2) used camouflaging to help them to socialise and be valued by others; (3) experienced negative consequences when camouflaging (e.g. fatigue, anxiety and difficulties in friendships); and (4) sometimes socialised in more autistic ways instead of camouflaging. This study shows us how autistic people often change their behaviour because of the way they are treated by nonautistic people and that autistic people may benefit from programmes that help them to socialise in more authentically autistic ways, but only if their autistic social behaviour is met with understanding and acceptance from non-autistic people. En ligne : http://dx.doi.org/10.1177/1362361321992641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Autism > 25-5 (July 2021) . - p.1444-1456[article] Camouflaging in an everyday social context: An interpersonal recall study [Texte imprimé et/ou numérique] / Julia COOK, Auteur ; Laura CRANE, Auteur ; Laura BOURNE, Auteur ; Laura HULL, Auteur ; William MANDY, Auteur . - p.1444-1456.
Langues : Anglais (eng)
in Autism > 25-5 (July 2021) . - p.1444-1456
Mots-clés : Adult Anxiety Disorders Autism Spectrum Disorder Autistic Disorder Humans Social Behavior Universities adults autism spectrum disorders qualitative research social behaviour social cognition Index. décimale : PER Périodiques Résumé : Many autistic people report that, despite personal costs, they use strategies to hide their autistic characteristics or appear non-autistic at work, school or university, when speaking with health professionals, or while socialising with certain friends and family members. These strategies are often referred to as camouflaging. This study explores camouflaging during everyday social interactions. A total of 17 autistic adults were filmed taking part in a common everyday social situation - a conversation with a stranger. They then watched the video of this conversation with a researcher and answered questions about camouflaging. These autistic people told us that they (1) had a strong desire to socialise with and be valued by other people but, because of negative past experiences, they often felt unsure about their ability to do so; (2) used camouflaging to help them to socialise and be valued by others; (3) experienced negative consequences when camouflaging (e.g. fatigue, anxiety and difficulties in friendships); and (4) sometimes socialised in more autistic ways instead of camouflaging. This study shows us how autistic people often change their behaviour because of the way they are treated by nonautistic people and that autistic people may benefit from programmes that help them to socialise in more authentically autistic ways, but only if their autistic social behaviour is met with understanding and acceptance from non-autistic people. En ligne : http://dx.doi.org/10.1177/1362361321992641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 Camouflaging in an everyday social context: An interpersonal recall study / Julia COOK in Autism, 26-5 (July 2022)
[article]
Titre : Camouflaging in an everyday social context: An interpersonal recall study Type de document : Texte imprimé et/ou numérique Auteurs : Julia COOK, Auteur ; Laura CRANE, Auteur ; Laura BOURNE, Auteur ; Laura HULL, Auteur ; William MANDY, Auteur Article en page(s) : p.1444-1456 Langues : Anglais (eng) Mots-clés : Adult Anxiety Disorders Autism Spectrum Disorder Autistic Disorder Humans Social Behavior Universities adults autism spectrum disorders qualitative research social behaviour social cognition Index. décimale : PER Périodiques Résumé : Many autistic people report that, despite personal costs, they use strategies to hide their autistic characteristics or appear non-autistic at work, school or university, when speaking with health professionals, or while socialising with certain friends and family members. These strategies are often referred to as camouflaging. This study explores camouflaging during everyday social interactions. A total of 17 autistic adults were filmed taking part in a common everyday social situation - a conversation with a stranger. They then watched the video of this conversation with a researcher and answered questions about camouflaging. These autistic people told us that they (1) had a strong desire to socialise with and be valued by other people but, because of negative past experiences, they often felt unsure about their ability to do so; (2) used camouflaging to help them to socialise and be valued by others; (3) experienced negative consequences when camouflaging (e.g. fatigue, anxiety and difficulties in friendships); and (4) sometimes socialised in more autistic ways instead of camouflaging. This study shows us how autistic people often change their behaviour because of the way they are treated by nonautistic people and that autistic people may benefit from programmes that help them to socialise in more authentically autistic ways, but only if their autistic social behaviour is met with understanding and acceptance from non-autistic people. En ligne : http://dx.doi.org/10.1177/1362361321992641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484
in Autism > 26-5 (July 2022) . - p.1444-1456[article] Camouflaging in an everyday social context: An interpersonal recall study [Texte imprimé et/ou numérique] / Julia COOK, Auteur ; Laura CRANE, Auteur ; Laura BOURNE, Auteur ; Laura HULL, Auteur ; William MANDY, Auteur . - p.1444-1456.
Langues : Anglais (eng)
in Autism > 26-5 (July 2022) . - p.1444-1456
Mots-clés : Adult Anxiety Disorders Autism Spectrum Disorder Autistic Disorder Humans Social Behavior Universities adults autism spectrum disorders qualitative research social behaviour social cognition Index. décimale : PER Périodiques Résumé : Many autistic people report that, despite personal costs, they use strategies to hide their autistic characteristics or appear non-autistic at work, school or university, when speaking with health professionals, or while socialising with certain friends and family members. These strategies are often referred to as camouflaging. This study explores camouflaging during everyday social interactions. A total of 17 autistic adults were filmed taking part in a common everyday social situation - a conversation with a stranger. They then watched the video of this conversation with a researcher and answered questions about camouflaging. These autistic people told us that they (1) had a strong desire to socialise with and be valued by other people but, because of negative past experiences, they often felt unsure about their ability to do so; (2) used camouflaging to help them to socialise and be valued by others; (3) experienced negative consequences when camouflaging (e.g. fatigue, anxiety and difficulties in friendships); and (4) sometimes socialised in more autistic ways instead of camouflaging. This study shows us how autistic people often change their behaviour because of the way they are treated by nonautistic people and that autistic people may benefit from programmes that help them to socialise in more authentically autistic ways, but only if their autistic social behaviour is met with understanding and acceptance from non-autistic people. En ligne : http://dx.doi.org/10.1177/1362361321992641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 College as a Developmental Context for Emerging Adulthood in Autism: A Systematic Review of What We Know and Where We Go from Here / Chaia FLEGENHEIMER in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
PermalinkEvaluating 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)
PermalinkHealth Needs and College Readiness in Autistic Students: The Freshman Survey Results / P. FERNANDES in Journal of Autism and Developmental Disorders, 51-10 (October 2021)
PermalinkTesting the Latent Structure of the Autism Spectrum Quotient in a Sub-clinical Sample of University Students Using Factor Mixture Modelling / C. LETH-STEENSEN in Journal of Autism and Developmental Disorders, 51-10 (October 2021)
PermalinkUnderstanding the role of self-determination in shaping university experiences for autistic and typically developing students in the United Kingdom / Jiedi LEI in Autism, 25-5 (July 2021)
Permalink