11 recherche sur le mot-clé 'program evaluation'

Overview and Evaluation of a Mentorship Program for University Students With ASD / Megan E. AMES in Focus on Autism and Other Developmental Disabilities, 31-1 (March 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.27-36 Titre : Overview and Evaluation of a Mentorship Program for University Students With ASD Type de document : texte imprimé Auteurs : Megan E. AMES, Auteur ; Carly A. MCMORRIS, Auteur ; Lisa N. ALLI, Auteur ; James M. BEBKO, Auteur Article en page(s) : p.27-36 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  ASD  postsecondary education  program evaluation  peer mentoring Index. décimale : PER Périodiques Résumé : The number of students with autism spectrum disorder (ASD) pursuing postsecondary education is increasing. A mentorship program was developed to help students with ASD navigate the social and academic framework of postsecondary campus life. The present study (a) provides information about a sample of university students with ASD and (b) evaluates satisfaction with the support provided. This is the first study in Canada to report on the experience of students with ASD and to evaluate this novel approach. Students (N = 23) provided demographic information in the fall and completed surveys evaluating their satisfaction at the end of each academic year. Since beginning the program, the number of students has increased by 200%. High levels of satisfaction were reported. The majority of students reported success in achieving personal goals in part due to their participation in the program. Results better inform the development of supports for students with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Overview and Evaluation of a Mentorship Program for University Students With ASD [texte imprimé] / Megan E. AMES, Auteur ; Carly A. MCMORRIS, Auteur ; Lisa N. ALLI, Auteur ; James M. BEBKO, Auteur . - p.27-36. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.27-36 Mots-clés : autism spectrum disorder  ASD  postsecondary education  program evaluation  peer mentoring Index. décimale : PER Périodiques Résumé : The number of students with autism spectrum disorder (ASD) pursuing postsecondary education is increasing. A mentorship program was developed to help students with ASD navigate the social and academic framework of postsecondary campus life. The present study (a) provides information about a sample of university students with ASD and (b) evaluates satisfaction with the support provided. This is the first study in Canada to report on the experience of students with ASD and to evaluate this novel approach. Students (N = 23) provided demographic information in the fall and completed surveys evaluating their satisfaction at the end of each academic year. Since beginning the program, the number of students has increased by 200%. High levels of satisfaction were reported. The majority of students reported success in achieving personal goals in part due to their participation in the program. Results better inform the development of supports for students with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

Content Validity Evidence for the Verbal Behavior Milestones Assessment and Placement Program / Kristen L. PADILLA in Journal of Autism and Developmental Disorders, 51-11 (November 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4054-4066 Titre : Content Validity Evidence for the Verbal Behavior Milestones Assessment and Placement Program Type de document : texte imprimé Auteurs : Kristen L. PADILLA, Auteur ; Jessica S. AKERS, Auteur Article en page(s) : p.4054-4066 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Humans  Program Evaluation  Verbal Behavior  Applied behavior analysis  Autism  Content validity  Vb-mapp Index. décimale : PER Périodiques Résumé : The purpose of this study is to provide content validity evidence for the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP). A national panel of 13 experts provided an evaluation of the domain relevance, age appropriateness, method of measurement appropriateness, and domain representation across the three levels of the Milestones Assessment, Early Echoic Skills Assessment (EESA), and Barriers Assessment. Overall, the content validity evidence for the VB-MAPP Milestones, EESA, and Barriers Assessment was moderate to strong across the evaluated areas although there were areas with limited or conflicting support. The evidence suggests that the scores of the VB-MAPP provide information relevant to the target behaviors of interest but a few domains may not be fully represented by their specific items. En ligne : http://dx.doi.org/10.1007/s10803-020-04864-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Content Validity Evidence for the Verbal Behavior Milestones Assessment and Placement Program [texte imprimé] / Kristen L. PADILLA, Auteur ; Jessica S. AKERS, Auteur . - p.4054-4066. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4054-4066 Mots-clés : Autism Spectrum Disorder  Humans  Program Evaluation  Verbal Behavior  Applied behavior analysis  Autism  Content validity  Vb-mapp Index. décimale : PER Périodiques Résumé : The purpose of this study is to provide content validity evidence for the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP). A national panel of 13 experts provided an evaluation of the domain relevance, age appropriateness, method of measurement appropriateness, and domain representation across the three levels of the Milestones Assessment, Early Echoic Skills Assessment (EESA), and Barriers Assessment. Overall, the content validity evidence for the VB-MAPP Milestones, EESA, and Barriers Assessment was moderate to strong across the evaluated areas although there were areas with limited or conflicting support. The evidence suggests that the scores of the VB-MAPP provide information relevant to the target behaviors of interest but a few domains may not be fully represented by their specific items. En ligne : http://dx.doi.org/10.1007/s10803-020-04864-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

“From the autistic human books’ stories, I understand their mindset and thoughts”: Pilot development and participatory realist evaluation of Human Library to enhance public understanding of autism / Gary Yu Hin LAM in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.213-227 Titre : “From the autistic human books’ stories, I understand their mindset and thoughts”: Pilot development and participatory realist evaluation of Human Library to enhance public understanding of autism Type de document : texte imprimé Auteurs : Gary Yu Hin LAM, Auteur ; Teresa Wan Ki LAM, Auteur ; Ophelia TANG, Auteur ; Gary YEUNG, Auteur ; Sibyl Wai CHAN, Auteur Article en page(s) : p.213-227 Langues : Anglais (eng) Mots-clés : adults  narrative  neurodiversity  program evaluation  public education  qualitative research Index. décimale : PER Périodiques Résumé : Unlike traditional autism awareness programs that often rely on didactic teaching and factual information, Human Library is a contact-based intervention that can engage “readers” in critical dialogs with “human books” to learn about their lived experience. This study reported on the pilot development of a Human Library in collaboration with a team of human books who are autistic to promote public understanding of autism in Hong Kong. Using a participatory realist evaluation framework, we conducted surveys and interviews with readers to construct a Human Library program model and evaluate its associated outcomes. Pre- and post-Human Library surveys showed a significant decrease in autism stigma and increase in neurodiversity attitudes. Interview findings revealed that readers’ interests and concerns about the autistic community motivated them to participate in Human Library. Through personal interaction with autistic human books in a safe space created within Human Library, readers developed renewed understanding of autism and insights into autistic strengths. Readers became more informed of autistic people’s perspectives and various sociocultural barriers that impact their well-being, which shaped how they would interact with autistic people in the community. The Human Library model has implications for promoting better understanding and attitudes of autism and fostering positive interaction between autistic and non-autistic people.Lay Abstract There is a need to promote autism awareness and understanding in the public. Traditional methods often include direct teaching and sharing of facts about autism, but more creative and effective approaches are needed. Human Library (HL) works like an actual library, except that “books” are human beings who can share their lives and stories. This study developed and evaluated a Human Library specifically with autistic books to promote public understanding of autism in Hong Kong. We conducted surveys and interviews with the participating readers to understand how the Human Library works and its effects. After Human Library, readers reported decreased autism stigma and increased neurodiversity attitudes. Readers showed different understanding of autism contrary to their previous impressions. They appreciated more the strengths and perspectives of autistic individuals. They also considered more the autistic perspective when interacting with autistic people. Human Library can be an effective program to promote better understanding and attitudes of autism in the public. En ligne : https://dx.doi.org/10.1177/13623613251377949 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] “From the autistic human books’ stories, I understand their mindset and thoughts”: Pilot development and participatory realist evaluation of Human Library to enhance public understanding of autism [texte imprimé] / Gary Yu Hin LAM, Auteur ; Teresa Wan Ki LAM, Auteur ; Ophelia TANG, Auteur ; Gary YEUNG, Auteur ; Sibyl Wai CHAN, Auteur . - p.213-227. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.213-227 Mots-clés : adults  narrative  neurodiversity  program evaluation  public education  qualitative research Index. décimale : PER Périodiques Résumé : Unlike traditional autism awareness programs that often rely on didactic teaching and factual information, Human Library is a contact-based intervention that can engage “readers” in critical dialogs with “human books” to learn about their lived experience. This study reported on the pilot development of a Human Library in collaboration with a team of human books who are autistic to promote public understanding of autism in Hong Kong. Using a participatory realist evaluation framework, we conducted surveys and interviews with readers to construct a Human Library program model and evaluate its associated outcomes. Pre- and post-Human Library surveys showed a significant decrease in autism stigma and increase in neurodiversity attitudes. Interview findings revealed that readers’ interests and concerns about the autistic community motivated them to participate in Human Library. Through personal interaction with autistic human books in a safe space created within Human Library, readers developed renewed understanding of autism and insights into autistic strengths. Readers became more informed of autistic people’s perspectives and various sociocultural barriers that impact their well-being, which shaped how they would interact with autistic people in the community. The Human Library model has implications for promoting better understanding and attitudes of autism and fostering positive interaction between autistic and non-autistic people.Lay Abstract There is a need to promote autism awareness and understanding in the public. Traditional methods often include direct teaching and sharing of facts about autism, but more creative and effective approaches are needed. Human Library (HL) works like an actual library, except that “books” are human beings who can share their lives and stories. This study developed and evaluated a Human Library specifically with autistic books to promote public understanding of autism in Hong Kong. We conducted surveys and interviews with the participating readers to understand how the Human Library works and its effects. After Human Library, readers reported decreased autism stigma and increased neurodiversity attitudes. Readers showed different understanding of autism contrary to their previous impressions. They appreciated more the strengths and perspectives of autistic individuals. They also considered more the autistic perspective when interacting with autistic people. Human Library can be an effective program to promote better understanding and attitudes of autism in the public. En ligne : https://dx.doi.org/10.1177/13623613251377949 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

Effects of an Inclusive Physical Activity Program on the Motor Skills, Social Skills and Attitudes of Students with and without Autism Spectrum Disorder / Ahmet SANSI in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2254-2270 Titre : Effects of an Inclusive Physical Activity Program on the Motor Skills, Social Skills and Attitudes of Students with and without Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Ahmet SANSI, Auteur ; Sibel NALBANT, Auteur ; Dilara OZER, Auteur Article en page(s) : p.2254-2270 Langues : Anglais (eng) Mots-clés : Attitude  Autism Spectrum Disorder/psychology  Child  Exercise/psychology  Female  Humans  Mainstreaming, Education/methods  Male  Motor Skills  Physical Education and Training/methods  Program Evaluation  Random Allocation  Social Skills  Students/psychology  Autism spectrum disorder  Inclusive physical activity  Motor skill  Social skill Index. décimale : PER Périodiques Résumé : This study investigated the effects of an inclusive physical activity (IPA) program on the motor and social skills and attitudes of students with and without autism spectrum disorder (ASD). The study sample consisted of 45 ASD and typical development (TD) students aged between 6 and 11 years. The students were randomly divided into two groups: a training group consisting of 27 students (n = 13 with ASD and n = 14 with TD) and a control group consisting of 18 students (n = 9 with ASD and n = 9 with TD). In conclusion, the IPA program increased the motor and social skills of the ASD students and improved the motor skills of the TD students and positively affected their attitudes towards the ASD students. En ligne : http://dx.doi.org/10.1007/s10803-020-04693-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Effects of an Inclusive Physical Activity Program on the Motor Skills, Social Skills and Attitudes of Students with and without Autism Spectrum Disorder [texte imprimé] / Ahmet SANSI, Auteur ; Sibel NALBANT, Auteur ; Dilara OZER, Auteur . - p.2254-2270. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2254-2270 Mots-clés : Attitude  Autism Spectrum Disorder/psychology  Child  Exercise/psychology  Female  Humans  Mainstreaming, Education/methods  Male  Motor Skills  Physical Education and Training/methods  Program Evaluation  Random Allocation  Social Skills  Students/psychology  Autism spectrum disorder  Inclusive physical activity  Motor skill  Social skill Index. décimale : PER Périodiques Résumé : This study investigated the effects of an inclusive physical activity (IPA) program on the motor and social skills and attitudes of students with and without autism spectrum disorder (ASD). The study sample consisted of 45 ASD and typical development (TD) students aged between 6 and 11 years. The students were randomly divided into two groups: a training group consisting of 27 students (n = 13 with ASD and n = 14 with TD) and a control group consisting of 18 students (n = 9 with ASD and n = 9 with TD). In conclusion, the IPA program increased the motor and social skills of the ASD students and improved the motor skills of the TD students and positively affected their attitudes towards the ASD students. En ligne : http://dx.doi.org/10.1007/s10803-020-04693-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective / Rumi AGARWAL in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2229-2240 Titre : Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective Type de document : texte imprimé Auteurs : Rumi AGARWAL, Auteur ; Laura HERON, Auteur ; Shanna L. BURKE, Auteur Article en page(s) : p.2229-2240 Langues : Anglais (eng) Mots-clés : Academic Performance/psychology  Adolescent  Education of Intellectually Disabled/methods  Education, Professional/methods  Female  Humans  Independent Living/education  Intellectual Disability/psychology  Male  Motivation  Parents/psychology  Program Evaluation  Qualitative Research  Universities  Young Adult  Developmental disability  Evaluation  Intellectual disability  Parent  Postsecondary  Qualitative Index. décimale : PER Périodiques Résumé : Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04676-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective [texte imprimé] / Rumi AGARWAL, Auteur ; Laura HERON, Auteur ; Shanna L. BURKE, Auteur . - p.2229-2240. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2229-2240 Mots-clés : Academic Performance/psychology  Adolescent  Education of Intellectually Disabled/methods  Education, Professional/methods  Female  Humans  Independent Living/education  Intellectual Disability/psychology  Male  Motivation  Parents/psychology  Program Evaluation  Qualitative Research  Universities  Young Adult  Developmental disability  Evaluation  Intellectual disability  Parent  Postsecondary  Qualitative Index. décimale : PER Périodiques Résumé : Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04676-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Preliminary Results of the Effects of a Psychoeducational Program on Stress and Quality of Life Among French Parents of an Child With Autism / Emilie CAPPE in Focus on Autism and Other Developmental Disabilities, 36-3 (September 2021)  

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Program logic model and impacts perceived by stakeholders in a post-school transition program for autistic young adults / Gary Yu Hin LAM in Research in Autism Spectrum Disorders, 107 (September 2023)  

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Effects of an employer-based intervention on employment outcomes for youth with significant support needs due to autism / Paul WEHMAN in Autism, 21-3 (April 2017)  

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Employing Evidence-Based Practices for Children with Autism in Elementary Schools / Ann M. SAM in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

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The Effectiveness of a School-Based Social Cognitive Intervention on the Social Participation of Chinese Children with Autism / Phoebe P.P. CHEUNG in Journal of Autism and Developmental Disorders, 51-6 (June 2021)  

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