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Assuming ability of youth with autism: Synthesis of methods capturing the first-person perspectives of children and youth with disabilities / R. TESFAYE in Autism, 23-8 (November 2019)
[article]
Titre : Assuming ability of youth with autism: Synthesis of methods capturing the first-person perspectives of children and youth with disabilities Type de document : Texte imprimé et/ou numérique Auteurs : R. TESFAYE, Auteur ; V. COURCHESNE, Auteur ; A. YUSUF, Auteur ; T. SAVION-LEMIEUX, Auteur ; I. SINGH, Auteur ; K. SHIKAKO-THOMAS, Auteur ; P. MIRENDA, Auteur ; C. WADDELL, Auteur ; I. M. SMITH, Auteur ; David B NICHOLAS, Auteur ; P. SZATMARI, Auteur ; Teresa BENNETT, Auteur ; E. DUKU, Auteur ; S. GEORGIADES, Auteur ; Connor M. KERNS, Auteur ; T. VAILLANCOURT, Auteur ; A. ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; M. ELSABBAGH, Auteur Article en page(s) : p.1882-1896 Langues : Anglais (eng) Mots-clés : Autism disabilities first-person perspective inclusion lived experience participatory research Index. décimale : PER Périodiques Résumé : Most research regarding youth with autism spectrum disorder has not focused on their first-person perspectives providing limited insight into methodologies best suited to eliciting their voices. We conducted a synthesis of methods previously used to obtain the first-person perspectives of youth with various disabilities, which may be applicable to youth with autism spectrum disorder. Two-hundred and eighty-four articles met the inclusion criteria of our scoping review. We identified six distinct primary methods (questionnaires, interviews, group discussion, narratives, diaries, and art) expressed through four communication output modalities (language, sign language and gestures, writing, and images). A group of parents who have children with autism spectrum disorder were then presented with a synthesis of results. This parent consultation was used to build on approaches identified in the literature. Parents identified barriers that may be encountered during participant engagement and provided insights on how best to conduct first-person research with youth with autism spectrum disorder. Based on our findings, we present a novel methodological framework to capture the perspectives of youth with various communication and cognitive abilities, while highlighting family, youth, and expert contributions. En ligne : http://dx.doi.org/10.1177/1362361319831487 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407
in Autism > 23-8 (November 2019) . - p.1882-1896[article] Assuming ability of youth with autism: Synthesis of methods capturing the first-person perspectives of children and youth with disabilities [Texte imprimé et/ou numérique] / R. TESFAYE, Auteur ; V. COURCHESNE, Auteur ; A. YUSUF, Auteur ; T. SAVION-LEMIEUX, Auteur ; I. SINGH, Auteur ; K. SHIKAKO-THOMAS, Auteur ; P. MIRENDA, Auteur ; C. WADDELL, Auteur ; I. M. SMITH, Auteur ; David B NICHOLAS, Auteur ; P. SZATMARI, Auteur ; Teresa BENNETT, Auteur ; E. DUKU, Auteur ; S. GEORGIADES, Auteur ; Connor M. KERNS, Auteur ; T. VAILLANCOURT, Auteur ; A. ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; M. ELSABBAGH, Auteur . - p.1882-1896.
Langues : Anglais (eng)
in Autism > 23-8 (November 2019) . - p.1882-1896
Mots-clés : Autism disabilities first-person perspective inclusion lived experience participatory research Index. décimale : PER Périodiques Résumé : Most research regarding youth with autism spectrum disorder has not focused on their first-person perspectives providing limited insight into methodologies best suited to eliciting their voices. We conducted a synthesis of methods previously used to obtain the first-person perspectives of youth with various disabilities, which may be applicable to youth with autism spectrum disorder. Two-hundred and eighty-four articles met the inclusion criteria of our scoping review. We identified six distinct primary methods (questionnaires, interviews, group discussion, narratives, diaries, and art) expressed through four communication output modalities (language, sign language and gestures, writing, and images). A group of parents who have children with autism spectrum disorder were then presented with a synthesis of results. This parent consultation was used to build on approaches identified in the literature. Parents identified barriers that may be encountered during participant engagement and provided insights on how best to conduct first-person research with youth with autism spectrum disorder. Based on our findings, we present a novel methodological framework to capture the perspectives of youth with various communication and cognitive abilities, while highlighting family, youth, and expert contributions. En ligne : http://dx.doi.org/10.1177/1362361319831487 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 Exploring Anxiety at Home, School, and in the Community Through Self-Report From Children on the Autism Spectrum / Dawn ADAMS in Autism Research, 13-4 (April 2020)
[article]
Titre : Exploring Anxiety at Home, School, and in the Community Through Self-Report From Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Dawn ADAMS, Auteur ; Kate SIMPSON, Auteur ; Deb KEEN, Auteur Article en page(s) : p.603-614 Langues : Anglais (eng) Mots-clés : anxiety autism first-person perspective mental health parents support Index. décimale : PER Périodiques Résumé : Research investigating anxiety in children on the autism spectrum usually reports caregiver rather than self-report perspectives. This study aimed to document children's own descriptions of their anxiety symptomatology by combining profiles on a standardized autism-specific self-report measure of anxiety (ASC-ASD-C) with the answers from closed- and open-answer questions about anxiety across home, school, and community settings. Across the sample of 113 children on the spectrum aged 6-14 years, the two most frequently endorsed items on the ASC-ASD-C were from the Uncertainty and Performance Anxiety subscales, and the least endorsed were both from the Anxious Arousal subscale. Almost all (96.5%) of the children on the spectrum reported experiencing anxiety in at least one setting, with 40.7% reporting anxiety in all three contexts (home, school, and community). Approximately half of the sample felt their anxiety goes unrecognized by others at school and almost 60% felt it was unrecognized by others when out in the community. The proportion of children reporting having someone to help reduce their anxiety differed across home (86%), school (76%), and community (45%) settings. This highlights the importance of understanding anxiety and its impact, not only within the context of autism but also for each particular child. Autism Res 2020, 13: 603-614. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: There has been a lot of research focusing on anxiety and autism, but most of it has used parent reports, rather than asking the child themselves. This study summarizes data from 113 children on the autism spectrum, aged 6-14 years. It reports the symptoms of anxiety that these children most and least commonly experience. The results suggest only 40-50% of children feel that others are able to recognize their anxiety at school and when out in the community, suggesting that more training is needed to help adults in these settings to recognize and support anxiety. En ligne : http://dx.doi.org/10.1002/aur.2246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Autism Research > 13-4 (April 2020) . - p.603-614[article] Exploring Anxiety at Home, School, and in the Community Through Self-Report From Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Dawn ADAMS, Auteur ; Kate SIMPSON, Auteur ; Deb KEEN, Auteur . - p.603-614.
Langues : Anglais (eng)
in Autism Research > 13-4 (April 2020) . - p.603-614
Mots-clés : anxiety autism first-person perspective mental health parents support Index. décimale : PER Périodiques Résumé : Research investigating anxiety in children on the autism spectrum usually reports caregiver rather than self-report perspectives. This study aimed to document children's own descriptions of their anxiety symptomatology by combining profiles on a standardized autism-specific self-report measure of anxiety (ASC-ASD-C) with the answers from closed- and open-answer questions about anxiety across home, school, and community settings. Across the sample of 113 children on the spectrum aged 6-14 years, the two most frequently endorsed items on the ASC-ASD-C were from the Uncertainty and Performance Anxiety subscales, and the least endorsed were both from the Anxious Arousal subscale. Almost all (96.5%) of the children on the spectrum reported experiencing anxiety in at least one setting, with 40.7% reporting anxiety in all three contexts (home, school, and community). Approximately half of the sample felt their anxiety goes unrecognized by others at school and almost 60% felt it was unrecognized by others when out in the community. The proportion of children reporting having someone to help reduce their anxiety differed across home (86%), school (76%), and community (45%) settings. This highlights the importance of understanding anxiety and its impact, not only within the context of autism but also for each particular child. Autism Res 2020, 13: 603-614. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: There has been a lot of research focusing on anxiety and autism, but most of it has used parent reports, rather than asking the child themselves. This study summarizes data from 113 children on the autism spectrum, aged 6-14 years. It reports the symptoms of anxiety that these children most and least commonly experience. The results suggest only 40-50% of children feel that others are able to recognize their anxiety at school and when out in the community, suggesting that more training is needed to help adults in these settings to recognize and support anxiety. En ligne : http://dx.doi.org/10.1002/aur.2246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421