ntroduction: Sleep is one of the most important components of overall health. Children with developmental disabilities are at a higher risk of having sleep problems. Purpose: The goal of the present study is to compare sleep patterns of children with developmental disabilities with those of typically developing children. In particular, we examined whether children with an intellectual disability (ID), children with an autism spectrum disorder (ASD) and typically developing children differ in sleep duration, number of night’s waking, screen time (time spent on smartphones, tablets, TV), and outdoor activities. Methods: The sample for this study consisted of 114 children (34 children with ASD, 40 children with ID and 40 typically developing children) aged 2 to 14 years (mean age= 6.4 years, SD = 3.0). Information on children’s sleep patterns was obtained through an online survey completed by the parents of the children. We also collected information regarding the strategies parents use to settle their children for sleep, as well as information regarding screen time and outdoor activities. Results: The results of this study indicate that sleep duration was shortest for children with ID and longest for children without developmental disabilities. Another finding in this study is that screen time and not the outdoor activities was associated with sleep duration. Children with ASD were more likely to use melatonin to fall asleep, while the children with ID were more likely to use medications. Conclusion: Children with ID have shorter sleep duration than children with ASD and typically developing children. Parents have several cognitive and behavioural strategies at their disposal to improve their children’s sleep.
{"title":"Sleeping Patterns in Children with Developmental Disabilities","authors":"Amra Saletovic, Arnela Pašalić, H. Memišević","doi":"10.26407/jrtdd2021.1.42","DOIUrl":"https://doi.org/10.26407/jrtdd2021.1.42","url":null,"abstract":"ntroduction: Sleep is one of the most important components of overall health. Children with developmental disabilities are at a higher risk of having sleep problems. Purpose: The goal of the present study is to compare sleep patterns of children with developmental disabilities with those of typically developing children. In particular, we examined whether children with an intellectual disability (ID), children with an autism spectrum disorder (ASD) and typically developing children differ in sleep duration, number of night’s waking, screen time (time spent on smartphones, tablets, TV), and outdoor activities. Methods: The sample for this study consisted of 114 children (34 children with ASD, 40 children with ID and 40 typically developing children) aged 2 to 14 years (mean age= 6.4 years, SD = 3.0). Information on children’s sleep patterns was obtained through an online survey completed by the parents of the children. We also collected information regarding the strategies parents use to settle their children for sleep, as well as information regarding screen time and outdoor activities. Results: The results of this study indicate that sleep duration was shortest for children with ID and longest for children without developmental disabilities. Another finding in this study is that screen time and not the outdoor activities was associated with sleep duration. Children with ASD were more likely to use melatonin to fall asleep, while the children with ID were more likely to use medications. Conclusion: Children with ID have shorter sleep duration than children with ASD and typically developing children. Parents have several cognitive and behavioural strategies at their disposal to improve their children’s sleep.","PeriodicalId":36180,"journal":{"name":"Journal for ReAttach Therapy and Developmental Diversities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47908001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Parra, A. Arone, S. Amadori, F. Mucci, Stefania Palemero, D. Marazziti
Background: Physical exercise is one of the major features of human health, as it is involved in several physiological processes and related to major benefits in reducing body fat, myocardial infarction, hypertension and insulin resistance risk. Physical exercise also plays a positive role in achieving psychological well-being that can be defined as a state of happiness and serenity, with low levels of distress, overall good physical and mental health and outlook and a good quality of life. Aim of the paper: To review the positive effects of physical activity on psychological well-being and its possible neurobiological underpinnings, as well as its impact on several neuropsychiatric disorders, such as depression, anxiety, eating disorders, obsessive-compulsive disorder, post-traumatic stress disorder, attention-deficit/hyperactivity disorder, autism spectrum disorders, schizophrenia and some neurodegenerative disorders such as Alzheimer’s and Parkinson’s disease. Methods: The PubMed, Scopus, Embase, PsycINFO and Google Scholar databases were searched for full text articles published in the latest thirty years on the benefits that physical activity exerts on psychological well-being. Results: An impressive amount of data support the positive role of physical activity on psychological well-being and a large amount of research has focused on its beneficial effects in improving the symptoms of the main neuropsychiatric disorders, while highlighting its usefulness as an adjuvant option to psychopharmacological treatments and psychotherapy. In particular, exercise would deeply affect CNS morphology and function, through heterogeneous mechanisms including, amongst the others, the production of hormones, neurotransmitters and neurotrophins, the promotion of angiogenesis and neuroplasticity, and the regulation of gene expression. Conclusion: Literature indicates that the promotion of physical activity may work like an adjunctive and/or augmentation strategy to enhance drugs or psychological treatments, or even as an alternative option in major depression.
{"title":"Impact of Physical Exercise on Psychological Well-being and Psychiatric Disorders","authors":"E. Parra, A. Arone, S. Amadori, F. Mucci, Stefania Palemero, D. Marazziti","doi":"10.26407/2020jrtdd.1.39","DOIUrl":"https://doi.org/10.26407/2020jrtdd.1.39","url":null,"abstract":"Background: Physical exercise is one of the major features of human health, as it is involved in several physiological processes and related to major benefits in reducing body fat, myocardial infarction, hypertension and insulin resistance risk. Physical exercise also plays a positive role in achieving psychological well-being that can be defined as a state of happiness and serenity, with low levels of distress, overall good physical and mental health and outlook and a good quality of life. Aim of the paper: To review the positive effects of physical activity on psychological well-being and its possible neurobiological underpinnings, as well as its impact on several neuropsychiatric disorders, such as depression, anxiety, eating disorders, obsessive-compulsive disorder, post-traumatic stress disorder, attention-deficit/hyperactivity disorder, autism spectrum disorders, schizophrenia and some neurodegenerative disorders such as Alzheimer’s and Parkinson’s disease. Methods: The PubMed, Scopus, Embase, PsycINFO and Google Scholar databases were searched for full text articles published in the latest thirty years on the benefits that physical activity exerts on psychological well-being. Results: An impressive amount of data support the positive role of physical activity on psychological well-being and a large amount of research has focused on its beneficial effects in improving the symptoms of the main neuropsychiatric disorders, while highlighting its usefulness as an adjuvant option to psychopharmacological treatments and psychotherapy. In particular, exercise would deeply affect CNS morphology and function, through heterogeneous mechanisms including, amongst the others, the production of hormones, neurotransmitters and neurotrophins, the promotion of angiogenesis and neuroplasticity, and the regulation of gene expression. Conclusion: Literature indicates that the promotion of physical activity may work like an adjunctive and/or augmentation strategy to enhance drugs or psychological treatments, or even as an alternative option in major depression.","PeriodicalId":36180,"journal":{"name":"Journal for ReAttach Therapy and Developmental Diversities","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44890517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Adolescence is characterised as a period of further development and maturation of higher executive functions (EF). It is well established that EF play an important role in social skills and academic competence of typically developing adolescents. Purpose: The goal of this study was to examine the relationship between executive functions (EF) and academic competency and social skills in adolescents with a mild intellectual disability. In particular, we were interested to examine which EF have the greatest impact on social skills and academic competency. Methods: EF were measured with the Behaviour Rating Inventory of Executive Functions (BRIEF), and social and academic competences were measured with the Social Skills Rating System (SSRS). The sample for this study consisted of 44 adolescents with mild intellectual disability aged 15-18 years old (mean age 16.7 years, SD1.4). Results: The results of this study clearly pointed to the strong relationship between these constructs. Of all EF, planning had the strongest impact on academic success, and monitoring had the strongest impact on social skills. Conclusion: EF are susceptible to training effects, we thus propose early interventions in these domains in order to increase the social and academic competence of persons with an intellectual disability.
{"title":"The relationship of executive functions with academic competency and social skills in adolescents with intellectual disability","authors":"H. Memišević, Inga Biscevic","doi":"10.26407/2020jrtdd.1.34","DOIUrl":"https://doi.org/10.26407/2020jrtdd.1.34","url":null,"abstract":"Introduction: Adolescence is characterised as a period of further development and maturation of higher executive functions (EF). It is well established that EF play an important role in social skills and academic competence of typically developing adolescents. Purpose: The goal of this study was to examine the relationship between executive functions (EF) and academic competency and social skills in adolescents with a mild intellectual disability. In particular, we were interested to examine which EF have the greatest impact on social skills and academic competency. Methods: EF were measured with the Behaviour Rating Inventory of Executive Functions (BRIEF), and social and academic competences were measured with the Social Skills Rating System (SSRS). The sample for this study consisted of 44 adolescents with mild intellectual disability aged 15-18 years old (mean age 16.7 years, SD1.4). Results: The results of this study clearly pointed to the strong relationship between these constructs. Of all EF, planning had the strongest impact on academic success, and monitoring had the strongest impact on social skills. Conclusion: EF are susceptible to training effects, we thus propose early interventions in these domains in order to increase the social and academic competence of persons with an intellectual disability.","PeriodicalId":36180,"journal":{"name":"Journal for ReAttach Therapy and Developmental Diversities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45720149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Dual Diagnosis in Mental Health and the Assessment and Treatment for People with Intellectual Disabilities","authors":"R. Lakhan","doi":"10.26407/2020jrtdd.1.35","DOIUrl":"https://doi.org/10.26407/2020jrtdd.1.35","url":null,"abstract":"","PeriodicalId":36180,"journal":{"name":"Journal for ReAttach Therapy and Developmental Diversities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47304908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Although individuals with intellectual/ developmental disabilities (I/DD) are living longer than in the past, they also are exposed to age-related changes in health and well-being. They are prone to acquire dementia that often manifests earlier and more frequently than in the general population. However, there is sparse knowledge on the daily challenges that affect the quality of life of the individuals with I/DD and comorbid dementia and their family caregivers. Aim: This pilot study examined strengths and challenges of individuals with dual diagnoses of I/DD and dementia using the family quality of life (FQOL) framework. Method: Cross-sectional data was gathered from a convenience sample of family caregivers using a web-based electronic survey. Results: The variables of interest in this study were the levels of importance and satisfaction attributed to the nine FQOL domains, and overall FQOL. The mean level of importance was higher than the associated ratings of satisfaction in eight of the nine domains, with an overall importance mean of 4.15 and satisfaction mean of 3.28. Analysis of the open-ended comments indicated that the negative impact of social isolation, compound caregiving, and dynamically changing caregiving needs on overall FQOL was balanced by participants’ values and beliefs. Implications for Practice: The discrepancies in the FQOL domains pertaining to formal and informal services and social supports elucidate a need to empower families with high caregiving needs through research, practice and policy. Conclusions: Providers should be cognizant of the needs of individuals with I/DD and dementia comorbid, as well as the needs of their family caregivers.
{"title":"Caregivers’ Perceptions of Family Quality of Life of Individuals with Developmental Disabilities Comorbid with Dementia: A Pilot Study","authors":"C. Marsack-Topolewski, P. Samuel","doi":"10.26407/2020jrtdd.1.38","DOIUrl":"https://doi.org/10.26407/2020jrtdd.1.38","url":null,"abstract":"Introduction: Although individuals with intellectual/ developmental disabilities (I/DD) are living longer than in the past, they also are exposed to age-related changes in health and well-being. They are prone to acquire dementia that often manifests earlier and more frequently than in the general population. However, there is sparse knowledge on the daily challenges that affect the quality of life of the individuals with I/DD and comorbid dementia and their family caregivers. Aim: This pilot study examined strengths and challenges of individuals with dual diagnoses of I/DD and dementia using the family quality of life (FQOL) framework. Method: Cross-sectional data was gathered from a convenience sample of family caregivers using a web-based electronic survey. Results: The variables of interest in this study were the levels of importance and satisfaction attributed to the nine FQOL domains, and overall FQOL. The mean level of importance was higher than the associated ratings of satisfaction in eight of the nine domains, with an overall importance mean of 4.15 and satisfaction mean of 3.28. Analysis of the open-ended comments indicated that the negative impact of social isolation, compound caregiving, and dynamically changing caregiving needs on overall FQOL was balanced by participants’ values and beliefs. Implications for Practice: The discrepancies in the FQOL domains pertaining to formal and informal services and social supports elucidate a need to empower families with high caregiving needs through research, practice and policy. Conclusions: Providers should be cognizant of the needs of individuals with I/DD and dementia comorbid, as well as the needs of their family caregivers.","PeriodicalId":36180,"journal":{"name":"Journal for ReAttach Therapy and Developmental Diversities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46687378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Reattach Therapy – its Efficacy in Treating Conduct Disorder – a Case Study","authors":"Ritu Chauhan","doi":"10.26407/2020jrtdd.1.33","DOIUrl":"https://doi.org/10.26407/2020jrtdd.1.33","url":null,"abstract":"","PeriodicalId":36180,"journal":{"name":"Journal for ReAttach Therapy and Developmental Diversities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46367358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Janicki, Nancy S. Jokenin, C. Marsack-Topolewski, S. Keller
The World Health Organization’s report, Dementia: A Public Health Priority, noted that the number of people affected by dementia will continue to increase and called for nations to address the impact of dementia upon their populations. This included considering the impact on carers providing for adults with intellectual disability affected by Alzheimer’s disease and related dementias. Within the context of the USA’s dementia plan, a national group has advocated that the needs and interests of adults with dementia and their carers be taken into account when dementia-related research is undertaken. In preparation for the second national summit on caregiving and dementia to be held in the USA in 2020, this article describes an effort undertaken by this national group to identify needed research related to carers of adults with intellectual disability. The group identified three focal areas for the summit to consider: the effect of behavioral and psychological symptoms of dementia on carers, challenges for carers of adults with intellectual disability when dementia becomes evident, and barriers that carers face when accessing supports. A list of recommended topics to be researched is provided.
{"title":"Toward a Research Agenda on the Impact of Dementia upon Carers of Adults with Intellectual Disability","authors":"M. Janicki, Nancy S. Jokenin, C. Marsack-Topolewski, S. Keller","doi":"10.26407/2019jrtdd.1.18","DOIUrl":"https://doi.org/10.26407/2019jrtdd.1.18","url":null,"abstract":"The World Health Organization’s report, Dementia: A Public Health Priority, noted that the number of people affected by dementia will continue to increase and called for nations to address the impact of dementia upon their populations. This included considering the impact on carers providing for adults with intellectual disability affected by Alzheimer’s disease and related dementias. Within the context of the USA’s dementia plan, a national group has advocated that the needs and interests of adults with dementia and their carers be taken into account when dementia-related research is undertaken. In preparation for the second national summit on caregiving and dementia to be held in the USA in 2020, this article describes an effort undertaken by this national group to identify needed research related to carers of adults with intellectual disability. The group identified three focal areas for the summit to consider: the effect of behavioral and psychological symptoms of dementia on carers, challenges for carers of adults with intellectual disability when dementia becomes evident, and barriers that carers face when accessing supports. A list of recommended topics to be researched is provided.","PeriodicalId":36180,"journal":{"name":"Journal for ReAttach Therapy and Developmental Diversities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43467087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Assessment of learning outcomes is integral to both mainstream and special needs comprehensive schools for students with intellectual disabilities (ID). However, assessment of students with ID poses a challenge both to special educators and their cooperation with mainstream teachers in cases of fully included students with ID with an individualised curriculum. Objectives: We describe and predict the type of assessment practices Swedish special educators in special needs comprehensive schools use for assessment of students with ID. Methods: Swedish special educators (n = 148) were recruited using a non-random sample. To analyse our data, we used the item response model. In addition, we analysed special educators’ expected satisfaction with assessments using linear regression and logistic regression. Results: The study suggests that special educators had the greatest difficulty conducting multiple choice and written assessments. Moreover, the study suggests that satisfaction with assessment and self-efficacy for inclusion matters for predicting types of assessment practice. In addition, the study reports an interaction between job satisfaction for moderately experienced special educators that predicts both types of assessment practice and the special educators’ satisfaction with assessment. Conclusion: We demonstrate how assessment satisfaction, self-efficacy, job satisfaction, and experience matter for special educators’ assessment of students with ID.
{"title":"How satisfaction and self-efficacy for inclusive education matter for Swedish special educators’ assessment practices of students with intellectual disability","authors":"M. Reichenberg, Kent Löfgren","doi":"10.26407/2019jrtdd.1.17","DOIUrl":"https://doi.org/10.26407/2019jrtdd.1.17","url":null,"abstract":"Introduction: Assessment of learning outcomes is integral to both mainstream and special needs comprehensive schools for students with intellectual disabilities (ID). However, assessment of students with ID poses a challenge both to special educators and their cooperation with mainstream teachers in cases of fully included students with ID with an individualised curriculum. Objectives: We describe and predict the type of assessment practices Swedish special educators in special needs comprehensive schools use for assessment of students with ID. Methods: Swedish special educators (n = 148) were recruited using a non-random sample. To analyse our data, we used the item response model. In addition, we analysed special educators’ expected satisfaction with assessments using linear regression and logistic regression. Results: The study suggests that special educators had the greatest difficulty conducting multiple choice and written assessments. Moreover, the study suggests that satisfaction with assessment and self-efficacy for inclusion matters for predicting types of assessment practice. In addition, the study reports an interaction between job satisfaction for moderately experienced special educators that predicts both types of assessment practice and the special educators’ satisfaction with assessment. Conclusion: We demonstrate how assessment satisfaction, self-efficacy, job satisfaction, and experience matter for special educators’ assessment of students with ID.","PeriodicalId":36180,"journal":{"name":"Journal for ReAttach Therapy and Developmental Diversities","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42209247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ivana Vasilevska Petrovska, A. Giannakopoulou, A. Giannakopoulou, A. Winstanley, R. Miletto, Georgeta Constanţa Roşca, Biserka Ivanova, Vasiliki Kaisa, Vladimir Trajkovski
Introduction: Social participation is a vital construct in inclusive philosophies and practices across communities. People with Autism Spectrum Disorders have been facing autism-related and environmental participation restrictions, placing them at risk of social exclusion and institutionalization. A multinational project has been developed in order to identify vital facilitating factors and establish PCP system for persons with ASD and tools for facilitators, as well as a ‘master class’ course for facilitators in several south-eastern European countries. The aim of the study is to identify the most common barriers to participation faced by individuals with ASD and to highlight facilitating factors that can be utilised in development of an autism specific PCP approach. Methodology: a mixed methodology employing concurrent qualitative-quantitative triangulation design was used. The participants consisted of four groups of stakeholders: young people with ASD, parents & family members of children/young people with ASD, teachers, and professionals. The data was collected via interviews and questionnaires with participants from the mentioned groups, using closed-ended and open-ended questions. Results: thematic analysis of the information gathered from the interviews and questionnaires was detailed by topics. Each topic was viewed with regards to barriers and facilitators to social participation. Conclusions: people with ASD have unique support needs that are qualitatively different from other special needs and communities are lacking specific understanding and approaches in meeting those needs. Insights from key stakeholders’ view point represents indispensable considerations in Person-Centred support for overcoming barriers to social participation and promoting health, equity and well-being of persons with ASD.
{"title":"Environmental Barriers and Facilitators to Participation of People with Autism Spectrum Disorders: stakeholders’ perspective","authors":"Ivana Vasilevska Petrovska, A. Giannakopoulou, A. Giannakopoulou, A. Winstanley, R. Miletto, Georgeta Constanţa Roşca, Biserka Ivanova, Vasiliki Kaisa, Vladimir Trajkovski","doi":"10.26407/2019jrtdd.1.19","DOIUrl":"https://doi.org/10.26407/2019jrtdd.1.19","url":null,"abstract":"Introduction: Social participation is a vital construct in inclusive philosophies and practices across communities. People with Autism Spectrum Disorders have been facing autism-related and environmental participation restrictions, placing them at risk of social exclusion and institutionalization. A multinational project has been developed in order to identify vital facilitating factors and establish PCP system for persons with ASD and tools for facilitators, as well as a ‘master class’ course for facilitators in several south-eastern European countries. The aim of the study is to identify the most common barriers to participation faced by individuals with ASD and to highlight facilitating factors that can be utilised in development of an autism specific PCP approach. Methodology: a mixed methodology employing concurrent qualitative-quantitative triangulation design was used. The participants consisted of four groups of stakeholders: young people with ASD, parents & family members of children/young people with ASD, teachers, and professionals. The data was collected via interviews and questionnaires with participants from the mentioned groups, using closed-ended and open-ended questions. Results: thematic analysis of the information gathered from the interviews and questionnaires was detailed by topics. Each topic was viewed with regards to barriers and facilitators to social participation. Conclusions: people with ASD have unique support needs that are qualitatively different from other special needs and communities are lacking specific understanding and approaches in meeting those needs. Insights from key stakeholders’ view point represents indispensable considerations in Person-Centred support for overcoming barriers to social participation and promoting health, equity and well-being of persons with ASD.","PeriodicalId":36180,"journal":{"name":"Journal for ReAttach Therapy and Developmental Diversities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43289969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
INTRODUCTION: ReAttach is a trans-diagnostic tailored intervention based on a conceptualization model. The intervention includes arousal-regulation, multiple sensory processing, conceptualization, affective mentalization and associative memory formation (active learning). Autism Spectrum Disorder is a clinical diagnosis for a heterogeneous group of individuals who experience pervasive neurodevelopmental problems including perceiving the world in a fragmented way: the pre-conceptual state of mind. Tailored ReAttach sessions support individuals with ASD to develop a coherent sense of the self and the world. OBJECTIVE: The aim of this article is to describe how a to tailor a ReAttach session to the individual state of mind of individuals with ASD. METHOD: ReAttach-C.A.T. is a Computer Adaptive Tool, built to assist therapists to map the individual state of mind before the start of ReAttach sessions. The instrument is in its early stage of development. RESULTS: A group of 52 patients with complex developmental challenges were interviewed by their ReAttach therapist, using the inclusive ReAttach-C.A.T. Mapping the individual state of mind in co-creation with the individual with ASD, makes sense and is helpful for a variety of reasons. It also sheds a new light on the Forms of Vitality of the co-creators.
{"title":"HOW TO TAILOR A TRANSDIAGNOSTIC INTERVENTION TO THE INDIVIDUAL STATE OF MIND OF INDIVIDUALS WITH ASD?","authors":"P. Bartholomeus","doi":"10.26407/2018JRTDD.1.14","DOIUrl":"https://doi.org/10.26407/2018JRTDD.1.14","url":null,"abstract":"INTRODUCTION: ReAttach is a trans-diagnostic tailored intervention based on a conceptualization model. The intervention includes arousal-regulation, multiple sensory processing, conceptualization, affective mentalization and associative memory formation (active learning). Autism Spectrum Disorder is a clinical diagnosis for a heterogeneous group of individuals who experience pervasive neurodevelopmental problems including perceiving the world in a fragmented way: the pre-conceptual state of mind. Tailored ReAttach sessions support individuals with ASD to develop a coherent sense of the self and the world. OBJECTIVE: The aim of this article is to describe how a to tailor a ReAttach session to the individual state of mind of individuals with ASD. METHOD: ReAttach-C.A.T. is a Computer Adaptive Tool, built to assist therapists to map the individual state of mind before the start of ReAttach sessions. The instrument is in its early stage of development. RESULTS: A group of 52 patients with complex developmental challenges were interviewed by their ReAttach therapist, using the inclusive ReAttach-C.A.T. Mapping the individual state of mind in co-creation with the individual with ASD, makes sense and is helpful for a variety of reasons. It also sheds a new light on the Forms of Vitality of the co-creators.","PeriodicalId":36180,"journal":{"name":"Journal for ReAttach Therapy and Developmental Diversities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49463310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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