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Gepubliceerd in: Journal of Autism and Developmental Disorders 11/2014

01-11-2014 | Original Paper

Promoting Peer Acceptance of Females with Higher-functioning Autism in a Mainstream Education Setting: A Replication and Extension of the Effects of an Autism Anti-Stigma Program

Auteurs: Natalia J. Ranson, Mitchell K. Byrne

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 11/2014

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Abstract

This study evaluated the effects of an eight-session female higher-functioning autism anti-stigma program on the knowledge, attitudes and behavioural intentions of adolescent girls. Participants were seventh-, eighth- and ninth-grade students (N = 273) in a mainstream school. Two-eighth-grade classes were randomly allocated to the intervention condition. The remaining students were either allocated to the no-intervention peer or no-intervention non-peer condition. The anti-stigma program positively influenced knowledge, attitudes and to a lesser extent behavioural intentions towards peers with higher-functioning autism within the intervention condition. Some degree of attitudinal improvement occurred across all conditions following the program suggesting some spill over effects. Overall, findings provide preliminary evidence supporting the efficacy of an anti-stigma program tailored to support females with higher-functioning autism.
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1
The new diagnostic label Mild Autism recently replaced the diagnostic labels of Asperger’s Syndrome (AS) and High Functioning Autism (HFA) following the introduction of the DSM-V. In this instance, the previous diagnostic classifications in place at the time the research outlined here was developed and implemented will be utilised. Prior to this recent change in diagnostic classification, there was considerable debate about whether AS and HFA represented the same or separate and distinct disorders. Given the unresolved nature of this debate, the present study will defer to the ubiquitous term HFA in reference to those at the higher functioning end of the Autism spectrum.
 
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Metagegevens
Titel
Promoting Peer Acceptance of Females with Higher-functioning Autism in a Mainstream Education Setting: A Replication and Extension of the Effects of an Autism Anti-Stigma Program
Auteurs
Natalia J. Ranson
Mitchell K. Byrne
Publicatiedatum
01-11-2014
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 11/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-014-2139-1