Pub Date : 2021-07-26DOI: 10.1108/aia-08-2020-0049
Asmita Karmakar, M. Bhattacharya, Susmita Chatterjee, Atanu Kumar Dogra
Purpose The Autism-Spectrum Quotient (AQ) is a widely used tool to quantify autistic traits in the general population. This study aims to report the distribution, group differences and factor structure of autistic traits in Indian general population. The work also assesses the criterion validity of AQ across three patient group samples – autism spectrum disorder (ASD), obsessive-compulsive disorder and social anxiety disorder. Design/methodology/approach In this study, psychometric properties of the adapted AQ were assessed among 450 neurotypical university students matched for age. Confirmatory factor analysis was done to see if the adapted AQ fits the original factor structure. Test–retest, internal consistency reliability and criterion validity were found out. Group differences (gender and field of study) in AQ were also assessed. Findings Autistic traits were found to be continuously distributed in the population, and patterns of group differences were consistent with previous studies. The adapted AQ had five factors resembling the original factor structure with a good fit, and 38 items instead of the original 50 items. Acceptable reliability coefficients were demonstrated along with criterion validity across clinical groups. Originality/value This work is the first to present the pattern of distribution and factor structure of autistic traits among neurotypical adults from Eastern India, a culturally different population, as well as a reliable and valid tool to assess autistic traits in Bengali, a language with 300 million speakers. The findings add to the growing literature on AQ measurement and the concept of autism as a quantitative trait, examined outside of the western samples.
{"title":"Autistic traits in Indian general population and patient group samples: distribution, factor structure, reliability and validity of the Autism-Spectrum Quotient","authors":"Asmita Karmakar, M. Bhattacharya, Susmita Chatterjee, Atanu Kumar Dogra","doi":"10.1108/aia-08-2020-0049","DOIUrl":"https://doi.org/10.1108/aia-08-2020-0049","url":null,"abstract":"\u0000Purpose\u0000The Autism-Spectrum Quotient (AQ) is a widely used tool to quantify autistic traits in the general population. This study aims to report the distribution, group differences and factor structure of autistic traits in Indian general population. The work also assesses the criterion validity of AQ across three patient group samples – autism spectrum disorder (ASD), obsessive-compulsive disorder and social anxiety disorder.\u0000\u0000\u0000Design/methodology/approach\u0000In this study, psychometric properties of the adapted AQ were assessed among 450 neurotypical university students matched for age. Confirmatory factor analysis was done to see if the adapted AQ fits the original factor structure. Test–retest, internal consistency reliability and criterion validity were found out. Group differences (gender and field of study) in AQ were also assessed.\u0000\u0000\u0000Findings\u0000Autistic traits were found to be continuously distributed in the population, and patterns of group differences were consistent with previous studies. The adapted AQ had five factors resembling the original factor structure with a good fit, and 38 items instead of the original 50 items. Acceptable reliability coefficients were demonstrated along with criterion validity across clinical groups.\u0000\u0000\u0000Originality/value\u0000This work is the first to present the pattern of distribution and factor structure of autistic traits among neurotypical adults from Eastern India, a culturally different population, as well as a reliable and valid tool to assess autistic traits in Bengali, a language with 300 million speakers. The findings add to the growing literature on AQ measurement and the concept of autism as a quantitative trait, examined outside of the western samples.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46104378","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}
Pub Date : 2021-07-19DOI: 10.1108/AIA-06-2020-0041
Vinita Berry, C. Sharma
Purpose This study aims to highlight the need for an interdisciplinary intervention approach to bring noteworthy changes in children with an autism spectrum disorder. It proposes to study how holistic individualized therapeutic plans can promote functionality even in the adolescent age. This study aims to channelize the restricted abilities in a positive manner and make it, a strength for the child. Social-emotional development along with academic goals is also proposed. Design/methodology/approach The paper is based on an exploratory study where participant observation was the main tool. Unstructured interviews with the therapists were conducted and the background history was taken. Documents and assessments related to the case were referred. Findings The paper provides empirical insight into the impact of an interdisciplinary intervention on autism spectrum disorder. It suggests that speech therapy, occupational therapy, special education and counseling taken up as a holistic approach and modified as per the needs and competence of the child prove to be effective. It also becomes evident that intervention can help the child to become functional and meaningful even if the intervention is started a little late in life. Consistency and intensity of interventions along with compassion play a very positive role in the life of children with autism. Research limitations/implications As the approach taken describes one case in depth, there is less probability of generalization of results. Therefore, it suggests a wide scope of testing the proposed propositions further. Practical implications This paper includes implications for the children with autism spectrum disorder, who: are not able to get early intervention for some reason and the ones who have special restricted abilities. It also is an inspiration for the service providers to develop comprehensive and interdisciplinary plans of intervention. Social implications This will help parents who somehow miss providing interventions at an early age to be hopeful and to seek help. The results are encouraging so as to make children with autism spectrum disorder more functional and acceptable in their lives. Originality/value This paper worked on the identified needs of children with autism but found that their restricted abilities that are commonly found can be used and channelized positively to become a strength. There is a scope and hope to guide these children toward a functional life where they can connect with others around them and are accepted and included in society. Individualized and interdisciplinary interventions prove to make these children happier and confident.
{"title":"Case study: impact of interdisciplinary interventions in a 9-year-old male child with autism spectrum disorder","authors":"Vinita Berry, C. Sharma","doi":"10.1108/AIA-06-2020-0041","DOIUrl":"https://doi.org/10.1108/AIA-06-2020-0041","url":null,"abstract":"\u0000Purpose\u0000This study aims to highlight the need for an interdisciplinary intervention approach to bring noteworthy changes in children with an autism spectrum disorder. It proposes to study how holistic individualized therapeutic plans can promote functionality even in the adolescent age. This study aims to channelize the restricted abilities in a positive manner and make it, a strength for the child. Social-emotional development along with academic goals is also proposed.\u0000\u0000\u0000Design/methodology/approach\u0000The paper is based on an exploratory study where participant observation was the main tool. Unstructured interviews with the therapists were conducted and the background history was taken. Documents and assessments related to the case were referred.\u0000\u0000\u0000Findings\u0000The paper provides empirical insight into the impact of an interdisciplinary intervention on autism spectrum disorder. It suggests that speech therapy, occupational therapy, special education and counseling taken up as a holistic approach and modified as per the needs and competence of the child prove to be effective. It also becomes evident that intervention can help the child to become functional and meaningful even if the intervention is started a little late in life. Consistency and intensity of interventions along with compassion play a very positive role in the life of children with autism.\u0000\u0000\u0000Research limitations/implications\u0000As the approach taken describes one case in depth, there is less probability of generalization of results. Therefore, it suggests a wide scope of testing the proposed propositions further.\u0000\u0000\u0000Practical implications\u0000This paper includes implications for the children with autism spectrum disorder, who: are not able to get early intervention for some reason and the ones who have special restricted abilities. It also is an inspiration for the service providers to develop comprehensive and interdisciplinary plans of intervention.\u0000\u0000\u0000Social implications\u0000This will help parents who somehow miss providing interventions at an early age to be hopeful and to seek help. The results are encouraging so as to make children with autism spectrum disorder more functional and acceptable in their lives.\u0000\u0000\u0000Originality/value\u0000This paper worked on the identified needs of children with autism but found that their restricted abilities that are commonly found can be used and channelized positively to become a strength. There is a scope and hope to guide these children toward a functional life where they can connect with others around them and are accepted and included in society. Individualized and interdisciplinary interventions prove to make these children happier and confident.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42628982","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}
Pub Date : 2021-07-09DOI: 10.1108/AIA-12-2020-0074
Bernard Kissi-Abrokwah, Kwame Kodua-Ntim
Purpose The purpose of this paper is to identify knowledge sharing practices used among parents with children diagnosed with autism spectrum disorder (ASD). Design/methodology/approach The study was based on qualitative philosophical foundations, where phenomenological case study design was used to make an in-depth understanding of how parents whose children are diagnosed with ASD shared knowledge among themselves. The population for this research consists of parents whose children have been diagnosed with ASD in Ghana. The study sampled for the study was 12 parents and was selected from 4 autism awareness centres in Ghana to obtain data through the use of focus group discussion and analysed with the aid of thematic analysis. Findings The study showed that the dimensions of knowledge sharing practices used by parents with autistic children were after-action review/lesson learnt, brainstorming, mentoring, coaching system, discussion forum, face-to-face meeting, documentation, peer assistance and storytelling. Finally, the study also revealed that knowledge sharing practices used by parents with autistic children help them in their daily engagement. Social implications An aspect of the training of social workers should focus on how to assist parents, family and neighbours of children with ASD. The government through the needed ministries and agencies should create a social support system to assist parents and families with children with ASD. Counsellors should avail their services to parents with children with ASD as early as possible to avoid or ameliorate some of the emotional and psychological challenges of these parents. Originality/value The paper offers a comprehensive overview on how knowledge sharing transforms the individual to learn and accept autistic condition in Ghana.
{"title":"The concept of autism spectrum disorder: a study on knowledge sharing protocol among parents with autistic children in Ghana","authors":"Bernard Kissi-Abrokwah, Kwame Kodua-Ntim","doi":"10.1108/AIA-12-2020-0074","DOIUrl":"https://doi.org/10.1108/AIA-12-2020-0074","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to identify knowledge sharing practices used among parents with children diagnosed with autism spectrum disorder (ASD).\u0000\u0000\u0000Design/methodology/approach\u0000The study was based on qualitative philosophical foundations, where phenomenological case study design was used to make an in-depth understanding of how parents whose children are diagnosed with ASD shared knowledge among themselves. The population for this research consists of parents whose children have been diagnosed with ASD in Ghana. The study sampled for the study was 12 parents and was selected from 4 autism awareness centres in Ghana to obtain data through the use of focus group discussion and analysed with the aid of thematic analysis.\u0000\u0000\u0000Findings\u0000The study showed that the dimensions of knowledge sharing practices used by parents with autistic children were after-action review/lesson learnt, brainstorming, mentoring, coaching system, discussion forum, face-to-face meeting, documentation, peer assistance and storytelling. Finally, the study also revealed that knowledge sharing practices used by parents with autistic children help them in their daily engagement.\u0000\u0000\u0000Social implications\u0000An aspect of the training of social workers should focus on how to assist parents, family and neighbours of children with ASD. The government through the needed ministries and agencies should create a social support system to assist parents and families with children with ASD. Counsellors should avail their services to parents with children with ASD as early as possible to avoid or ameliorate some of the emotional and psychological challenges of these parents.\u0000\u0000\u0000Originality/value\u0000The paper offers a comprehensive overview on how knowledge sharing transforms the individual to learn and accept autistic condition in Ghana.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46478977","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}
Pub Date : 2021-07-09DOI: 10.1108/AIA-01-2021-0008
Solomon Shatananda, Abimbola Oyedokun, Mahesh M. Odiyoor, S. Jaydeokar, Saman Shahzad
Purpose The purpose of the study is to identify and ascertain if there were any validated tools for diagnosing or screening autism spectrum disorder in adults with ID. The estimated prevalence of intellectual disability (ID) in the general population is about 10.37/1,000 population (Maulik et al., 2011). In total, 1 out of 4 individuals with ID suffers from an autism spectrum disorder (ASD) (Sappok et al., 2010). Early diagnosis and support for ASD is key to having a good quality of life. The diagnosis of ASD in people with an ID presents its own challenges and it is likely under-identification of ASD amongst adults with ID by about 20% to 30% (Emerson and Baines, 2010). Design/methodology/approach Studies were selected based on the following criteria: studies that reported either screening or diagnostic tools for ASD, participants had an ID i.e. a mean IQ of <70, adults i.e. participants were >18 years of age at the time of entry to the study and articles reported either sensitivity, specificity or area under the curve. Relevant studies that were published up to January 2020 were identified from EMBASE, PsychINFO, CINAHL and PubMed. In total, 75 papers were identified of which 15 papers met the criteria. Findings The screening or diagnostic tools currently in use is dependant on the degree of ID. A number of the tools had good psychometric properties and utility when used in people with specific degrees of ID or when used in combination with another screening or diagnostic tool. The authors could not identify a diagnostic tool that could be used across all levels of severity of ID unless used in combination. Hence, concluded that there is a need for a diagnostic tool with good psychometric properties for the assessment of ASD in adults with all degree of ID within a reasonable time period without the need for an additional tool to be used in conjunction. Originality/value Currently, the “gold standard” for diagnosing ASD is a lengthy and time-consuming process carried out by trained multi-disciplinary team members who assess historical, behavioural and parent/carer report to arrive at a diagnosis. There are a number of tools that have been developed to aid diagnosis. However, it is important to identify the tools that can optimise the procedures and are also time-efficient.
目的本研究的目的是确定和确定是否有任何有效的工具来诊断或筛查患有自闭症的成年人的自闭症谱系障碍。据估计，普通人群中智力残疾(ID)的患病率约为10.37/ 1000 (Maulik et al.， 2011)。总的来说，四分之一的ID患者患有自闭症谱系障碍(ASD) (Sappok et al.， 2010)。ASD的早期诊断和支持是拥有良好生活质量的关键。对有ID的人进行ASD的诊断有其自身的挑战，在有ID的成年人中，ASD的识别可能不足20%到30% (Emerson和Baines, 2010)。设计/方法/方法根据以下标准选择研究:报告ASD筛查或诊断工具的研究，参与者在进入研究时具有ID，即平均智商为18岁，文章报告敏感性，特异性或曲线下面积。截至2020年1月发表的相关研究从EMBASE、PsychINFO、CINAHL和PubMed中确定。共有75篇论文被确定，其中15篇论文符合标准。目前使用的筛查或诊断工具取决于ID的程度。当用于具有特定ID程度的人或与其他筛选或诊断工具结合使用时，许多工具具有良好的心理测量特性和效用。作者无法确定一种诊断工具，可以用于所有严重程度的ID，除非联合使用。因此，我们得出结论，需要一种具有良好心理测量特性的诊断工具，在合理的时间内评估所有程度ID的成人ASD，而不需要额外的工具来联合使用。独创性/价值目前，诊断自闭症谱系障碍的“黄金标准”是一个漫长而耗时的过程，由训练有素的多学科团队成员进行，他们评估病史、行为和父母/照顾者的报告，以得出诊断。目前已经开发了许多辅助诊断的工具。然而，重要的是要确定能够优化程序并节省时间的工具。
{"title":"Usefulness of current autism diagnostic or screening assessment tools in adults with intellectual disability (ID): systematic review of literature","authors":"Solomon Shatananda, Abimbola Oyedokun, Mahesh M. Odiyoor, S. Jaydeokar, Saman Shahzad","doi":"10.1108/AIA-01-2021-0008","DOIUrl":"https://doi.org/10.1108/AIA-01-2021-0008","url":null,"abstract":"\u0000Purpose\u0000The purpose of the study is to identify and ascertain if there were any validated tools for diagnosing or screening autism spectrum disorder in adults with ID. The estimated prevalence of intellectual disability (ID) in the general population is about 10.37/1,000 population (Maulik et al., 2011). In total, 1 out of 4 individuals with ID suffers from an autism spectrum disorder (ASD) (Sappok et al., 2010). Early diagnosis and support for ASD is key to having a good quality of life. The diagnosis of ASD in people with an ID presents its own challenges and it is likely under-identification of ASD amongst adults with ID by about 20% to 30% (Emerson and Baines, 2010).\u0000\u0000\u0000Design/methodology/approach\u0000Studies were selected based on the following criteria: studies that reported either screening or diagnostic tools for ASD, participants had an ID i.e. a mean IQ of <70, adults i.e. participants were >18 years of age at the time of entry to the study and articles reported either sensitivity, specificity or area under the curve. Relevant studies that were published up to January 2020 were identified from EMBASE, PsychINFO, CINAHL and PubMed. In total, 75 papers were identified of which 15 papers met the criteria.\u0000\u0000\u0000Findings\u0000The screening or diagnostic tools currently in use is dependant on the degree of ID. A number of the tools had good psychometric properties and utility when used in people with specific degrees of ID or when used in combination with another screening or diagnostic tool. The authors could not identify a diagnostic tool that could be used across all levels of severity of ID unless used in combination. Hence, concluded that there is a need for a diagnostic tool with good psychometric properties for the assessment of ASD in adults with all degree of ID within a reasonable time period without the need for an additional tool to be used in conjunction.\u0000\u0000\u0000Originality/value\u0000Currently, the “gold standard” for diagnosing ASD is a lengthy and time-consuming process carried out by trained multi-disciplinary team members who assess historical, behavioural and parent/carer report to arrive at a diagnosis. There are a number of tools that have been developed to aid diagnosis. However, it is important to identify the tools that can optimise the procedures and are also time-efficient.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41858017","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}
Pub Date : 2021-07-05DOI: 10.1108/AIA-01-2021-0002
M. Heyman, M. Galligan, Giselle Salinas, Elizabeth Baker, J. Blacher, K. Stavropoulos
Purpose Professionals working with community populations are often presented with complicated cases where it is difficult to determine which diagnosis or diagnoses are appropriate. Differentiating among neurodevelopmental disorders such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder and intellectual disability can be a complex process, especially, as these disorders have some overlapping symptoms and often co-occur in young children. This series of case studies aims to present commonly overlapping symptoms in children who present to clinics with developmental concerns. Design/methodology/approach This paper presents three case studies that were completed at a free community ASD screening clinic in Southern California. Findings The case studies have common presenting behaviors and symptoms (e.g. social communication difficulties) that often co-occur across diagnoses; explanations for the final diagnoses are given in each case. Research limitations/implications Conclusions from these three cases cannot generalize to all children being seen in clinics for neurodevelopmental concerns. Practical implications This series of case studies highlights commonly overlapping symptoms in children who present for differential diagnosis with social and/or behavioral concerns. Implications for educational placement and intervention are discussed. Social implications These cases highlight the challenges involved in the differential and dual diagnostic process for young children with developmental concerns. Diagnostic considerations can affect later educational placement and opportunities for socialization. Originality/value This series of case studies provide practical information for clinicians about how to effectively differentiate between commonly occurring neurodevelopmental disorders, particularly given recent changes to the Diagnostic and Statistical Manual, 5th edition (DSM-5).
{"title":"Differential diagnosis of autism spectrum disorder, intellectual disability and attention-deficit hyperactivity disorder (ADHD)","authors":"M. Heyman, M. Galligan, Giselle Salinas, Elizabeth Baker, J. Blacher, K. Stavropoulos","doi":"10.1108/AIA-01-2021-0002","DOIUrl":"https://doi.org/10.1108/AIA-01-2021-0002","url":null,"abstract":"\u0000Purpose\u0000Professionals working with community populations are often presented with complicated cases where it is difficult to determine which diagnosis or diagnoses are appropriate. Differentiating among neurodevelopmental disorders such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder and intellectual disability can be a complex process, especially, as these disorders have some overlapping symptoms and often co-occur in young children. This series of case studies aims to present commonly overlapping symptoms in children who present to clinics with developmental concerns.\u0000\u0000\u0000Design/methodology/approach\u0000This paper presents three case studies that were completed at a free community ASD screening clinic in Southern California.\u0000\u0000\u0000Findings\u0000The case studies have common presenting behaviors and symptoms (e.g. social communication difficulties) that often co-occur across diagnoses; explanations for the final diagnoses are given in each case.\u0000\u0000\u0000Research limitations/implications\u0000Conclusions from these three cases cannot generalize to all children being seen in clinics for neurodevelopmental concerns.\u0000\u0000\u0000Practical implications\u0000This series of case studies highlights commonly overlapping symptoms in children who present for differential diagnosis with social and/or behavioral concerns. Implications for educational placement and intervention are discussed.\u0000\u0000\u0000Social implications\u0000These cases highlight the challenges involved in the differential and dual diagnostic process for young children with developmental concerns. Diagnostic considerations can affect later educational placement and opportunities for socialization.\u0000\u0000\u0000Originality/value\u0000This series of case studies provide practical information for clinicians about how to effectively differentiate between commonly occurring neurodevelopmental disorders, particularly given recent changes to the Diagnostic and Statistical Manual, 5th edition (DSM-5).\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45378874","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}
Pub Date : 2021-06-30DOI: 10.1108/aia-12-2020-0073
Ghorban Hemati Alamdarloo, F. Majidi
Purpose Most parents experience stress when their children are diagnosed with some kind of disability. This paper aims to compare the level of stress among mothers of children with neurodevelopmental disorders. Design/methodology/approach Research sample consisted of 150 mothers of children with neurodevelopmental disorders (50 mothers of children with autism spectrum disorder, 50 mothers of children with intellectual disability and 50 mothers of children with specific learning disorder selected by convenience sampling). The Stress Response Inventory was used for measuring stress. One-way analysis of variance, multivariate analysis of variance and Scheffe post hoc tests were used for data analysis. Findings The results showed that the stress of mothers of children with autism spectrum disorder was significantly higher than to the other groups of mothers. It was also observed that the stress of mothers of children with intellectual disability was significantly higher than the mothers of children with the specific learning disorder. Originality/value Therefore, designing and implementing preventive and interventional programs to decrease the stress of mothers of children with neurodevelopmental disorders, especially mothers of children with autism spectrum disorder is necessary.
{"title":"Stress in mothers of children with neurodevelopmental disorders","authors":"Ghorban Hemati Alamdarloo, F. Majidi","doi":"10.1108/aia-12-2020-0073","DOIUrl":"https://doi.org/10.1108/aia-12-2020-0073","url":null,"abstract":"\u0000Purpose\u0000Most parents experience stress when their children are diagnosed with some kind of disability. This paper aims to compare the level of stress among mothers of children with neurodevelopmental disorders.\u0000\u0000\u0000Design/methodology/approach\u0000Research sample consisted of 150 mothers of children with neurodevelopmental disorders (50 mothers of children with autism spectrum disorder, 50 mothers of children with intellectual disability and 50 mothers of children with specific learning disorder selected by convenience sampling). The Stress Response Inventory was used for measuring stress. One-way analysis of variance, multivariate analysis of variance and Scheffe post hoc tests were used for data analysis.\u0000\u0000\u0000Findings\u0000The results showed that the stress of mothers of children with autism spectrum disorder was significantly higher than to the other groups of mothers. It was also observed that the stress of mothers of children with intellectual disability was significantly higher than the mothers of children with the specific learning disorder.\u0000\u0000\u0000Originality/value\u0000Therefore, designing and implementing preventive and interventional programs to decrease the stress of mothers of children with neurodevelopmental disorders, especially mothers of children with autism spectrum disorder is necessary.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48697669","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}
Pub Date : 2021-06-28DOI: 10.1108/aia-10-2020-0058
Nicolle Robertson, A. Qureshi, R. Monk
Purpose This study aims to represent a first attempt to examine in a non-clinical population the interplay between social engagement, executive function (EF) and theory of mind (ToM) within a social motivation theory framework. Design/methodology/approach A total of 170 participants (135 female; mean age = 19.01 and standard deviation = 1.27) completed measures of ToM (Faux Pas task), autistic traits (Autism Spectrum Quotient), social engagement (reward dependence subscale of the Temperament and Character Inventory), sociability and EF (both subscales of the Adult Temperament Questionnaire). Findings Path analyses found that EF, sociability and social engagement were negatively associated with autistic traits both directly and indirectly. Results indicate that EF may impact sociability and social engagement and their interaction may relate to the degree of autistic traits shown in a typical sample. However, ToM (as measured by the Faux Pas test) was not related to any of the other variables. Originality/value Sociability, social engagement and effortful control deficits may be linked to higher levels of autistic traits. These factors appear to form a hierarchy of factors underpinning autism spectrum disorder, with EF contributing to all aspects, followed by sociability and social engagement at a higher level. Future research examining in clinical populations the utility of a more integrated model of social motivation that incorporates EF appears warranted.
{"title":"The relationship between autistic characteristics, social engagement and executive function in a typical sample","authors":"Nicolle Robertson, A. Qureshi, R. Monk","doi":"10.1108/aia-10-2020-0058","DOIUrl":"https://doi.org/10.1108/aia-10-2020-0058","url":null,"abstract":"\u0000Purpose\u0000This study aims to represent a first attempt to examine in a non-clinical population the interplay between social engagement, executive function (EF) and theory of mind (ToM) within a social motivation theory framework.\u0000\u0000\u0000Design/methodology/approach\u0000A total of 170 participants (135 female; mean age = 19.01 and standard deviation = 1.27) completed measures of ToM (Faux Pas task), autistic traits (Autism Spectrum Quotient), social engagement (reward dependence subscale of the Temperament and Character Inventory), sociability and EF (both subscales of the Adult Temperament Questionnaire).\u0000\u0000\u0000Findings\u0000Path analyses found that EF, sociability and social engagement were negatively associated with autistic traits both directly and indirectly. Results indicate that EF may impact sociability and social engagement and their interaction may relate to the degree of autistic traits shown in a typical sample. However, ToM (as measured by the Faux Pas test) was not related to any of the other variables.\u0000\u0000\u0000Originality/value\u0000Sociability, social engagement and effortful control deficits may be linked to higher levels of autistic traits. These factors appear to form a hierarchy of factors underpinning autism spectrum disorder, with EF contributing to all aspects, followed by sociability and social engagement at a higher level. Future research examining in clinical populations the utility of a more integrated model of social motivation that incorporates EF appears warranted.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46950878","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}
Pub Date : 2021-06-25DOI: 10.1108/aia-09-2020-0052
Mo Chen, Shelley Kreibich, Jolene K Hyppa-Martin
Purpose Children with autism spectrum disorders (ASD) or other developmental disabilities are often reported to have challenges in well generalizing the newly learned communicative skills such as requesting help. Not requesting help when it is needed can hinder engagement and learning, whereas requesting help could also be socially inappropriate. This paper aims to offer a demonstration of applying general case instruction to teach a young child diagnosed with ASD to request help only when needed while concurrently increasing the child’s independence in task completion. Design/methodology/approach The demonstration adopted within-participant AB designs for one 5-year-old boy with ASD, with data collected across three tasks targeted for intervention and the other three tasks targeted for generalization probes throughout both the baseline and intervention phases. Dependent measures consisted of independent help request and independent task completion. Visual analysis was used to describe the results. Findings Results showed that the child with ASD learned to ask for help on difficult educational activities, while concurrently increasing his independence on these tasks; generalized the skill of requesting help by asking for help when he encountered other challenging novel tasks; and independently completed easy educational activities without requesting help. Originality/value The findings from this study may add to the limited literature that explored the generalization performance across tasks/activities in young learners with ASD, while demonstrating the feasibility of designing and applying general case instruction framework to enhance generalization performance for one individual learner.
{"title":"Teaching a child with autism to request help only when needed","authors":"Mo Chen, Shelley Kreibich, Jolene K Hyppa-Martin","doi":"10.1108/aia-09-2020-0052","DOIUrl":"https://doi.org/10.1108/aia-09-2020-0052","url":null,"abstract":"\u0000Purpose\u0000Children with autism spectrum disorders (ASD) or other developmental disabilities are often reported to have challenges in well generalizing the newly learned communicative skills such as requesting help. Not requesting help when it is needed can hinder engagement and learning, whereas requesting help could also be socially inappropriate. This paper aims to offer a demonstration of applying general case instruction to teach a young child diagnosed with ASD to request help only when needed while concurrently increasing the child’s independence in task completion.\u0000\u0000\u0000Design/methodology/approach\u0000The demonstration adopted within-participant AB designs for one 5-year-old boy with ASD, with data collected across three tasks targeted for intervention and the other three tasks targeted for generalization probes throughout both the baseline and intervention phases. Dependent measures consisted of independent help request and independent task completion. Visual analysis was used to describe the results.\u0000\u0000\u0000Findings\u0000Results showed that the child with ASD learned to ask for help on difficult educational activities, while concurrently increasing his independence on these tasks; generalized the skill of requesting help by asking for help when he encountered other challenging novel tasks; and independently completed easy educational activities without requesting help.\u0000\u0000\u0000Originality/value\u0000The findings from this study may add to the limited literature that explored the generalization performance across tasks/activities in young learners with ASD, while demonstrating the feasibility of designing and applying general case instruction framework to enhance generalization performance for one individual learner.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49539150","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}
Pub Date : 2021-06-21DOI: 10.1108/aia-08-2020-0047
F. Amini, Kok Wah Yee, S. Soh, Abdulateef Alhadeethi, R. Amini, Edmond Siah Chye Ng
Purpose Autism spectrum disorder (ASD) is a group of complex neurodevelopmental disorders with uncertain etiology. Evidence shows that genetic testing can explain about 20% of cases. This study aims to assess the level of awareness and perception of medical genetic services among Malaysian parents with ASD children. Design/methodology/approach A cross-sectional survey using an interviewer-administered questionnaire was done among 111 parents of children with ASD from August 2017 to September 2019 in two clinics in Malaysia. Findings A majority of children with ASD (80.20%) were male and diagnosed at the age of 3–4 years old (47.80%). When the autistic child was born, most mothers and fathers were aged 26–30 (40.50%) and 31–35 years old (42.30%), respectively. Another child with ASD in nuclear and extended families was reported for 11.70% and 13.50%, respectively. Only 24.30% have seen a professional genetic consultant, and 19.8% have done genetic testing for affected children. The mean score of awareness of genetic services for ASD was 2.48 ± 3.30. Having medical insurance and another child with ASD in the nuclear family was significantly associated with a higher level of awareness (p = 0.01 and p < 0.001, respectively). Most of the participants have a positive perception of these services. Originality/value Regardless of demographic factors, participants have poor awareness of genetic services for ASD, likely because the primary physician did not recommend it upon diagnosis. Increasing health-care providers’ knowledge about the current potential of genetic testing for ASD and educational campaigns for the public are critical components of using available genetic tests to improve ASD management.
{"title":"Awareness and perception of medical genetic services among Malaysian parents of autism spectrum disorders children: the lessons to be learned","authors":"F. Amini, Kok Wah Yee, S. Soh, Abdulateef Alhadeethi, R. Amini, Edmond Siah Chye Ng","doi":"10.1108/aia-08-2020-0047","DOIUrl":"https://doi.org/10.1108/aia-08-2020-0047","url":null,"abstract":"\u0000Purpose\u0000Autism spectrum disorder (ASD) is a group of complex neurodevelopmental disorders with uncertain etiology. Evidence shows that genetic testing can explain about 20% of cases. This study aims to assess the level of awareness and perception of medical genetic services among Malaysian parents with ASD children.\u0000\u0000\u0000Design/methodology/approach\u0000A cross-sectional survey using an interviewer-administered questionnaire was done among 111 parents of children with ASD from August 2017 to September 2019 in two clinics in Malaysia.\u0000\u0000\u0000Findings\u0000A majority of children with ASD (80.20%) were male and diagnosed at the age of 3–4 years old (47.80%). When the autistic child was born, most mothers and fathers were aged 26–30 (40.50%) and 31–35 years old (42.30%), respectively. Another child with ASD in nuclear and extended families was reported for 11.70% and 13.50%, respectively. Only 24.30% have seen a professional genetic consultant, and 19.8% have done genetic testing for affected children. The mean score of awareness of genetic services for ASD was 2.48 ± 3.30. Having medical insurance and another child with ASD in the nuclear family was significantly associated with a higher level of awareness (p = 0.01 and p < 0.001, respectively). Most of the participants have a positive perception of these services.\u0000\u0000\u0000Originality/value\u0000Regardless of demographic factors, participants have poor awareness of genetic services for ASD, likely because the primary physician did not recommend it upon diagnosis. Increasing health-care providers’ knowledge about the current potential of genetic testing for ASD and educational campaigns for the public are critical components of using available genetic tests to improve ASD management.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43682310","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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