Pub Date : 2019-09-26DOI: 10.1108/AIA-03-2018-0011
Claire Sciberras
Purpose Requests for increased support within mainstream school settings within the field of autism tend to take place across most international educational scenarios. In light of such recommendation, the purpose of this paper is to outline how the implementation of a strengths, weaknesses, opportunities and threats (SWOT) analysis within educational settings might be beneficial in order to improve the support provided for learners on the autism spectrum (AS). Design/methodology/approach Although a SWOT analysis framework is generally carried out in corporate domains for companies and firms to investigate their competitive impact within the marketplace so as to develop future concepts, this analysis structure may also be usefully applied within educational settings so as to inform practice. Findings If implemented in an effective manner, a SWOT analysis will potentially provide a comprehensive synopsis of the issues and concerns which are relevant for considering and evolving the provision of support for students. Indeed, it will enable educational environments to enhance their strengths so as to increase appropriate opportunities and address the weaknesses within their services in order to potentially overcome their barriers and enhance the quality of life of learners on the spectrum. Originality/value This paper includes the viewpoint of the author in relation to a SWOT analysis so as to inform practice for learners on the AS.
{"title":"Applying a SWOT analysis to inform educational provision of learners on the autism spectrum","authors":"Claire Sciberras","doi":"10.1108/AIA-03-2018-0011","DOIUrl":"https://doi.org/10.1108/AIA-03-2018-0011","url":null,"abstract":"\u0000Purpose\u0000Requests for increased support within mainstream school settings within the field of autism tend to take place across most international educational scenarios. In light of such recommendation, the purpose of this paper is to outline how the implementation of a strengths, weaknesses, opportunities and threats (SWOT) analysis within educational settings might be beneficial in order to improve the support provided for learners on the autism spectrum (AS).\u0000\u0000\u0000Design/methodology/approach\u0000Although a SWOT analysis framework is generally carried out in corporate domains for companies and firms to investigate their competitive impact within the marketplace so as to develop future concepts, this analysis structure may also be usefully applied within educational settings so as to inform practice.\u0000\u0000\u0000Findings\u0000If implemented in an effective manner, a SWOT analysis will potentially provide a comprehensive synopsis of the issues and concerns which are relevant for considering and evolving the provision of support for students. Indeed, it will enable educational environments to enhance their strengths so as to increase appropriate opportunities and address the weaknesses within their services in order to potentially overcome their barriers and enhance the quality of life of learners on the spectrum.\u0000\u0000\u0000Originality/value\u0000This paper includes the viewpoint of the author in relation to a SWOT analysis so as to inform practice for learners on the AS.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/AIA-03-2018-0011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42093043","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 : 2019-09-26DOI: 10.1108/AIA-10-2018-0039
Hena Chandran, K. Jayanthi, S. Prabavathy, K. Renuka, Rajesh Bhargavan
Purpose Parents or primary caregivers of children with Autism Spectrum Disorder (ASD) have important role in early recognition of the disorder as well as in the management of the disorder. Knowledge, attitude and practice of primary caregivers towards children with ASD are important factors in promoting health and wellness of such children. The purpose of this paper is to evaluate the effectiveness of video-assisted teaching regarding care of children with ASD on knowledge, attitude and practice among primary caregivers. Design/methodology/approach Quasi-experimental research design with one group pre-test post-test was adopted. A total of 60 primary caregivers were selected through stratified random sampling technique. Video-assisted teaching was given to 60 primary caregivers. Data collection was done before and after the video-assisted teaching programme using structured questionnaire which consists of 57 questions. Findings The result of the study showed that the post-test level of knowledge attitude and practice among primary caregivers of children with ASD was significantly high (p<0.0001) when compared to pre-test level by using Wilcoxon Signed Rank Test. The study finding revealed that video-assisted teaching was effective in enhancing the knowledge, developing a positive attitude and good practice among primary caregivers regarding care of children with ASD. Social implications Findings of this study will help mental health nurses, psychologists, intellectual disability nurses, teachers, public health, social workers, etc. to know the importance of video-assisted teaching programme regarding care of children with ASD and to motivate the primary caregivers to participate in such teaching programme. The community mental health nurse can plan video-assisted teaching programme in a community regarding care of children with ASD. Originality/value Results of this study indicate that the video-assisted teaching is effective and helps the primary caregivers to enhance the knowledge, attitude and practice regarding care of children with ASD. So continuous awareness in primary health centre and community area is necessary to improve the knowledge, attitude and practice of primary caregivers.
{"title":"Effectiveness of video assisted teaching on knowledge, attitude and practice among primary caregivers of children with Autism Spectrum Disorder","authors":"Hena Chandran, K. Jayanthi, S. Prabavathy, K. Renuka, Rajesh Bhargavan","doi":"10.1108/AIA-10-2018-0039","DOIUrl":"https://doi.org/10.1108/AIA-10-2018-0039","url":null,"abstract":"\u0000Purpose\u0000Parents or primary caregivers of children with Autism Spectrum Disorder (ASD) have important role in early recognition of the disorder as well as in the management of the disorder. Knowledge, attitude and practice of primary caregivers towards children with ASD are important factors in promoting health and wellness of such children. The purpose of this paper is to evaluate the effectiveness of video-assisted teaching regarding care of children with ASD on knowledge, attitude and practice among primary caregivers.\u0000\u0000\u0000Design/methodology/approach\u0000Quasi-experimental research design with one group pre-test post-test was adopted. A total of 60 primary caregivers were selected through stratified random sampling technique. Video-assisted teaching was given to 60 primary caregivers. Data collection was done before and after the video-assisted teaching programme using structured questionnaire which consists of 57 questions.\u0000\u0000\u0000Findings\u0000The result of the study showed that the post-test level of knowledge attitude and practice among primary caregivers of children with ASD was significantly high (p<0.0001) when compared to pre-test level by using Wilcoxon Signed Rank Test. The study finding revealed that video-assisted teaching was effective in enhancing the knowledge, developing a positive attitude and good practice among primary caregivers regarding care of children with ASD.\u0000\u0000\u0000Social implications\u0000Findings of this study will help mental health nurses, psychologists, intellectual disability nurses, teachers, public health, social workers, etc. to know the importance of video-assisted teaching programme regarding care of children with ASD and to motivate the primary caregivers to participate in such teaching programme. The community mental health nurse can plan video-assisted teaching programme in a community regarding care of children with ASD.\u0000\u0000\u0000Originality/value\u0000Results of this study indicate that the video-assisted teaching is effective and helps the primary caregivers to enhance the knowledge, attitude and practice regarding care of children with ASD. So continuous awareness in primary health centre and community area is necessary to improve the knowledge, attitude and practice of primary caregivers.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/AIA-10-2018-0039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47625114","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 : 2019-09-26DOI: 10.1108/AIA-01-2019-0003
A. R. Altakhaineh, Razan N Alkhatib
PurposeThe purpose of this paper is to investigate whether age plays a role in the acquisition of construct state (CS) constructions in Arabic by 14 children with autism spectrum disorder (ASD). It also examined the challenges faced by children with ASD in producing different types of CS constructions. Finally, the study analysed the sources of difficulties children with ASD encounter during the learning process of the CS.Design/methodology/approachFor the purposes of this study, the participants were asked to orally complete short sentences with the help of illustrative pictures.FindingsResults revealed that the age of the 14 children with ASD plays a role in the acquisition of CS constructions. Children of age 12–15 performed better than those of age 8 and 10. Results also showed that children with ASD performed better in producing phrases rather than compounds. Moreover, the participants performed better on endocentric compounds as opposed to exocentric ones. Finally, analysing the errors produced on the text revealed that the acquisition of head direction precedes definiteness.Originality/valueThe topic of the study has not been investigated yet and the study concluded with some important findings concerning teaching Arabic CS to children with ADS.
{"title":"The acquisition of the Arabic construct state (CS) constructions by Arabic-speaking children with ASD","authors":"A. R. Altakhaineh, Razan N Alkhatib","doi":"10.1108/AIA-01-2019-0003","DOIUrl":"https://doi.org/10.1108/AIA-01-2019-0003","url":null,"abstract":"PurposeThe purpose of this paper is to investigate whether age plays a role in the acquisition of construct state (CS) constructions in Arabic by 14 children with autism spectrum disorder (ASD). It also examined the challenges faced by children with ASD in producing different types of CS constructions. Finally, the study analysed the sources of difficulties children with ASD encounter during the learning process of the CS.Design/methodology/approachFor the purposes of this study, the participants were asked to orally complete short sentences with the help of illustrative pictures.FindingsResults revealed that the age of the 14 children with ASD plays a role in the acquisition of CS constructions. Children of age 12–15 performed better than those of age 8 and 10. Results also showed that children with ASD performed better in producing phrases rather than compounds. Moreover, the participants performed better on endocentric compounds as opposed to exocentric ones. Finally, analysing the errors produced on the text revealed that the acquisition of head direction precedes definiteness.Originality/valueThe topic of the study has not been investigated yet and the study concluded with some important findings concerning teaching Arabic CS to children with ADS.","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/AIA-01-2019-0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44643840","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 : 2019-09-26DOI: 10.1108/AIA-11-2018-0045
L. Barnard‐Brak, D. Richman, Zhanxia Yang
Purpose Autism spectrum disorder (ASD) is a lifelong disorder that requires intervention and support services for a growing geriatric population. The purpose of this paper is to examine the mean age at death of individuals with ASD and subsequent comorbidity with Alzheimer’s disease, and any form of dementia, as a whole and according to sex. Design/methodology/approach Data consisted of 1,754 individuals who had an ASD listed as one of the causes of deaths from the National Vital Statistics System with data from 1999 to 2015. In the current study, the authors present contradictory results with a mean age at death for individuals with ASD was 68 years by adjusting for changing prevalence rates. Findings Females with ASD had a higher mean age at death than males with ASD; consistent with the trend in the sex differences in the general population. The results of the current study also indicate that individuals with ASD were, in fact, less likely than the general population to have Alzheimer’s disease or a form of dementia. However, males with ASD were significantly more likely to have acquired Alzheimer’s disease or a form of dementia as compared to females with ASD. Originality/value Guan and Li (2017) reported a mean age at death of 36 years old for individuals with ASD, which was subsequently reported in the mass media, most notably CNN. The authors contend that this study provides a more accurate estimate mean age at death.
{"title":"Age at death and comorbidity of dementia-related disorders among individuals with autism spectrum disorder","authors":"L. Barnard‐Brak, D. Richman, Zhanxia Yang","doi":"10.1108/AIA-11-2018-0045","DOIUrl":"https://doi.org/10.1108/AIA-11-2018-0045","url":null,"abstract":"\u0000Purpose\u0000Autism spectrum disorder (ASD) is a lifelong disorder that requires intervention and support services for a growing geriatric population. The purpose of this paper is to examine the mean age at death of individuals with ASD and subsequent comorbidity with Alzheimer’s disease, and any form of dementia, as a whole and according to sex.\u0000\u0000\u0000Design/methodology/approach\u0000Data consisted of 1,754 individuals who had an ASD listed as one of the causes of deaths from the National Vital Statistics System with data from 1999 to 2015. In the current study, the authors present contradictory results with a mean age at death for individuals with ASD was 68 years by adjusting for changing prevalence rates.\u0000\u0000\u0000Findings\u0000Females with ASD had a higher mean age at death than males with ASD; consistent with the trend in the sex differences in the general population. The results of the current study also indicate that individuals with ASD were, in fact, less likely than the general population to have Alzheimer’s disease or a form of dementia. However, males with ASD were significantly more likely to have acquired Alzheimer’s disease or a form of dementia as compared to females with ASD.\u0000\u0000\u0000Originality/value\u0000Guan and Li (2017) reported a mean age at death of 36 years old for individuals with ASD, which was subsequently reported in the mass media, most notably CNN. The authors contend that this study provides a more accurate estimate mean age at death.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/AIA-11-2018-0045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48571819","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 : 2019-09-26DOI: 10.1108/AIA-11-2018-0046
Şule Erden, G. Reyhanoglu
Purpose Savant syndrome, a very rare condition in the world, refers to individuals who have extraordinary talents but might have disabilities that prevent them from maintaining their life. The purpose of this paper is to investigate the views of conservatory instructors about the education of Buğra Çankır (BC), a musical savant with autism. Design/methodology/approach As it was difficult to communicate with BC and elicit his views, interviews were conducted with his teachers, who had similar experiences in his music education process. The participants were six instructors who worked as full-time instructors in the conservatory. The participants were administered a semi-structured focus group interview form that described the difficulties, experiences, perceptions and feelings they had in their interactions with BC. Data obtained from the study were subjected to content analysis methods performed by the researchers; analysis involved identification of the codes and themes and formation of sub-themes and codes in line with these themes. Findings Results showed that the participants had difficulties in teaching BC because of having insufficient knowledge about his features. In addition, while planning the conservatory education processes, the participants were found to redesign the teaching content considering the features of the student. Research limitations/implications The present case study is important in terms of revealing the problems experienced in the education processes of these individuals. More detailed qualitative studies or action research could be utilised in studies to be conducted in the future. Originality/value BC’s educational experience is the first case for educational institutions and instructors in Turkey.
{"title":"Conservatory education of a musical savant with autism: a case study in Turkey","authors":"Şule Erden, G. Reyhanoglu","doi":"10.1108/AIA-11-2018-0046","DOIUrl":"https://doi.org/10.1108/AIA-11-2018-0046","url":null,"abstract":"\u0000Purpose\u0000Savant syndrome, a very rare condition in the world, refers to individuals who have extraordinary talents but might have disabilities that prevent them from maintaining their life. The purpose of this paper is to investigate the views of conservatory instructors about the education of Buğra Çankır (BC), a musical savant with autism.\u0000\u0000\u0000Design/methodology/approach\u0000As it was difficult to communicate with BC and elicit his views, interviews were conducted with his teachers, who had similar experiences in his music education process. The participants were six instructors who worked as full-time instructors in the conservatory. The participants were administered a semi-structured focus group interview form that described the difficulties, experiences, perceptions and feelings they had in their interactions with BC. Data obtained from the study were subjected to content analysis methods performed by the researchers; analysis involved identification of the codes and themes and formation of sub-themes and codes in line with these themes.\u0000\u0000\u0000Findings\u0000Results showed that the participants had difficulties in teaching BC because of having insufficient knowledge about his features. In addition, while planning the conservatory education processes, the participants were found to redesign the teaching content considering the features of the student.\u0000\u0000\u0000Research limitations/implications\u0000The present case study is important in terms of revealing the problems experienced in the education processes of these individuals. More detailed qualitative studies or action research could be utilised in studies to be conducted in the future.\u0000\u0000\u0000Originality/value\u0000BC’s educational experience is the first case for educational institutions and instructors in Turkey.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/AIA-11-2018-0046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41920547","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 : 2019-09-26DOI: 10.1108/AIA-01-2019-0002
Nick Chown, E. Hughes, J. Leatherland, S. Davison
Leaf et al. (2018, p. 127) conclude their response to Kupferstein’s article indicating a possible linkage between applied behaviour analysis (ABA) and post-traumatic stress disorder (PTSD) by contending that “service providers, behavior analysts, funding agencies, and parents should carefully and objectively evaluate (Kupferstein’s, 2018) study prior to avoiding making recommendations for ABAbased interventions for individuals diagnosed with ASD based upon the results”.
{"title":"Response to Leaf et al.’s critique of Kupferstein’s finding of a possible link between applied behaviour analysis and post-traumatic stress disorder","authors":"Nick Chown, E. Hughes, J. Leatherland, S. Davison","doi":"10.1108/AIA-01-2019-0002","DOIUrl":"https://doi.org/10.1108/AIA-01-2019-0002","url":null,"abstract":"Leaf et al. (2018, p. 127) conclude their response to Kupferstein’s article indicating a possible linkage between applied behaviour analysis (ABA) and post-traumatic stress disorder (PTSD) by contending that “service providers, behavior analysts, funding agencies, and parents should carefully and objectively evaluate (Kupferstein’s, 2018) study prior to avoiding making recommendations for ABAbased interventions for individuals diagnosed with ASD based upon the results”.","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/AIA-01-2019-0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43638656","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":"Editorial","authors":"J. McCarthy, E. Chaplin","doi":"10.1108/aia-10-2019-053","DOIUrl":"https://doi.org/10.1108/aia-10-2019-053","url":null,"abstract":"","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/aia-10-2019-053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44920992","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 : 2019-09-26DOI: 10.1108/AIA-09-2018-0028
Hiroshi Asaoka, Tomoya Takahashi, Jiafei Chen, A. Fujiwara, Masataka Watanabe, F. Noro
Purpose The purpose of this paper is to investigate why children with autism spectrum disorder (ASD) tend to respond to tasks from their own perspective. The authors investigated the effects of explicitness of viewpoint on performance of spontaneous level 2 perspective-taking skills in six- to eight-year-old children with ASD. Design/methodology/approach The authors conducted visual perspective-taking tasks with explicit and implicit instructions about the viewpoint to be used. Participants operated a toy car on a map while listening to the experimenter’s instructions. In the implicit condition, when the experimenter said “Turn right/left” at each intersection, the participants moved the car accordingly. Subsequently, in the explicit condition, the experimenter said “Look from the driver’s viewpoint and turn right/left” at each intersection. Findings In the implicit condition, the authors did not observe a clear developmental change in performance between six- and eight-year-old children in the ASD group. In contrast, performance in the ASD group improved under the explicit condition relative to that under the implicit condition. Originality/value The results suggest six- to eight-year-old children with ASD tend not to spontaneously use level 2 perspective-taking skills. Therefore, viewpoints should be explicitly instructed to children with ASD. In addition, it is also important to implement training to encourage spontaneous transitions from self-perspective to other-perspective under the implicit condition.
{"title":"Difficulties in spontaneously performing level 2 perspective-taking skills in children with autism spectrum disorder","authors":"Hiroshi Asaoka, Tomoya Takahashi, Jiafei Chen, A. Fujiwara, Masataka Watanabe, F. Noro","doi":"10.1108/AIA-09-2018-0028","DOIUrl":"https://doi.org/10.1108/AIA-09-2018-0028","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to investigate why children with autism spectrum disorder (ASD) tend to respond to tasks from their own perspective. The authors investigated the effects of explicitness of viewpoint on performance of spontaneous level 2 perspective-taking skills in six- to eight-year-old children with ASD.\u0000\u0000\u0000Design/methodology/approach\u0000The authors conducted visual perspective-taking tasks with explicit and implicit instructions about the viewpoint to be used. Participants operated a toy car on a map while listening to the experimenter’s instructions. In the implicit condition, when the experimenter said “Turn right/left” at each intersection, the participants moved the car accordingly. Subsequently, in the explicit condition, the experimenter said “Look from the driver’s viewpoint and turn right/left” at each intersection.\u0000\u0000\u0000Findings\u0000In the implicit condition, the authors did not observe a clear developmental change in performance between six- and eight-year-old children in the ASD group. In contrast, performance in the ASD group improved under the explicit condition relative to that under the implicit condition.\u0000\u0000\u0000Originality/value\u0000The results suggest six- to eight-year-old children with ASD tend not to spontaneously use level 2 perspective-taking skills. Therefore, viewpoints should be explicitly instructed to children with ASD. In addition, it is also important to implement training to encourage spontaneous transitions from self-perspective to other-perspective under the implicit condition.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/AIA-09-2018-0028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46006759","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 : 2019-09-10DOI: 10.1108/aia-06-2019-0017
D. Murphy, Josephine Broyd
Purpose The purpose of this paper is to evaluate autism awareness training provided to staff working in a high secure psychiatric care (HSPC) hospital. Design/methodology/approach An online survey of staff views who had completed an autism awareness training day. Findings All staff who completed the evaluation questionnaire reported that an autism awareness training day had been useful and had increased their knowledge of how to work with individuals who have autism. However, most staff also reported that one day was not long enough and that more case discussion would have been helpful. Although most staff also reported that autism awareness training should be mandatory, motivation to attend such training was considered important. In terms of the number of staff who had completed the training, whilst a wide range of staff groups had attended training, only a minority had done so, with the number of staff completing the training each year remaining relatively constant over a five-year period. Research limitations/implications Within the context of promoting Enabling Environments in forensic settings and the recent government consultation paper exploring whether autism awareness training should be mandatory for all those working in health care, further investigation is required into how to increase staff motivation to attend autism awareness training and to explore how it is used during everyday work with patients. Originality/value As an initial evaluation of optional autism awareness training delivered in HSPC, the project offers some valuable information in terms of the number of staff who attend such training, what they find useful and how it might be improved for this setting.
{"title":"Evaluation of autism awareness training provided to staff working in a high secure psychiatric care hospital","authors":"D. Murphy, Josephine Broyd","doi":"10.1108/aia-06-2019-0017","DOIUrl":"https://doi.org/10.1108/aia-06-2019-0017","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to evaluate autism awareness training provided to staff working in a high secure psychiatric care (HSPC) hospital.\u0000\u0000\u0000Design/methodology/approach\u0000An online survey of staff views who had completed an autism awareness training day.\u0000\u0000\u0000Findings\u0000All staff who completed the evaluation questionnaire reported that an autism awareness training day had been useful and had increased their knowledge of how to work with individuals who have autism. However, most staff also reported that one day was not long enough and that more case discussion would have been helpful. Although most staff also reported that autism awareness training should be mandatory, motivation to attend such training was considered important. In terms of the number of staff who had completed the training, whilst a wide range of staff groups had attended training, only a minority had done so, with the number of staff completing the training each year remaining relatively constant over a five-year period.\u0000\u0000\u0000Research limitations/implications\u0000Within the context of promoting Enabling Environments in forensic settings and the recent government consultation paper exploring whether autism awareness training should be mandatory for all those working in health care, further investigation is required into how to increase staff motivation to attend autism awareness training and to explore how it is used during everyday work with patients.\u0000\u0000\u0000Originality/value\u0000As an initial evaluation of optional autism awareness training delivered in HSPC, the project offers some valuable information in terms of the number of staff who attend such training, what they find useful and how it might be improved for this setting.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/aia-06-2019-0017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44765490","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 : 2019-09-09DOI: 10.1108/aia-04-2019-0010
Shuhei Ogawa, M. Kojima
Purpose The purpose of this paper is twofold: first, to validate the Contingencies of Self-Worth Scale (CSWS) for adolescents with autism spectrum disorder (ASD) and typically developing individuals and, second, examine the association between contingencies of self-worth and subjective adjustment to school. Design/methodology/approach A self-report was used to examine both contingencies of self-worth and subjective adjustment to school in adolescents with ASD and typically developing individuals. Findings First, the validity and reliability of the CSWS was verified. Second, the scale was not significant correlation with subjective adjustment to school and contingencies of self-worth in adolescents with ASD. As the reason for this, it has been suggested that there are adaptive aspects and maladaptive aspects in contingencies of self-worth. Originality/value This is an original research designed to examine contingencies of self-worth in adolescents with ASD.
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