{"title":"Editorial","authors":"E. Chaplin, J. McCarthy","doi":"10.1108/aia-04-2020-055","DOIUrl":"https://doi.org/10.1108/aia-04-2020-055","url":null,"abstract":"","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/aia-04-2020-055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46518038","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":"E. Chaplin, J. McCarthy","doi":"10.1108/aia-01-2020-054","DOIUrl":"https://doi.org/10.1108/aia-01-2020-054","url":null,"abstract":"","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2019-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/aia-01-2020-054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48565703","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 : 2019-11-06DOI: 10.1108/aia-02-2019-0004
Henny Kupferstein
Purpose The purpose of this paper is to explore why autistic people and their caregivers choose interventions other than applied behavior analysis (ABA), and how their decision impacts them over their lifespan. The focus group was divided into those who pursued augmentative and alternative communication (AAC)-based supports, received ABA, selected other interventions or received no intervention at all. The reported posttraumatic stress symptoms (PTSS) of ABA recipients were compared to non-ABA recipients in order to evaluate the long-term impacts of all intervention types. Using a mixed-method thematic analysis, optional comments submitted alongside a quantitative online survey were reviewed for emergent themes. These comments augmented the survey Likert scores with a qualitative impression of the diverse intervention-related attitudes among participants. Investigating the lived experiences of autism intervention recipients illuminated the scope of the long-term impacts of each intervention that was chosen. Overall, autistics who received no intervention fared best, based on the lowest reported PTSS. These findings may inform the potential redesign of autism interventions based on the firsthand reported experiences and opinions of autistics. Design/methodology/approach The aim of this study was to conduct research that is both question-driven and data-driven to aid in the analysis of existing data (Van Helden, 2013). In the research question-driven approach, the independent variables were the intervention type and duration of exposure relative to lifespan; the dependent variables were the PTSS severity score and binary indicator of meeting PTSS criteria. The analyses that were conducted included linear regression analyses of severity score on intervention type and duration, and χ2 tests for independence of the probabilities of PTSS criterion satisfaction and intervention type. This experiment was designed to test the data-driven hypothesis that the prevalence and severity of PTSS are dependent on the type of autism intervention and duration of exposure. After reviewing the primary data set, the data-driven inquiry determined that the sample for secondary analysis should be categorized by communication-based vs non-communication-based intervention type in order to best complement the limitations and strengths of the published findings from the primary analysis. Findings Autistics who received no intervention had a 59 percent lower likelihood of meeting the PTSS criteria when compared to their ABA peers, and they remained 99.6 percent stable in their reported symptoms throughout their lifespan (R2=0.004). ABA recipients were 1.74 times more likely to meet the PTSS criteria when compared to their AAC peers. Within the 23 percent who selected an intervention other than ABA, consisting of psychotherapy, mental health, son-rise and other varying interventions, 63 percent were asymptomatic. This suggests that the combined benefits of communication-
目的探讨自闭症患者及其照顾者选择应用行为分析(ABA)之外的干预措施的原因，以及他们的决定如何影响他们的一生。焦点小组分为寻求辅助和替代沟通(AAC)为基础的支持，接受ABA，选择其他干预或根本不接受干预。为了评估所有干预类型的长期影响，将ABA接受者报告的创伤后应激症状(PTSS)与非ABA接受者进行比较。使用混合方法的主题分析，可选的意见与定量在线调查一起提交，以审查紧急主题。这些评论增加了调查李克特得分与参与者之间的不同干预相关态度的定性印象。调查自闭症干预接受者的生活经历，阐明了所选择的每种干预措施的长期影响范围。总的来说，根据最低的ptsd报告，没有接受干预的自闭症患者表现最好。这些发现可能为基于第一手报道的自闭症经验和观点的自闭症干预措施的重新设计提供信息。设计/方法/方法本研究的目的是进行问题驱动和数据驱动的研究，以帮助分析现有数据(Van Helden, 2013)。在研究问题驱动法中，自变量为相对于寿命的干预类型和暴露持续时间;因变量为PTSS严重程度评分和满足PTSS标准的二元指标。进行的分析包括严重程度评分对干预类型和持续时间的线性回归分析，以及PTSS标准满意度概率与干预类型独立性的χ2检验。本实验旨在验证数据驱动的假设，即ptsd的患病率和严重程度取决于自闭症干预的类型和暴露时间。在审查了主要数据集之后，数据驱动的调查确定了用于二次分析的样本应按基于通信的干预类型与非基于通信的干预类型进行分类，以便最好地补充来自主要分析的已发表结果的局限性和优势。研究发现，与ABA患者相比，未接受干预的自闭症患者达到PTSS标准的可能性低59%，并且在其一生中报告的症状保持99.6%的稳定性(R2=0.004)。ABA接受者与AAC同龄人相比，达到PTSS标准的可能性高出1.74倍。23%的人选择了ABA以外的干预措施，包括心理治疗、心理健康、儿子崛起和其他不同的干预措施，其中63%是无症状的。这表明，基于沟通的干预与行为主义影响的ABA实践的综合效益可能有助于提高生活质量。虽然不能概括出本研究的范围，但从数据中可以看出，没有接受任何干预的自闭症患者在他们的一生中表现最好。研究的局限性/意义二次分析的明显优势是揭示初步研究中可能被忽视的关键发现。初步数据中遗漏的变量使研究人员对至关重要的发现缺乏经验，这可能会通过后续研究中的后续测试来减轻(Cheng和Phillips, 2014, p. 374)。复制了初级分析中所有变量的频率表和交叉表。现有数据的二次分析是从原始研究中使用的设计变量进行的，并应用于二次分析，以产生较少偏差的估计(Lohr, 2010;格劳巴德和科恩，1996)。每个干预组的纳入标准，PTSS评分和暴露时间，继承自最初的分析，以便对与AAC和PTSS有关的核心变量的编码进行战略性判断。460名受访者的数据样本减少到非aba组n=330。外部统计学家对每个被调查者进行评分，并使用Cohen 's κ系数(κ=1)评估相互信度。实际意义在儿童干预的长期规划中包括自闭症的声音对于那些试图满足个人、家庭和社区需求的人来说是至关重要的。父母和自闭症参与者的引用都是直接从可选评论中获得的，以揭示父母退出或坚持自闭症干预的原因。社会影响实践者和干预服务提供者必须考虑那些直接受到干预方式、频率或强度影响的人的反馈。 最近的文献也证实了这种工作的必要性，例如基于社区的参与性研究(Raymaker, 2016)。自闭症患者应该被认为是他们自己经验的专家(Milton, 2014)。社区-学术伙伴关系对于调查自闭症人群的需求是必要的(Meza et al.， 2016)。大多数自闭症患者并不认为自闭症是一种精神疾病或行为障碍。我们必须认识到，当伤害行为持续存在，情绪、认知、睡眠模式和注意力紊乱加剧时，这些症状与自闭症无关，而与创伤后应激障碍(PTSD)的诊断标准密切相关。当PTSD未得到充分诊断和治疗时，自闭症个体可能会经历过度觉醒，并被其他令人愉快的刺激所触发。由于自闭症干预通常是围绕高接触、长时间和1:1参与进行的，因此必须重新评估干预的性质，对处于高唤醒状态的自闭症患者来说，这是一个潜在的创伤性事件。任何触发大于帮助的干预措施都应避免并在出现ptsd时停止。
{"title":"Why caregivers discontinue applied behavior analysis (ABA) and choose communication-based autism interventions","authors":"Henny Kupferstein","doi":"10.1108/aia-02-2019-0004","DOIUrl":"https://doi.org/10.1108/aia-02-2019-0004","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to explore why autistic people and their caregivers choose interventions other than applied behavior analysis (ABA), and how their decision impacts them over their lifespan. The focus group was divided into those who pursued augmentative and alternative communication (AAC)-based supports, received ABA, selected other interventions or received no intervention at all. The reported posttraumatic stress symptoms (PTSS) of ABA recipients were compared to non-ABA recipients in order to evaluate the long-term impacts of all intervention types. Using a mixed-method thematic analysis, optional comments submitted alongside a quantitative online survey were reviewed for emergent themes. These comments augmented the survey Likert scores with a qualitative impression of the diverse intervention-related attitudes among participants. Investigating the lived experiences of autism intervention recipients illuminated the scope of the long-term impacts of each intervention that was chosen. Overall, autistics who received no intervention fared best, based on the lowest reported PTSS. These findings may inform the potential redesign of autism interventions based on the firsthand reported experiences and opinions of autistics.\u0000\u0000\u0000Design/methodology/approach\u0000The aim of this study was to conduct research that is both question-driven and data-driven to aid in the analysis of existing data (Van Helden, 2013). In the research question-driven approach, the independent variables were the intervention type and duration of exposure relative to lifespan; the dependent variables were the PTSS severity score and binary indicator of meeting PTSS criteria. The analyses that were conducted included linear regression analyses of severity score on intervention type and duration, and χ2 tests for independence of the probabilities of PTSS criterion satisfaction and intervention type. This experiment was designed to test the data-driven hypothesis that the prevalence and severity of PTSS are dependent on the type of autism intervention and duration of exposure. After reviewing the primary data set, the data-driven inquiry determined that the sample for secondary analysis should be categorized by communication-based vs non-communication-based intervention type in order to best complement the limitations and strengths of the published findings from the primary analysis.\u0000\u0000\u0000Findings\u0000Autistics who received no intervention had a 59 percent lower likelihood of meeting the PTSS criteria when compared to their ABA peers, and they remained 99.6 percent stable in their reported symptoms throughout their lifespan (R2=0.004). ABA recipients were 1.74 times more likely to meet the PTSS criteria when compared to their AAC peers. Within the 23 percent who selected an intervention other than ABA, consisting of psychotherapy, mental health, son-rise and other varying interventions, 63 percent were asymptomatic. This suggests that the combined benefits of communication-","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2019-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/aia-02-2019-0004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42530964","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 : 2019-10-25DOI: 10.1108/aia-12-2018-0050
Jan Mei Lim
Purpose Emotion regulation is an ongoing multiprocess phenomenon and is a challenging developmental task to acquire in individuals with autism spectrum disorder (ASD) who have different neurobiological profiles and emotion regulation problems. The purpose of this paper is to review recent literature to understand the neurobiological and psychological perspective of emotion regulation in ASD, while converging themes of psychosocial interventions and existing best practices on emotion regulation within this heterogeneous population are reviewed and discussed in consideration of intellectual disability (ID). Design/methodology/approach Review of recent literature and common empirically supported interventions addressing emotional regulation implemented in individuals with and without ASD, and with and without ID were included in the electronic database search through PubMed, EBSChost, Science Direct, Wiley Online Library, GALE and SAGE. Search terms used included autism, ID, cognitive control, executive function, sensory processing/intervention, emotion regulation, cognitive behavior therapy, mindfulness, social stories, positive behavior support and behavior therapy. Findings Neural systems governing emotion regulation can be divided into “top-down” and “bottom-up” processing. Prefrontal cortex, cognitive and attentional control are critical for effective emotion regulation. Individuals with ASD, and with ID show impairments in these areas have problems with emotion regulation. Targeted psychosocial intervention need to consider bottom-up and top-down processes of emotion regulation, and that standardized interventions require adaptations. Originality/value There are limited studies looking into understanding the neurobiological and psychological perspective of emotion regulation in ASD and linking them to interventions. This review highlights psychosocial interventions that are important for further research, investigation and development as treatment in this population is limited.
{"title":"Emotion regulation and intervention in adults with autism spectrum disorder: a synthesis of the literature","authors":"Jan Mei Lim","doi":"10.1108/aia-12-2018-0050","DOIUrl":"https://doi.org/10.1108/aia-12-2018-0050","url":null,"abstract":"\u0000Purpose\u0000Emotion regulation is an ongoing multiprocess phenomenon and is a challenging developmental task to acquire in individuals with autism spectrum disorder (ASD) who have different neurobiological profiles and emotion regulation problems. The purpose of this paper is to review recent literature to understand the neurobiological and psychological perspective of emotion regulation in ASD, while converging themes of psychosocial interventions and existing best practices on emotion regulation within this heterogeneous population are reviewed and discussed in consideration of intellectual disability (ID).\u0000\u0000\u0000Design/methodology/approach\u0000Review of recent literature and common empirically supported interventions addressing emotional regulation implemented in individuals with and without ASD, and with and without ID were included in the electronic database search through PubMed, EBSChost, Science Direct, Wiley Online Library, GALE and SAGE. Search terms used included autism, ID, cognitive control, executive function, sensory processing/intervention, emotion regulation, cognitive behavior therapy, mindfulness, social stories, positive behavior support and behavior therapy.\u0000\u0000\u0000Findings\u0000Neural systems governing emotion regulation can be divided into “top-down” and “bottom-up” processing. Prefrontal cortex, cognitive and attentional control are critical for effective emotion regulation. Individuals with ASD, and with ID show impairments in these areas have problems with emotion regulation. Targeted psychosocial intervention need to consider bottom-up and top-down processes of emotion regulation, and that standardized interventions require adaptations.\u0000\u0000\u0000Originality/value\u0000There are limited studies looking into understanding the neurobiological and psychological perspective of emotion regulation in ASD and linking them to interventions. This review highlights psychosocial interventions that are important for further research, investigation and development as treatment in this population is limited.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/aia-12-2018-0050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44046766","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-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":null,"pages":null},"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-01-2019-0001
Yurgos Politis, L. Olivia, Thomas Olivia
Purpose People with cognitive disabilities have a right to an inclusive society, and to have access to services and products that meet their specific needs. Participatory design (PD) represents a potentially effective way to ensure these rights, because users become influencers of the technological development and design process, are actively involved in the customization of that technology and develop a relationship with the designers/developers. Literature suggests that user involvement in technology development produces better products and has shown that this process offers users a voice and the process is also conducive to mutual learning between researchers and participants. This paper aims to discuss these issues. Design/methodology/approach Here the authors will present the development of a virtual world (VW) platform, having as a starting point a minimally viable initial version. This was followed by the creation of a networking framework to test each feature of the VW, which allowed connected users, most of whom on the autistic spectrum, to interact with each other in real time in the VW, and to see each other’s effects. Stress testing sessions were initiated with a mixed group of 15 users, 8 of whom with autism (7 male and 1 female). Ten of the participants were male and five were female (Figure 1). Findings Even though the platform is feature-complete, its code is still in development; features can be improved/expanded upon, which necessitates further testing. The most commonly flagged issues from the stress testing were requests for videos/text manuals, the camera controls and chat message errors. These were implemented/fixed or added to the feature roadmap. “Heavy avatar customization” was also suggested, which has conceptual merit, but is not a priority. Practical implications PD is an inclusive approach that addresses personal needs and preferences, matching up the person with the tools and environments to ensure equity and inclusion. The VW whose development is described in this paper has been used for communication skills training with autistic young adults. It could be used for other social, life, academic and vocational skills training. This type of training through VR/VW may help enhance the employment-related skills of neurodiverse populations (and thus empower independent living) and has the potential for broader implementation and wider access in terms of distance learning. Originality/value This paper adds to the rather limited literature on applying PD approaches in the development of products for people with neurodevelopmental disabilities. The authors will present such a process for the development of a VW with people with autism. Although literature suggests that user involvement produces better outcomes, adopting this approach is not straightforward. The paper will describe in detail not only the contribution the participants made in every phase but also the limitations of applying a PD approach with a neurod
{"title":"Empowering autistic adults through their involvement in the development of a virtual world","authors":"Yurgos Politis, L. Olivia, Thomas Olivia","doi":"10.1108/AIA-01-2019-0001","DOIUrl":"https://doi.org/10.1108/AIA-01-2019-0001","url":null,"abstract":"\u0000Purpose\u0000People with cognitive disabilities have a right to an inclusive society, and to have access to services and products that meet their specific needs. Participatory design (PD) represents a potentially effective way to ensure these rights, because users become influencers of the technological development and design process, are actively involved in the customization of that technology and develop a relationship with the designers/developers. Literature suggests that user involvement in technology development produces better products and has shown that this process offers users a voice and the process is also conducive to mutual learning between researchers and participants. This paper aims to discuss these issues.\u0000\u0000\u0000Design/methodology/approach\u0000Here the authors will present the development of a virtual world (VW) platform, having as a starting point a minimally viable initial version. This was followed by the creation of a networking framework to test each feature of the VW, which allowed connected users, most of whom on the autistic spectrum, to interact with each other in real time in the VW, and to see each other’s effects. Stress testing sessions were initiated with a mixed group of 15 users, 8 of whom with autism (7 male and 1 female). Ten of the participants were male and five were female (Figure 1).\u0000\u0000\u0000Findings\u0000Even though the platform is feature-complete, its code is still in development; features can be improved/expanded upon, which necessitates further testing. The most commonly flagged issues from the stress testing were requests for videos/text manuals, the camera controls and chat message errors. These were implemented/fixed or added to the feature roadmap. “Heavy avatar customization” was also suggested, which has conceptual merit, but is not a priority.\u0000\u0000\u0000Practical implications\u0000PD is an inclusive approach that addresses personal needs and preferences, matching up the person with the tools and environments to ensure equity and inclusion. The VW whose development is described in this paper has been used for communication skills training with autistic young adults. It could be used for other social, life, academic and vocational skills training. This type of training through VR/VW may help enhance the employment-related skills of neurodiverse populations (and thus empower independent living) and has the potential for broader implementation and wider access in terms of distance learning.\u0000\u0000\u0000Originality/value\u0000This paper adds to the rather limited literature on applying PD approaches in the development of products for people with neurodevelopmental disabilities. The authors will present such a process for the development of a VW with people with autism. Although literature suggests that user involvement produces better outcomes, adopting this approach is not straightforward. The paper will describe in detail not only the contribution the participants made in every phase but also the limitations of applying a PD approach with a neurod","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/AIA-01-2019-0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41582208","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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
{"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":null,"pages":null},"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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：