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Factors related to parental therapeutic self-efficacy in a parent-mediated intervention for children with autism spectrum disorder: A mixed methods study / Kaylin M. RUSSELL in Autism, 25-4 (May 2021)
[article]
Titre : Factors related to parental therapeutic self-efficacy in a parent-mediated intervention for children with autism spectrum disorder: A mixed methods study Type de document : Texte imprimé et/ou numérique Auteurs : Kaylin M. RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.971-981 Langues : Anglais (eng) Mots-clés : autism spectrum disorders interventions—psychosocial/behavioral mixed methods research parent-mediated intervention Index. décimale : PER Périodiques Résumé : Parental self-efficacy refers to parents' beliefs in their ability to successfully parent their child. Parental self-efficacy plays an important role in family outcomes when a child has autism spectrum disorder. It is important to consider therapeutic self-efficacy, one's feelings of self-efficacy regarding their implementation of an intervention, within parent-mediated interventions. The goal of this mixed methods study was to better understand factors that relate to parents' therapeutic self-efficacy when using a telehealth-based parent-mediated intervention. Participants were 51 parents of children with autism spectrum disorder between 17 and 83?months old. Parents had generally high therapeutic self-efficacy, and global parental self-efficacy was significantly related therapeutic self-efficacy. Parents' written reflections revealed four themes that related to their therapeutic self-efficacy: the importance of a good fit between the child's skills and the intervention, the importance of a good fit between the parent's interaction style and the intervention, environmental factors support intervention use, and the importance of the child's response to the intervention. Several themes differed for parents with higher and lower therapeutic self-efficacy. Findings suggest that global parental self-efficacy plays an important role in parental therapeutic self-efficacy in parent-mediated interventions. To support parents in learning, coaches should ask about the child's skills, parent's interaction style, environmental challenges, and child's response. En ligne : http://dx.doi.org/10.1177/1362361320974233 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism > 25-4 (May 2021) . - p.971-981[article] Factors related to parental therapeutic self-efficacy in a parent-mediated intervention for children with autism spectrum disorder: A mixed methods study [Texte imprimé et/ou numérique] / Kaylin M. RUSSELL, Auteur ; Brooke R. INGERSOLL, Auteur . - p.971-981.
Langues : Anglais (eng)
in Autism > 25-4 (May 2021) . - p.971-981
Mots-clés : autism spectrum disorders interventions—psychosocial/behavioral mixed methods research parent-mediated intervention Index. décimale : PER Périodiques Résumé : Parental self-efficacy refers to parents' beliefs in their ability to successfully parent their child. Parental self-efficacy plays an important role in family outcomes when a child has autism spectrum disorder. It is important to consider therapeutic self-efficacy, one's feelings of self-efficacy regarding their implementation of an intervention, within parent-mediated interventions. The goal of this mixed methods study was to better understand factors that relate to parents' therapeutic self-efficacy when using a telehealth-based parent-mediated intervention. Participants were 51 parents of children with autism spectrum disorder between 17 and 83?months old. Parents had generally high therapeutic self-efficacy, and global parental self-efficacy was significantly related therapeutic self-efficacy. Parents' written reflections revealed four themes that related to their therapeutic self-efficacy: the importance of a good fit between the child's skills and the intervention, the importance of a good fit between the parent's interaction style and the intervention, environmental factors support intervention use, and the importance of the child's response to the intervention. Several themes differed for parents with higher and lower therapeutic self-efficacy. Findings suggest that global parental self-efficacy plays an important role in parental therapeutic self-efficacy in parent-mediated interventions. To support parents in learning, coaches should ask about the child's skills, parent's interaction style, environmental challenges, and child's response. En ligne : http://dx.doi.org/10.1177/1362361320974233 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 The relationship between social experience and subjective well-being in autistic college students: A mixed methods study / Kathryn M BAILEY in Autism, 24-5 (July 2020)
[article]
Titre : The relationship between social experience and subjective well-being in autistic college students: A mixed methods study Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn M BAILEY, Auteur ; Kyle M. FROST, Auteur ; Karís CASAGRANDE, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.1081-1092 Langues : Anglais (eng) Mots-clés : adults autism spectrum disorders college mixed methods research subjective well-being Index. décimale : PER Périodiques Résumé : This mixed methods study examined the relationship between the college social experience and subjective well-being in autistic students in the Midwestern United States. An online survey focused on social connectedness, social participation, social support, and subjective well-being. A semi-structured interview discussed transition, supports received, and social participation. Correlations and a hierarchical regression were used to examine the relationship between social experience variables and subjective well-being from the survey. Inductive thematic analysis was used to identify interview themes. Theme counts for students who reported higher and lower subjective well-being were examined. Social connectedness, time spent with friends, and perceived social support were positively correlated with students' subjective well-being, with social connectedness explaining unique variance. Common themes included challenges navigating a new social environment and the importance of family, friends, and professors in providing social support. Students with lower subjective well-being more frequently discussed struggles to make social connections and the trade-off between socializing and succeeding academically, whereas students with higher subjective well-being more frequently described college as providing opportunities to develop meaningful social connections. This study adds new perspectives on the college experience for autistic students and highlights the important role that social connections and support play in their subjective well-being. En ligne : http://dx.doi.org/10.1177/1362361319892457 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Autism > 24-5 (July 2020) . - p.1081-1092[article] The relationship between social experience and subjective well-being in autistic college students: A mixed methods study [Texte imprimé et/ou numérique] / Kathryn M BAILEY, Auteur ; Kyle M. FROST, Auteur ; Karís CASAGRANDE, Auteur ; Brooke R. INGERSOLL, Auteur . - p.1081-1092.
Langues : Anglais (eng)
in Autism > 24-5 (July 2020) . - p.1081-1092
Mots-clés : adults autism spectrum disorders college mixed methods research subjective well-being Index. décimale : PER Périodiques Résumé : This mixed methods study examined the relationship between the college social experience and subjective well-being in autistic students in the Midwestern United States. An online survey focused on social connectedness, social participation, social support, and subjective well-being. A semi-structured interview discussed transition, supports received, and social participation. Correlations and a hierarchical regression were used to examine the relationship between social experience variables and subjective well-being from the survey. Inductive thematic analysis was used to identify interview themes. Theme counts for students who reported higher and lower subjective well-being were examined. Social connectedness, time spent with friends, and perceived social support were positively correlated with students' subjective well-being, with social connectedness explaining unique variance. Common themes included challenges navigating a new social environment and the importance of family, friends, and professors in providing social support. Students with lower subjective well-being more frequently discussed struggles to make social connections and the trade-off between socializing and succeeding academically, whereas students with higher subjective well-being more frequently described college as providing opportunities to develop meaningful social connections. This study adds new perspectives on the college experience for autistic students and highlights the important role that social connections and support play in their subjective well-being. En ligne : http://dx.doi.org/10.1177/1362361319892457 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 Influence of the COVID-19 pandemic on children with autism spectrum disorder and their mothers in Japan / Shoji OKAMURA ; Chitose BABA ; Natsumi FUJIMOTO ; Yuka ISHIZUKA ; Tomoya TAKAHASHI in Autism & Developmental Language Impairments, 8 (January-December 2023)
[article]
Titre : Influence of the COVID-19 pandemic on children with autism spectrum disorder and their mothers in Japan Type de document : Texte imprimé et/ou numérique Auteurs : Shoji OKAMURA, Auteur ; Chitose BABA, Auteur ; Natsumi FUJIMOTO, Auteur ; Yuka ISHIZUKA, Auteur ; Tomoya TAKAHASHI, Auteur Langues : Anglais (eng) Mots-clés : COVID-19 school-age children autism spectrum disorder Japan mixed methods research Index. décimale : PER Périodiques Résumé : Background and aimsResearch on the psychological impact of the coronavirus disease 2019 pandemic has highlighted its negative and positive effects on children with autism spectrum disorder and their families. However, little is known about the neutral effects that remain the same, even in particular circumstances, and how children with autism spectrum disorder and their parents perceive each other. We explored how children with autism spectrum disorder and their mothers perceived and experienced the pandemic in Japan.MethodsA mixed-methods design was employed. Thirteen children with autism spectrum disorder and 12 mothers participated. Data were collected through online semi-structured interviews and analyzed using thematic analysis. Similarities and differences in perceptions were compared.ResultsThe results revealed six broad themes and 27 categories. Regarding neutral effects, some mothers reported no substantial impact because there were no changes in their jobs or other dramatic life changes. In addition, some children were not affected because they had had no social contact before the pandemic or because their lives had not changed dramatically. Regarding the perceptions of children/mothers, most expressed that they/their children enjoyed spending time with their families. At home, mothers made various efforts to interact with their children. However, mothers and children differed in their perceptions, such as regarding the emergence of anxiety about conducting school events and the resolution of study-related concerns.ConclusionsThere were negative, neutral, and positive effects on both children with autism spectrum disorder and their mothers; specifically, they were striving to move forward to overcome the problems posed by the pandemic. Both parties tapped into their resilience by enhancing family interactions, such as cooking together or discussing children's interests.ImplicationsThese findings have important implications for developing more creative solutions to the challenges of coping and resilience in future crises. En ligne : https://dx.doi.org/10.1177/23969415231212347 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518
in Autism & Developmental Language Impairments > 8 (January-December 2023)[article] Influence of the COVID-19 pandemic on children with autism spectrum disorder and their mothers in Japan [Texte imprimé et/ou numérique] / Shoji OKAMURA, Auteur ; Chitose BABA, Auteur ; Natsumi FUJIMOTO, Auteur ; Yuka ISHIZUKA, Auteur ; Tomoya TAKAHASHI, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 8 (January-December 2023)
Mots-clés : COVID-19 school-age children autism spectrum disorder Japan mixed methods research Index. décimale : PER Périodiques Résumé : Background and aimsResearch on the psychological impact of the coronavirus disease 2019 pandemic has highlighted its negative and positive effects on children with autism spectrum disorder and their families. However, little is known about the neutral effects that remain the same, even in particular circumstances, and how children with autism spectrum disorder and their parents perceive each other. We explored how children with autism spectrum disorder and their mothers perceived and experienced the pandemic in Japan.MethodsA mixed-methods design was employed. Thirteen children with autism spectrum disorder and 12 mothers participated. Data were collected through online semi-structured interviews and analyzed using thematic analysis. Similarities and differences in perceptions were compared.ResultsThe results revealed six broad themes and 27 categories. Regarding neutral effects, some mothers reported no substantial impact because there were no changes in their jobs or other dramatic life changes. In addition, some children were not affected because they had had no social contact before the pandemic or because their lives had not changed dramatically. Regarding the perceptions of children/mothers, most expressed that they/their children enjoyed spending time with their families. At home, mothers made various efforts to interact with their children. However, mothers and children differed in their perceptions, such as regarding the emergence of anxiety about conducting school events and the resolution of study-related concerns.ConclusionsThere were negative, neutral, and positive effects on both children with autism spectrum disorder and their mothers; specifically, they were striving to move forward to overcome the problems posed by the pandemic. Both parties tapped into their resilience by enhancing family interactions, such as cooking together or discussing children's interests.ImplicationsThese findings have important implications for developing more creative solutions to the challenges of coping and resilience in future crises. En ligne : https://dx.doi.org/10.1177/23969415231212347 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 Parents' Use of Complementary Health Approaches for Young Children with Autism Spectrum Disorder / O. J. LINDLY in Journal of Autism and Developmental Disorders, 48-5 (May 2018)
[article]
Titre : Parents' Use of Complementary Health Approaches for Young Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : O. J. LINDLY, Auteur ; S. THORBURN, Auteur ; K. HEISLER, Auteur ; N. M. REYES, Auteur ; Katharine E. ZUCKERMAN, Auteur Article en page(s) : p.1803-1818 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Complementary and alternative medicine Complementary health approaches Mixed methods research Index. décimale : PER Périodiques Résumé : Knowledge of why parents use complementary health approaches (CHA) for children with autism spectrum disorder (ASD) is limited. We conducted a mixed methods study to better understand factors influencing parents' decision to use CHA for ASD. Parent-reported data about CHA use were collected on a probability sample of 352 young children with ASD in Denver, Colorado; Los Angeles, California; or Portland, Oregon. Follow-back interviews were conducted with 31 parents. CHA use was negatively associated with older child age and positively associated with parents' belief ASD has major consequences, living in Portland or Denver, and medication use. Nine themes help explain these results. Study findings may have utility for healthcare providers working with children with ASD and their families regarding CHA. En ligne : http://dx.doi.org/10.1007/s10803-017-3432-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1803-1818[article] Parents' Use of Complementary Health Approaches for Young Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / O. J. LINDLY, Auteur ; S. THORBURN, Auteur ; K. HEISLER, Auteur ; N. M. REYES, Auteur ; Katharine E. ZUCKERMAN, Auteur . - p.1803-1818.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1803-1818
Mots-clés : Autism spectrum disorder Complementary and alternative medicine Complementary health approaches Mixed methods research Index. décimale : PER Périodiques Résumé : Knowledge of why parents use complementary health approaches (CHA) for children with autism spectrum disorder (ASD) is limited. We conducted a mixed methods study to better understand factors influencing parents' decision to use CHA for ASD. Parent-reported data about CHA use were collected on a probability sample of 352 young children with ASD in Denver, Colorado; Los Angeles, California; or Portland, Oregon. Follow-back interviews were conducted with 31 parents. CHA use was negatively associated with older child age and positively associated with parents' belief ASD has major consequences, living in Portland or Denver, and medication use. Nine themes help explain these results. Study findings may have utility for healthcare providers working with children with ASD and their families regarding CHA. En ligne : http://dx.doi.org/10.1007/s10803-017-3432-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355