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Implementation of a multi-family autism transition program in the high school setting / Jocelyn KUHN in Autism, 26-3 (April 2022)
[article]
Titre : Implementation of a multi-family autism transition program in the high school setting Type de document : Texte imprimé et/ou numérique Auteurs : Jocelyn KUHN, Auteur ; Kate SZIDON, Auteur ; Bonnie KRAEMER, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Kara HUME, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.615-627 Langues : Anglais (eng) Mots-clés : Adolescent Adult Autism Spectrum Disorder/therapy Autistic Disorder Humans Problem Solving Schools autism spectrum disorders barriers facilitators families high schools intervention implementation transition to adulthood Index. décimale : PER Périodiques Résumé : Transitioning Together is an intervention that supports families of adolescents on the autism spectrum as they prepare for the transition to adulthood. While it has been delivered successfully and shown to result in positive outcomes for families in the university setting, questions remain about whether and how well it can be widely provided to families in real-world settings such as high schools. In this study, we analyzed predictors, facilitators, and barriers to providing Transitioning Together to families at 30 high schools across three US states, all of which received training from a team of researchers to deliver this intervention. Our findings highlight struggles and successes with real-world use of the intervention. Seventeen of the 30 schools were successful in providing Transitioning Together to families. Schools who had higher community socioeconomic status, higher quality family involvement, and higher quality transition planning programming before changing anything for this study were much more likely to provide this new intervention to families. Schools who used the intervention were mostly able to deliver it as designed and received positive feedback from families who participated. Common parts of the intervention that schools struggled with most included following the structure of the sessions, including group problem-solving and dialogue in the sessions, and collecting feedback from families. Future research is needed to learn how to make it even easier for public high schools and other service systems to provide this intervention to families, in a way that also maximizes its effectiveness and accessibility for historically underserved autism spectrum populations. En ligne : https://dx.doi.org/10.1177/13623613211065533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.615-627[article] Implementation of a multi-family autism transition program in the high school setting [Texte imprimé et/ou numérique] / Jocelyn KUHN, Auteur ; Kate SZIDON, Auteur ; Bonnie KRAEMER, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Kara HUME, Auteur ; Leann S. DAWALT, Auteur . - p.615-627.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.615-627
Mots-clés : Adolescent Adult Autism Spectrum Disorder/therapy Autistic Disorder Humans Problem Solving Schools autism spectrum disorders barriers facilitators families high schools intervention implementation transition to adulthood Index. décimale : PER Périodiques Résumé : Transitioning Together is an intervention that supports families of adolescents on the autism spectrum as they prepare for the transition to adulthood. While it has been delivered successfully and shown to result in positive outcomes for families in the university setting, questions remain about whether and how well it can be widely provided to families in real-world settings such as high schools. In this study, we analyzed predictors, facilitators, and barriers to providing Transitioning Together to families at 30 high schools across three US states, all of which received training from a team of researchers to deliver this intervention. Our findings highlight struggles and successes with real-world use of the intervention. Seventeen of the 30 schools were successful in providing Transitioning Together to families. Schools who had higher community socioeconomic status, higher quality family involvement, and higher quality transition planning programming before changing anything for this study were much more likely to provide this new intervention to families. Schools who used the intervention were mostly able to deliver it as designed and received positive feedback from families who participated. Common parts of the intervention that schools struggled with most included following the structure of the sessions, including group problem-solving and dialogue in the sessions, and collecting feedback from families. Future research is needed to learn how to make it even easier for public high schools and other service systems to provide this intervention to families, in a way that also maximizes its effectiveness and accessibility for historically underserved autism spectrum populations. En ligne : https://dx.doi.org/10.1177/13623613211065533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices / Kristen BOTTEMA-BEUTEL in Autism, 20-2 (February 2016)
[article]
Titre : Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Teagan S MULLINS, Auteur ; Michelle N HARVEY, Auteur ; Jenny R GUSTAFSON, Auteur ; Erik W. CARTER, Auteur Article en page(s) : p.196-206 Langues : Anglais (eng) Mots-clés : autism spectrum disorder high schools peer-mediated interventions social validation Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder participate in school-based, peer-mediated intervention programs designed to improve their social experiences. However, there is little research discerning how these youth view intervention practices currently represented in the literature, information which could improve the social validity of intervention programming. In this mixed-methods study, we interviewed 33 youth with autism spectrum disorder about seven social-focused, peer-mediated intervention components. We asked participants to rate the favorability of each component to determine their degree of liking. Subsequently, we asked participants to give a rationale for their rating, in order to explore influencing factors. Chi-square tests indicated that high ratings were most prevalent for recruiting peers and family involvement and medium ratings were most prevalent for meeting with peers. Analyses of variance also indicated that preferences in the specific format intervention components were delivered. Several themes emerged from our qualitative analysis of open-ended responses, including the ramifications of adults in adolescent social life, the advantages of learning through shared activities with peers, and the effects of disclosing disability status. Our findings will offer guidance for researchers and practitioners interested in individualizing interventions to reflect student preferences. Furthermore, we document areas of concern for youth with autism spectrum disorder as they access school-based interventions. En ligne : http://dx.doi.org/10.1177/1362361315574888 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Autism > 20-2 (February 2016) . - p.196-206[article] Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Teagan S MULLINS, Auteur ; Michelle N HARVEY, Auteur ; Jenny R GUSTAFSON, Auteur ; Erik W. CARTER, Auteur . - p.196-206.
Langues : Anglais (eng)
in Autism > 20-2 (February 2016) . - p.196-206
Mots-clés : autism spectrum disorder high schools peer-mediated interventions social validation Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder participate in school-based, peer-mediated intervention programs designed to improve their social experiences. However, there is little research discerning how these youth view intervention practices currently represented in the literature, information which could improve the social validity of intervention programming. In this mixed-methods study, we interviewed 33 youth with autism spectrum disorder about seven social-focused, peer-mediated intervention components. We asked participants to rate the favorability of each component to determine their degree of liking. Subsequently, we asked participants to give a rationale for their rating, in order to explore influencing factors. Chi-square tests indicated that high ratings were most prevalent for recruiting peers and family involvement and medium ratings were most prevalent for meeting with peers. Analyses of variance also indicated that preferences in the specific format intervention components were delivered. Several themes emerged from our qualitative analysis of open-ended responses, including the ramifications of adults in adolescent social life, the advantages of learning through shared activities with peers, and the effects of disclosing disability status. Our findings will offer guidance for researchers and practitioners interested in individualizing interventions to reflect student preferences. Furthermore, we document areas of concern for youth with autism spectrum disorder as they access school-based interventions. En ligne : http://dx.doi.org/10.1177/1362361315574888 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278