5 results on '"Blacher, Jan"'
Search Results
2. Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders.
- Author
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Bolourian, Yasamine, Zeedyk, Sasha M., and Blacher, Jan
- Subjects
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UNIVERSITIES & colleges , *ATTENTION-deficit hyperactivity disorder , *AUTISM , *COLLEGE students , *EXPERIENCE , *STUDENTS with disabilities , *INTERVIEWING , *STUDENTS , *PSYCHOLOGY - Abstract
Relatively limited research has been devoted to understanding the postsecondary experience from the students’ perspectives. In the current study, individual interviews were conducted with university students with autism spectrum disorder (n = 13) and students with Attention Deficit/Hyperactivity Disorder (n = 18) to investigate likely factors impeding meaningful postsecondary experiences. Through an iterative coding process, nine themes were identified, and direct narratives exemplifying each are included. Overall, both diagnostic groups reported significant social, emotional, and academic challenges within the university setting, although there were distinctions. Findings have direct applications to higher education initiatives, such as the development of programs to increase faculty awareness and to target the efforts of university disability centers in meeting the needs of students with neurodevelopmental disorders. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
3. General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies.
- Author
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Bolourian, Yasamin, Losh, Ainsley, Hamsho, Narmene, Eisenhower, Abbey, and Blacher, Jan
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TEACHER-student relationships , *PROFESSIONAL practice , *SPECIAL education , *SCHOOL environment , *SOCIAL problems , *TEACHING methods , *FOCUS groups , *RESEARCH methodology , *PROFESSIONAL employee training , *COLLEGE teacher attitudes , *SPECIAL education schools , *AUTISM , *ELEMENTARY schools , *SCHOOL children , *SOCIAL integration , *SOCIAL responsibility - Abstract
To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N = 18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
4. Friendship Quality in Adolescents with and without an Intellectual Disability.
- Author
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Tipton, Leigh A., Christensen, Lisa, and Blacher, Jan
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TEENAGERS , *ANALYSIS of variance , *CHI-squared test , *CHILD Behavior Checklist , *FRIENDSHIP , *INTERVIEWING , *RESEARCH methodology , *INTELLECTUAL disabilities , *MOTHERS , *REGRESSION analysis , *RESEARCH funding , *STATISTICS , *BEHAVIOR disorders , *DESCRIPTIVE statistics , *ADOLESCENCE - Abstract
Background High friendship quality is often defined by high levels of intimacy, companionship, closeness and low levels of conflict. Quality friendships develop over time and may be influenced by both behaviour problems and social skills. Materials and methods Participants were 103, 13-year-old adolescents with or without intellectual disabilities in the United States. Adolescents and their mothers participated in an open-ended interview of friendship quality and completed measures of social skills and behaviour problems. This study addressed differences in friendship quality between children with and without intellectual disabilities and explored early indicators of friendship development. Results Adolescents with intellectual disabilities ( ID) had friendships characterized by significantly lower levels of warmth/closeness and positive reciprocity than their typically developing peers. Likewise, adolescents with ID spent less time with friends outside of school and were less likely to have a cohesive group of friends. Social skills and behaviour problems at age 9 predicted friendship quality at age 13 above and beyond disability status, with higher levels of social skills and lower levels of behaviour problems related to higher ratings on measures of friendship quality. Conclusions It appears that adolescents with intellectual disabilities have friendships that are characterized by less warmth/closeness and less positive reciprocity than the friendships of their typically developing peers. This discrepancy appears to be impacted by early social skills and behaviour problems in addition to the presence of the intellectual disability. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
5. Children's delayed development and behavior problems: Impact on mothers' perceived physical health across early childhood
- Author
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Eisenhower, Abbey Severance, Baker, Bruce L., and Blacher, Jan
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HEALTH of mothers , *DEVELOPMENT of children with disabilities , *CHILD development , *BEHAVIOR disorders in children -- Social aspects , *PARENTS , *MOTHER-child relationship , *PHYSIOLOGICAL stress , *HEALTH , *PSYCHOLOGY - Abstract
Mothers of children with developmental delays may experience poorer psychological well-being than other mothers; however, little research has examined how delayed development in children might predict mothers' perceived physical well-being. Children with delayed development manifest heightened behavior problems, which may negatively affect maternal well-being. We examined the associations between developmental delay and behavior problems at child age 3 and mothers' self-perceived physical health at child ages 3, 4, and 5, in families of 218 children with and without developmental delays. The study sample comprised 218 families from central Pennsylvania and Southern California, USA who were recruited through community agencies that provide diagnostic and intervention services for individuals with development difficulties. We found that mothers of children with delayed development at age 3 reported poorer concurrent and later physical health than mothers of children with typical development. Broadening the analyses to include not only child development status (delayed development versus typical development) but also child behavior problems at age 3, only child behavior problems and the interaction of development status and behavior problems, but not development status itself, predicted maternal health. Early child behavior problems contributed to later maternal health above and beyond early maternal health, suggesting a possible causal association between child behavior problems and mothers' physical health. The relation between child behavior problems and maternal health was moderated by mothers' parenting stress and mediated by depressive symptoms. Mothers of children with both delayed development and high behavior problems are a particular risk group that may be especially in need of early intervention. Further research should examine the behavioral and biological pathways by which these child-related stressors influence mothers' physical health. [Copyright &y& Elsevier]
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- 2009
- Full Text
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