Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
3 recherche sur le mot-clé 'social inclusion'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
The combined impact of social support and perceived stress on quality of life in adults with autism spectrum disorder and without intellectual disability / Lauren BISHOP-FITZPATRICK in Autism, 22-6 (August 2018)
[article]
Titre : The combined impact of social support and perceived stress on quality of life in adults with autism spectrum disorder and without intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : Lauren BISHOP-FITZPATRICK, Auteur ; C. A. MAZEFSKY, Auteur ; S. M. EACK, Auteur Article en page(s) : p.703-711 Langues : Anglais (eng) Mots-clés : Asperger's autism spectrum disorder friendship high-functioning autism intervention quality of life social inclusion stress Index. décimale : PER Périodiques Résumé : Identifying modifiable correlates of good quality of life in adults with autism spectrum disorder is of paramount importance for intervention development as the population of adults with autism spectrum disorder increases. This study sought to examine social support and perceived stress as potential modifiable correlates of quality of life in adults with autism spectrum disorder. We hypothesized that adults with autism spectrum disorder without co-occurring intellectual disabilities ( N = 40; aged 18-44 years) would report lower levels of social support and quality of life than typical community volunteers who were matched for age, sex, and race ( N = 25). We additionally hypothesized that social support would buffer the effect of perceived stress on quality of life in adults with autism spectrum disorder. Results indicated that adults with autism spectrum disorder reported significantly lower levels of social support and quality of life than matched typical community volunteers. In addition, findings showed significant direct effects of social support and perceived stress on quality of life in adults with autism spectrum disorder. Social support did not buffer the effect of perceived stress on quality of life. Interventions that teach adults with autism spectrum disorder skills to help them better manage stress and cultivate supportive social relationships have the potential to improve quality of life. En ligne : http://dx.doi.org/10.1177/1362361317703090 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366
in Autism > 22-6 (August 2018) . - p.703-711[article] The combined impact of social support and perceived stress on quality of life in adults with autism spectrum disorder and without intellectual disability [Texte imprimé et/ou numérique] / Lauren BISHOP-FITZPATRICK, Auteur ; C. A. MAZEFSKY, Auteur ; S. M. EACK, Auteur . - p.703-711.
Langues : Anglais (eng)
in Autism > 22-6 (August 2018) . - p.703-711
Mots-clés : Asperger's autism spectrum disorder friendship high-functioning autism intervention quality of life social inclusion stress Index. décimale : PER Périodiques Résumé : Identifying modifiable correlates of good quality of life in adults with autism spectrum disorder is of paramount importance for intervention development as the population of adults with autism spectrum disorder increases. This study sought to examine social support and perceived stress as potential modifiable correlates of quality of life in adults with autism spectrum disorder. We hypothesized that adults with autism spectrum disorder without co-occurring intellectual disabilities ( N = 40; aged 18-44 years) would report lower levels of social support and quality of life than typical community volunteers who were matched for age, sex, and race ( N = 25). We additionally hypothesized that social support would buffer the effect of perceived stress on quality of life in adults with autism spectrum disorder. Results indicated that adults with autism spectrum disorder reported significantly lower levels of social support and quality of life than matched typical community volunteers. In addition, findings showed significant direct effects of social support and perceived stress on quality of life in adults with autism spectrum disorder. Social support did not buffer the effect of perceived stress on quality of life. Interventions that teach adults with autism spectrum disorder skills to help them better manage stress and cultivate supportive social relationships have the potential to improve quality of life. En ligne : http://dx.doi.org/10.1177/1362361317703090 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366 "In Their Own Time": Parents Gently Push Their Autistic Youth Towards Independent Community Mobility and Participation / Michelle KERSTEN in Journal of Autism and Developmental Disorders, 50-8 (August 2020)
[article]
Titre : "In Their Own Time": Parents Gently Push Their Autistic Youth Towards Independent Community Mobility and Participation Type de document : Texte imprimé et/ou numérique Auteurs : Michelle KERSTEN, Auteur ; Kristy COXON, Auteur ; Hoe LEE, Auteur ; Nathan J. WILSON, Auteur Article en page(s) : p.2806-2818 Langues : Anglais (eng) Mots-clés : Autism spectrum Bullying Gender Mental health Social inclusion Transportation Index. décimale : PER Périodiques Résumé : Autistic adults have decreased independence in community mobility and driving, which is associated with decreased participation in work, education and community participation. This is the first exploration of the development of community mobility, driving and participation skills over adolescence and emerging adulthood. Interviews with 15 mothers of autistic youth, capable of independence, were qualitatively analysed using grounded theory. Four major themes emerged: mothers gently pushing, teaching, letting go and working towards hopes and dreams. These results suggest earlier intervention across adolescence to address social skills, communication and anxiety in normative community environments, is required for successful development of community mobility and driving skills. Further understanding the critical role of confidence, feeling safe and accepted, could ultimately improve independence. En ligne : http://dx.doi.org/10.1007/s10803-020-04384-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2806-2818[article] "In Their Own Time": Parents Gently Push Their Autistic Youth Towards Independent Community Mobility and Participation [Texte imprimé et/ou numérique] / Michelle KERSTEN, Auteur ; Kristy COXON, Auteur ; Hoe LEE, Auteur ; Nathan J. WILSON, Auteur . - p.2806-2818.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2806-2818
Mots-clés : Autism spectrum Bullying Gender Mental health Social inclusion Transportation Index. décimale : PER Périodiques Résumé : Autistic adults have decreased independence in community mobility and driving, which is associated with decreased participation in work, education and community participation. This is the first exploration of the development of community mobility, driving and participation skills over adolescence and emerging adulthood. Interviews with 15 mothers of autistic youth, capable of independence, were qualitatively analysed using grounded theory. Four major themes emerged: mothers gently pushing, teaching, letting go and working towards hopes and dreams. These results suggest earlier intervention across adolescence to address social skills, communication and anxiety in normative community environments, is required for successful development of community mobility and driving skills. Further understanding the critical role of confidence, feeling safe and accepted, could ultimately improve independence. En ligne : http://dx.doi.org/10.1007/s10803-020-04384-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial / G. VIVANTI in Autism, 23-5 (July 2019)
[article]
Titre : Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : G. VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur ; E. DUNCAN, Auteur ; J. FEARY, Auteur ; Kristy CAPES, Auteur ; S. UPSON, Auteur ; Catherine A BENT, Auteur ; Sally J ROGERS, Auteur ; K. HUDRY, Auteur Article en page(s) : p.1165-1175 Langues : Anglais (eng) Mots-clés : Early Start Denver Model autism community participatory research early intervention pilot randomized controlled trial social inclusion Index. décimale : PER Périodiques Résumé : A major topic of debate is whether children with autism spectrum disorder should be educated in inclusive or specialized settings. We examined the feasibility and preliminary effectiveness of delivering the Group-Early Start Denver Model to children with autism spectrum disorder in inclusive versus specialized classrooms. We randomly assigned 44 preschoolers with autism spectrum disorder to receive the Group-Early Start Denver Model across one school calendar year in classrooms that included only children with autism spectrum disorder or mostly children who were typically developing. Blind-rated indicators of teaching quality showed similar results across settings, which were above the local benchmark. Children showed improvements across blinded proximal measures of spontaneous vocalization, social interaction, and imitation and across distal measures of verbal cognition, adaptive behavior, and autism symptoms irrespective of intervention setting. Mothers of participants experienced a reduction in stress irrespective of child intervention setting. Across both settings, age at intervention start was negatively associated with gains in verbal cognition. Delivery of Group-Early Start Denver Model in an inclusive setting appeared to be feasible, with no significant differences in teaching quality and child improvements when the program was implemented in inclusive versus specialized classrooms. En ligne : http://dx.doi.org/10.1177/1362361318801341 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401
in Autism > 23-5 (July 2019) . - p.1165-1175[article] Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial [Texte imprimé et/ou numérique] / G. VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur ; E. DUNCAN, Auteur ; J. FEARY, Auteur ; Kristy CAPES, Auteur ; S. UPSON, Auteur ; Catherine A BENT, Auteur ; Sally J ROGERS, Auteur ; K. HUDRY, Auteur . - p.1165-1175.
Langues : Anglais (eng)
in Autism > 23-5 (July 2019) . - p.1165-1175
Mots-clés : Early Start Denver Model autism community participatory research early intervention pilot randomized controlled trial social inclusion Index. décimale : PER Périodiques Résumé : A major topic of debate is whether children with autism spectrum disorder should be educated in inclusive or specialized settings. We examined the feasibility and preliminary effectiveness of delivering the Group-Early Start Denver Model to children with autism spectrum disorder in inclusive versus specialized classrooms. We randomly assigned 44 preschoolers with autism spectrum disorder to receive the Group-Early Start Denver Model across one school calendar year in classrooms that included only children with autism spectrum disorder or mostly children who were typically developing. Blind-rated indicators of teaching quality showed similar results across settings, which were above the local benchmark. Children showed improvements across blinded proximal measures of spontaneous vocalization, social interaction, and imitation and across distal measures of verbal cognition, adaptive behavior, and autism symptoms irrespective of intervention setting. Mothers of participants experienced a reduction in stress irrespective of child intervention setting. Across both settings, age at intervention start was negatively associated with gains in verbal cognition. Delivery of Group-Early Start Denver Model in an inclusive setting appeared to be feasible, with no significant differences in teaching quality and child improvements when the program was implemented in inclusive versus specialized classrooms. En ligne : http://dx.doi.org/10.1177/1362361318801341 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401