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Conceptualizing bullying in children with autism spectrum disorder: Using a mixed model to differentiate behavior types and identify predictors / H. E. MORTON in Autism, 23-7 (October 2019)
[article]
Titre : Conceptualizing bullying in children with autism spectrum disorder: Using a mixed model to differentiate behavior types and identify predictors Type de document : Texte imprimé et/ou numérique Auteurs : H. E. MORTON, Auteur ; J. M. GILLIS, Auteur ; R. E. MATTSON, Auteur ; Raymond G. ROMANCZYK, Auteur Article en page(s) : p.1853-1864 Langues : Anglais (eng) Mots-clés : assessment autism spectrum disorders bullying methodology parents teachers victimization vignette Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder experience bullying more frequently than their typical peers. Inconsistent definitions for and imprecise measurement of bullying in the literature impede a better understanding of this difference, and multiple types of bullying topographies create additional dimensions for analysis. In this study, participants rated the severity of bullying depicted in written vignettes of child-dyadic interactions. The vignettes varied across child age (4-15 years old) and described either one of four different types of bullying or non-bullying behavior. Participants included teachers and parents of children with autism spectrum disorder and community members without an autism spectrum disorder child. Participants' severity ratings of vignettes that described bullying differed by bullying type (i.e. verbal, physical, cyber, and interpersonal). Multilevel modeling revealed that bullying severity ratings are impacted by the age of children in the vignette, being a community member without children, and other demographic variables. These findings have implications for research methodology, assessment, and conceptualization of bullying in typical children as well as those with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318813997 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Autism > 23-7 (October 2019) . - p.1853-1864[article] Conceptualizing bullying in children with autism spectrum disorder: Using a mixed model to differentiate behavior types and identify predictors [Texte imprimé et/ou numérique] / H. E. MORTON, Auteur ; J. M. GILLIS, Auteur ; R. E. MATTSON, Auteur ; Raymond G. ROMANCZYK, Auteur . - p.1853-1864.
Langues : Anglais (eng)
in Autism > 23-7 (October 2019) . - p.1853-1864
Mots-clés : assessment autism spectrum disorders bullying methodology parents teachers victimization vignette Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder experience bullying more frequently than their typical peers. Inconsistent definitions for and imprecise measurement of bullying in the literature impede a better understanding of this difference, and multiple types of bullying topographies create additional dimensions for analysis. In this study, participants rated the severity of bullying depicted in written vignettes of child-dyadic interactions. The vignettes varied across child age (4-15 years old) and described either one of four different types of bullying or non-bullying behavior. Participants included teachers and parents of children with autism spectrum disorder and community members without an autism spectrum disorder child. Participants' severity ratings of vignettes that described bullying differed by bullying type (i.e. verbal, physical, cyber, and interpersonal). Multilevel modeling revealed that bullying severity ratings are impacted by the age of children in the vignette, being a community member without children, and other demographic variables. These findings have implications for research methodology, assessment, and conceptualization of bullying in typical children as well as those with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318813997 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 Diagnostic Disclosure and Social Marginalisation of Adults with ASD: Is There a Relationship and What Mediates It? / Cliodhna O'CONNOR in Journal of Autism and Developmental Disorders, 50-9 (September 2020)
[article]
Titre : Diagnostic Disclosure and Social Marginalisation of Adults with ASD: Is There a Relationship and What Mediates It? Type de document : Texte imprimé et/ou numérique Auteurs : Cliodhna O'CONNOR, Auteur ; Judith BURKE, Auteur ; Brendan ROONEY, Auteur Article en page(s) : p.3367-3379 Langues : Anglais (eng) Mots-clés : Adults Affective response Autism spectrum disorder Diagnostic disclosure Social distance Stigma Theory of mind Vignette Index. décimale : PER Périodiques Résumé : Adults with autism spectrum disorder (ASD) often experience social marginalisation. This study uses a vignette-based design to clarify whether diagnostic disclosure affects social marginalisation in workplace contexts. It investigates two potential mediators of this relationship: affective response to and theory of mind for people with ASD. Participants (n?=?170) read a description of a hypothetical co-worker with ASD traits, whose diagnosis was either disclosed or concealed. Providing a diagnostic label significantly reduced participants' desire to socially distance themselves from the target. This effect was mediated by positive affective responses. Diagnostic disclosure did not influence theory of mind for people with ASD but did increase tendencies to attribute primary emotions to the target; however, this did not relate to social distance outcomes. En ligne : http://dx.doi.org/10.1007/s10803-019-04239-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3367-3379[article] Diagnostic Disclosure and Social Marginalisation of Adults with ASD: Is There a Relationship and What Mediates It? [Texte imprimé et/ou numérique] / Cliodhna O'CONNOR, Auteur ; Judith BURKE, Auteur ; Brendan ROONEY, Auteur . - p.3367-3379.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-9 (September 2020) . - p.3367-3379
Mots-clés : Adults Affective response Autism spectrum disorder Diagnostic disclosure Social distance Stigma Theory of mind Vignette Index. décimale : PER Périodiques Résumé : Adults with autism spectrum disorder (ASD) often experience social marginalisation. This study uses a vignette-based design to clarify whether diagnostic disclosure affects social marginalisation in workplace contexts. It investigates two potential mediators of this relationship: affective response to and theory of mind for people with ASD. Participants (n?=?170) read a description of a hypothetical co-worker with ASD traits, whose diagnosis was either disclosed or concealed. Providing a diagnostic label significantly reduced participants' desire to socially distance themselves from the target. This effect was mediated by positive affective responses. Diagnostic disclosure did not influence theory of mind for people with ASD but did increase tendencies to attribute primary emotions to the target; however, this did not relate to social distance outcomes. En ligne : http://dx.doi.org/10.1007/s10803-019-04239-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430