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Accommodations and support services preferred by college students with autism spectrum disorder / Amy L. ACCARDO in Autism, 23-3 (April 2019)
[article]
Titre : Accommodations and support services preferred by college students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amy L. ACCARDO, Auteur ; S. J. KUDER, Auteur ; J. WOODRUFF, Auteur Article en page(s) : p.574-583 Langues : Anglais (eng) Mots-clés : accommodations autism spectrum disorders college education services transition Index. décimale : PER Périodiques Résumé : This 2-year study investigated the accommodations and support services preferred by college students with autism spectrum disorder using sequential mixed methods non-experimental survey and semi-structured follow-up interviews. Students with autism spectrum disorder reported using both academic and non-academic supports with frequency (e.g. extended time on exams, transition program), using academic supports in line with other disability populations, and using non-academic supports connecting them one-to-one with a faculty member or coach as preferred (e.g. academic coach, counselor, faculty mentor). Findings suggest a need for university disability service centers, counseling services, and faculty to work together to develop systematic support systems for college students with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318760490 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392
in Autism > 23-3 (April 2019) . - p.574-583[article] Accommodations and support services preferred by college students with autism spectrum disorder [Texte imprimé et/ou numérique] / Amy L. ACCARDO, Auteur ; S. J. KUDER, Auteur ; J. WOODRUFF, Auteur . - p.574-583.
Langues : Anglais (eng)
in Autism > 23-3 (April 2019) . - p.574-583
Mots-clés : accommodations autism spectrum disorders college education services transition Index. décimale : PER Périodiques Résumé : This 2-year study investigated the accommodations and support services preferred by college students with autism spectrum disorder using sequential mixed methods non-experimental survey and semi-structured follow-up interviews. Students with autism spectrum disorder reported using both academic and non-academic supports with frequency (e.g. extended time on exams, transition program), using academic supports in line with other disability populations, and using non-academic supports connecting them one-to-one with a faculty member or coach as preferred (e.g. academic coach, counselor, faculty mentor). Findings suggest a need for university disability service centers, counseling services, and faculty to work together to develop systematic support systems for college students with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318760490 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392 Autism and Accommodations in Higher Education: Insights from the Autism Community / J. C. SARRETT in Journal of Autism and Developmental Disorders, 48-3 (March 2018)
[article]
Titre : Autism and Accommodations in Higher Education: Insights from the Autism Community Type de document : Texte imprimé et/ou numérique Auteurs : J. C. SARRETT, Auteur Année de publication : 2018 Article en page(s) : p.679-693 Langues : Anglais (eng) Mots-clés : Accommodations Autism Higher education Neurodiversity Index. décimale : PER Périodiques Résumé : This article builds on the growing body of research on higher education for autistic students by soliciting input from autistic adults on their higher education experiences and suggestions on making these experiences more 'autism-friendly'. Sixty-six individuals participated in a national exploratory survey and thirty-one participated in follow-up, online focus groups. The article reviews the accommodations individuals received and the accommodations they would have liked to receive. Concrete strategies are provided for institutes of higher education to address the social and sensory needs of autistic students, areas many participants reported being neglected in their academic experience, such as mentors and a neurodiverse space. These suggestions are intended to complement traditional academic accommodations to improve the outcomes of autistic students. En ligne : https://doi.org/10.1007/s10803-017-3353-4 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.679-693[article] Autism and Accommodations in Higher Education: Insights from the Autism Community [Texte imprimé et/ou numérique] / J. C. SARRETT, Auteur . - 2018 . - p.679-693.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.679-693
Mots-clés : Accommodations Autism Higher education Neurodiversity Index. décimale : PER Périodiques Résumé : This article builds on the growing body of research on higher education for autistic students by soliciting input from autistic adults on their higher education experiences and suggestions on making these experiences more 'autism-friendly'. Sixty-six individuals participated in a national exploratory survey and thirty-one participated in follow-up, online focus groups. The article reviews the accommodations individuals received and the accommodations they would have liked to receive. Concrete strategies are provided for institutes of higher education to address the social and sensory needs of autistic students, areas many participants reported being neglected in their academic experience, such as mentors and a neurodiverse space. These suggestions are intended to complement traditional academic accommodations to improve the outcomes of autistic students. En ligne : https://doi.org/10.1007/s10803-017-3353-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 College Access, Success and Equity for Students on the Autism Spectrum / Amy L. ACCARDO in Journal of Autism and Developmental Disorders, 49-12 (December 2019)
[article]
Titre : College Access, Success and Equity for Students on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Amy L. ACCARDO, Auteur ; K. BEAN, Auteur ; B. COOK, Auteur ; A. GILLIES, Auteur ; R. EDGINGTON, Auteur ; S. J. KUDER, Auteur ; Estyr M. BOMGARDNER, Auteur Article en page(s) : p.4877-4890 Langues : Anglais (eng) Mots-clés : Accommodations Autism spectrum disorder College Mental health University Index. décimale : PER Périodiques Résumé : College may be considered a gateway to success, yet access to college is limited for young adults with autism. Given the research recommendations to elicit student experiences and to communicate among universities to improve college access, success, and equity, the present study examined the questions: What factors are perceived as pathways to success or barriers to success by college students on the autism spectrum? What university provided accommodations and/or support services do they prefer? Participants from four universities completed surveys and semi-structured interviews. Findings from the multi-university study suggest the need to provide transition planning and systematic non-academic social and emotional supports from the start of the college experience as well as specific training for faculty, staff, and peers. En ligne : http://dx.doi.org/10.1007/s10803-019-04205-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411
in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4877-4890[article] College Access, Success and Equity for Students on the Autism Spectrum [Texte imprimé et/ou numérique] / Amy L. ACCARDO, Auteur ; K. BEAN, Auteur ; B. COOK, Auteur ; A. GILLIES, Auteur ; R. EDGINGTON, Auteur ; S. J. KUDER, Auteur ; Estyr M. BOMGARDNER, Auteur . - p.4877-4890.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4877-4890
Mots-clés : Accommodations Autism spectrum disorder College Mental health University Index. décimale : PER Périodiques Résumé : College may be considered a gateway to success, yet access to college is limited for young adults with autism. Given the research recommendations to elicit student experiences and to communicate among universities to improve college access, success, and equity, the present study examined the questions: What factors are perceived as pathways to success or barriers to success by college students on the autism spectrum? What university provided accommodations and/or support services do they prefer? Participants from four universities completed surveys and semi-structured interviews. Findings from the multi-university study suggest the need to provide transition planning and systematic non-academic social and emotional supports from the start of the college experience as well as specific training for faculty, staff, and peers. En ligne : http://dx.doi.org/10.1007/s10803-019-04205-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411 Development and psychometric testing of the AASPIRE Adult Autism Healthcare Provider Self-Efficacy Scale / Christina NICOLAIDIS in Autism, 25-3 (April 2021)
[article]
Titre : Development and psychometric testing of the AASPIRE Adult Autism Healthcare Provider Self-Efficacy Scale Type de document : Texte imprimé et/ou numérique Auteurs : Christina NICOLAIDIS, Auteur ; Gavin SCHNIDER, Auteur ; Junghee LEE, Auteur ; Dora M. RAYMAKER, Auteur ; Steven K. KAPP, Auteur ; Lisa A. CROEN, Auteur ; Anna URBANOWICZ, Auteur ; Joelle MASLAK, Auteur Article en page(s) : p.767-773 Langues : Anglais (eng) Mots-clés : accommodations adult autism community-based participatory research healthcare providers Index. décimale : PER Périodiques Résumé : The adult healthcare system is ill-prepared to provide high-quality care to autistic adults. Lack of provider training may contribute to the problem, but there are few previously tested survey instruments to guide provider training efforts. Our objective was to develop and test a measure of healthcare providers' confidence (or "self-efficacy") in providing healthcare to autistic adults and to use it to better understand their training needs. We used a community-based participatory research (CBPR) approach, in partnership with academic researchers, autistic adults, supporters, and healthcare providers, throughout the project. We developed a one-page questionnaire and surveyed 143 primary care providers from eight primary care clinics in Oregon and California, United States. Preliminary testing of the AASPIRE Adult Autism Healthcare Provider Self-Efficacy Scale suggests that the measure is reliable and valid. Using this scale, we found only a minority of providers reported high confidence in communicating with patients (25%); performing physical exams or procedures (43%); accurately diagnosing and treating other medical issues (40%); helping patients stay calm and comfortable during visits (38%); identifying accommodation needs (14%); and making necessary accommodations (16%). While providers need training across all aspects of care related to autism in adulthood, interventions should pay particular attention to helping providers communicate with patients, and identify and make necessary accommodations. Future research is needed to further validate this scale and to understand how to meet providers' training needs most effectively. En ligne : http://dx.doi.org/10.1177/1362361320949734 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism > 25-3 (April 2021) . - p.767-773[article] Development and psychometric testing of the AASPIRE Adult Autism Healthcare Provider Self-Efficacy Scale [Texte imprimé et/ou numérique] / Christina NICOLAIDIS, Auteur ; Gavin SCHNIDER, Auteur ; Junghee LEE, Auteur ; Dora M. RAYMAKER, Auteur ; Steven K. KAPP, Auteur ; Lisa A. CROEN, Auteur ; Anna URBANOWICZ, Auteur ; Joelle MASLAK, Auteur . - p.767-773.
Langues : Anglais (eng)
in Autism > 25-3 (April 2021) . - p.767-773
Mots-clés : accommodations adult autism community-based participatory research healthcare providers Index. décimale : PER Périodiques Résumé : The adult healthcare system is ill-prepared to provide high-quality care to autistic adults. Lack of provider training may contribute to the problem, but there are few previously tested survey instruments to guide provider training efforts. Our objective was to develop and test a measure of healthcare providers' confidence (or "self-efficacy") in providing healthcare to autistic adults and to use it to better understand their training needs. We used a community-based participatory research (CBPR) approach, in partnership with academic researchers, autistic adults, supporters, and healthcare providers, throughout the project. We developed a one-page questionnaire and surveyed 143 primary care providers from eight primary care clinics in Oregon and California, United States. Preliminary testing of the AASPIRE Adult Autism Healthcare Provider Self-Efficacy Scale suggests that the measure is reliable and valid. Using this scale, we found only a minority of providers reported high confidence in communicating with patients (25%); performing physical exams or procedures (43%); accurately diagnosing and treating other medical issues (40%); helping patients stay calm and comfortable during visits (38%); identifying accommodation needs (14%); and making necessary accommodations (16%). While providers need training across all aspects of care related to autism in adulthood, interventions should pay particular attention to helping providers communicate with patients, and identify and make necessary accommodations. Future research is needed to further validate this scale and to understand how to meet providers' training needs most effectively. En ligne : http://dx.doi.org/10.1177/1362361320949734 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 Use of standardized motor assessments in children with autism spectrum disorder: A meta-analysis and systematic review / Perman GOCHYYEV ; Devashish TIWARI in Research in Autism Spectrum Disorders, 110 (February 2024)
[article]
Titre : Use of standardized motor assessments in children with autism spectrum disorder: A meta-analysis and systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Perman GOCHYYEV, Auteur ; Devashish TIWARI, Auteur Article en page(s) : p.102298 Mots-clés : Autism Motor Review Standardized assessments Accommodations Test reporting Index. décimale : PER Périodiques Résumé : Background To summarize and appraise the existing literature on the use of standardized motor assessments in children with Autism Spectrum Disorder (ASD), with a special focus on the trends for administering and reporting standardized results in this population. Methods A thorough literature search was conducted for studies published from 2000 to 2023 on the motor skills of children with ASD using standardized motor assessments, followed by screening and data extraction. Results A total of 22 studies were included in the review. With respect to the administration of standardized tests, six studies did not report on accommodations, five studies indicated no use of accommodations, and 11 studies used a variety of accommodations (visuals, repeated demonstrations, etc.). Large effect sizes obtained from 18 out of the total 22 studies indicated poor overall, gross, and fine motor skills of children with ASD compared to typically developing (TD) peers. With respect to prevalence, only eight studies reported on the prevalence of motor impairments in the ASD sample with values ranging from 16% to 88% of ASD sample. Similarly, only eight studies reported on specific motor domains/subtests impaired in children with ASD such as balance, ball skills, manual dexterity, and strength. Conclusions Although there is significant evidence for the presence of motor deficits in children with ASD, there is still uncertainty related to the prevalence, nature, and specificity of motor deficits, largely attributed to the variability in the study samples and designs. En ligne : https://doi.org/10.1016/j.rasd.2023.102298 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520
in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102298[article] Use of standardized motor assessments in children with autism spectrum disorder: A meta-analysis and systematic review [Texte imprimé et/ou numérique] / Perman GOCHYYEV, Auteur ; Devashish TIWARI, Auteur . - p.102298.
in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102298
Mots-clés : Autism Motor Review Standardized assessments Accommodations Test reporting Index. décimale : PER Périodiques Résumé : Background To summarize and appraise the existing literature on the use of standardized motor assessments in children with Autism Spectrum Disorder (ASD), with a special focus on the trends for administering and reporting standardized results in this population. Methods A thorough literature search was conducted for studies published from 2000 to 2023 on the motor skills of children with ASD using standardized motor assessments, followed by screening and data extraction. Results A total of 22 studies were included in the review. With respect to the administration of standardized tests, six studies did not report on accommodations, five studies indicated no use of accommodations, and 11 studies used a variety of accommodations (visuals, repeated demonstrations, etc.). Large effect sizes obtained from 18 out of the total 22 studies indicated poor overall, gross, and fine motor skills of children with ASD compared to typically developing (TD) peers. With respect to prevalence, only eight studies reported on the prevalence of motor impairments in the ASD sample with values ranging from 16% to 88% of ASD sample. Similarly, only eight studies reported on specific motor domains/subtests impaired in children with ASD such as balance, ball skills, manual dexterity, and strength. Conclusions Although there is significant evidence for the presence of motor deficits in children with ASD, there is still uncertainty related to the prevalence, nature, and specificity of motor deficits, largely attributed to the variability in the study samples and designs. En ligne : https://doi.org/10.1016/j.rasd.2023.102298 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520