Pub Date : 2021-01-01DOI: 10.35248/2165-7890.21.11.279
Prochazka Tabasam
{"title":"Implementing the Patient Autonomy in Autism","authors":"Prochazka Tabasam","doi":"10.35248/2165-7890.21.11.279","DOIUrl":"https://doi.org/10.35248/2165-7890.21.11.279","url":null,"abstract":"","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"87 1","pages":"1-1"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91111719","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 : 2021-01-01DOI: 10.35248/2165-7890.21.S3.002
F. Pozzo
Many autistic people express intense sensory overload as well as high levels of anxiety. Understanding how these events are linked can help provide better assistance and intervention for people suffering from sensory overload and anxiety. Trustworthiness judgments have been linked to neural regions involved in social cognition. In those with autism spectrum disorders, these areas are also functionally abnormal (ASDs). A growing body of research suggests that co-occurring alexithymia is at the root of some aspects of the social-emotional issues that plague people with autism spectrum disorder. The purpose of autism research is to better understand neurocognitive pathways in children with autism spectrum disorder (ASD). But, studying young children with ASD or other neurodevelopmental disorders in rigorous experimental settings can present a number of practical and ethical issues. The focus of this research is on psycho-physiological studies in young people with autism spectrum disorders.
{"title":"A Psycho-physiological Investigation in Young Adults with Autism Spectrum Disorders","authors":"F. Pozzo","doi":"10.35248/2165-7890.21.S3.002","DOIUrl":"https://doi.org/10.35248/2165-7890.21.S3.002","url":null,"abstract":"Many autistic people express intense sensory overload as well as high levels of anxiety. Understanding how these events are linked can help provide better assistance and intervention for people suffering from sensory overload and anxiety. Trustworthiness judgments have been linked to neural regions involved in social cognition. In those with autism spectrum disorders, these areas are also functionally abnormal (ASDs). A growing body of research suggests that co-occurring alexithymia is at the root of some aspects of the social-emotional issues that plague people with autism spectrum disorder. The purpose of autism research is to better understand neurocognitive pathways in children with autism spectrum disorder (ASD). But, studying young children with ASD or other neurodevelopmental disorders in rigorous experimental settings can present a number of practical and ethical issues. The focus of this research is on psycho-physiological studies in young people with autism spectrum disorders.","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"7 1","pages":"1-2"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82425334","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 : 2021-01-01DOI: 10.35248/2165-7890.21.11.292
S. Nayak
Autism spectrum disorders (ASDs) are a phenotypically and etiologically multifarious set of disorders that include obsessive–compulsive behaviors (OCB) that moderately overlap with symptoms related with obsessive–compulsive disorder (OCD). The OCB seen in ASD vary hinge on the individual’s mental and sequential age as well as the etiology of their ASD
{"title":"Autism Compulsive Disorders","authors":"S. Nayak","doi":"10.35248/2165-7890.21.11.292","DOIUrl":"https://doi.org/10.35248/2165-7890.21.11.292","url":null,"abstract":"Autism spectrum disorders (ASDs) are a phenotypically and etiologically multifarious set of disorders that include obsessive–compulsive behaviors (OCB) that moderately overlap with symptoms related with obsessive–compulsive disorder (OCD). The OCB seen in ASD vary hinge on the individual’s mental and sequential age as well as the etiology of their ASD","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"4 1","pages":"1-1"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80860617","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 : 2021-01-01DOI: 10.35248/2165-7890.21.11.277
K. Pearson
{"title":"Communication and Language Characteristics Related to High Functioning, Verbal Children and Adults with ASD","authors":"K. Pearson","doi":"10.35248/2165-7890.21.11.277","DOIUrl":"https://doi.org/10.35248/2165-7890.21.11.277","url":null,"abstract":"","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"36 1","pages":"1-1"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79036405","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 : 2021-01-01DOI: 10.35248/2165-7890.21.11.290
N. Shetty
Autism spectrum disorder is a condition interconnected to brain development that impacts how a person recognizes and socializes with others, causing problems in social interaction and communication. The disorder also involves limited and repetitive forms of behavior.
{"title":"Autism Spectrum Disorder.","authors":"N. Shetty","doi":"10.35248/2165-7890.21.11.290","DOIUrl":"https://doi.org/10.35248/2165-7890.21.11.290","url":null,"abstract":"Autism spectrum disorder is a condition interconnected to brain development that impacts how a person recognizes and socializes with others, causing problems in social interaction and communication. The disorder also involves limited and repetitive forms of behavior.","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"20 1","pages":"1-1"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83055793","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 : 2021-01-01DOI: 10.35248/2165-7890.21.S3.001
Perri I. Rosen, Erin J Rotheram-Fuller, M. David
Background: While inclusion is the most preferred educational placement for students with autism spectrum disorders (ASD), teachers' perceptions and attitudes are likely to influence the success of inclusion within their classroom. Objective: The goal of this study was to compare the attitudes of special and general education teachers on the appropriateness and challenges of inclusion for their students with ASD. Methods: This study compared self-report surveys of self-contained autism support teachers (AS, n=27) and general education teachers (GE, n=22) attitudes about their experiences with inclusion for their current students. Results:The majority of teachers (73% AS and 91% GE), supported their students’ current placement, however AS teachers recommended more time in the GE classroom in the future for 70% of their students. Challenges of inclusion identified by teachers varied by the type of teacher: GE teachers struggled with students’ communication and social skills and 29% wanted additional support staff. In contrast, 28% of AS teachers wanted more behavioral management training and support for the GE teachers working with their students. Conclusion: Tailoring administrative resources to AS and GE teachers' needs for successful inclusion remains an ongoing challenge. Keywords: Autistic disorder; Attitude; Special education; Education placement; Inclusion
{"title":"Special and General Education Teachers Attitudes about Inclusion for Students with ASD","authors":"Perri I. Rosen, Erin J Rotheram-Fuller, M. David","doi":"10.35248/2165-7890.21.S3.001","DOIUrl":"https://doi.org/10.35248/2165-7890.21.S3.001","url":null,"abstract":"Background: While inclusion is the most preferred educational placement for students with autism spectrum disorders (ASD), teachers' perceptions and attitudes are likely to influence the success of inclusion within their classroom. Objective: The goal of this study was to compare the attitudes of special and general education teachers on the appropriateness and challenges of inclusion for their students with ASD. Methods: This study compared self-report surveys of self-contained autism support teachers (AS, n=27) and general education teachers (GE, n=22) attitudes about their experiences with inclusion for their current students. Results:The majority of teachers (73% AS and 91% GE), supported their students’ current placement, however AS teachers recommended more time in the GE classroom in the future for 70% of their students. Challenges of inclusion identified by teachers varied by the type of teacher: GE teachers struggled with students’ communication and social skills and 29% wanted additional support staff. In contrast, 28% of AS teachers wanted more behavioral management training and support for the GE teachers working with their students. Conclusion: Tailoring administrative resources to AS and GE teachers' needs for successful inclusion remains an ongoing challenge. Keywords: Autistic disorder; Attitude; Special education; Education placement; Inclusion","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"74 10 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79512873","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 : 2020-12-14DOI: 10.35248/2165-7890.20.10.262
Tara Vassallo, R. Dallos, Rebecca McKenzie
Introduction: Autism is a spectrum condition with symptom presentation varying widely. Teachers and parents face challenges in supporting autistic children. There are similarities in how teachers and parents make sense of autism, but there may be differences in priorities and approach potentially leading to misunderstandings. Where parents are actively engaged in their child’s school life the impact on outcomes is positive. SAFE with Schools is a new intervention in development designed to support parents and teachers of autistic children to build collaborative relationships. The study aims to explore understandings among parents and teachers, areas of difference and agreement and perceptions of communication between the two contexts. Methods: Teacher–parent units (N=32) for 13 autistic children, were recruited. The parents and teachers completed reflective journals and carried out semi-structured interviews focusing on the aims of the study. A blended thematic interpretive approach drawing from IPA and Thematic Analysis methodological approaches was used to analyse the resulting data. The analysis proceeded by extracting themes for the parents and the teachers separately. Subsequently these were compared, to identify which themes appeared for both and how they were employed in similar or divergent ways. Findings: The following 6 themes emerged from the data: Each Child is Unique, Behavioral Differences between Home and School, Building Positive Relationships as Essential to Child’s Wellbeing, Emotional Impacts of the Autism, Bureaucracy as a Barrier and Feelings of Control. Although these themes were shared by teachers and parents there were differences in emphasis and expression in practice between the two contexts. Discussion: The findings related to various bodies of both clinical and educational literature which highlight the need for interventions such as SAFE with Schools that take a systemic, attachment-based approach to facilitating strong relationships with and around the autistic child.
自闭症是一种谱系疾病，其症状表现差异很大。教师和家长在支持自闭症儿童方面面临挑战。老师和家长对自闭症的理解有相似之处，但在优先级和方法上可能存在差异，这可能会导致误解。如果父母积极参与孩子的学校生活，对结果的影响是积极的。SAFE with Schools是一种新的发展干预措施，旨在支持自闭症儿童的家长和教师建立合作关系。本研究旨在探讨家长和教师之间的理解，差异和一致的领域以及两种情况下沟通的看法。方法:选取13例自闭症儿童的教师家长单位(N=32)。家长和老师完成了反思日志，并围绕研究目的进行了半结构化访谈。利用国际音标法和专题分析方法的混合专题解释方法来分析所得数据。通过对家长和教师分别抽取主题进行分析。随后，对这些结果进行比较，以确定两者都出现了哪些主题，以及它们如何以相似或不同的方式使用。研究发现:从数据中出现了以下6个主题:每个孩子都是独一无二的，家庭和学校之间的行为差异，建立积极的关系对孩子的健康至关重要，自闭症的情感影响，官僚主义作为障碍和控制感。虽然这些主题是教师和家长共同的，但在实践中，两种语境在强调和表达上存在差异。讨论:研究结果与临床和教育文献的不同主体有关，这些文献强调了干预措施的必要性，例如学校的安全，采取系统的、基于依恋的方法来促进与自闭症儿童的牢固关系。
{"title":"Parent and Teacher Understandings of the Needs of Autistic Children and the Processes of Communication between the Home and School Contexts","authors":"Tara Vassallo, R. Dallos, Rebecca McKenzie","doi":"10.35248/2165-7890.20.10.262","DOIUrl":"https://doi.org/10.35248/2165-7890.20.10.262","url":null,"abstract":"Introduction: Autism is a spectrum condition with symptom presentation varying widely. Teachers and parents \u0000 face challenges in supporting autistic children. There are similarities in how teachers and parents make sense of \u0000 autism, but there may be differences in priorities and approach potentially leading to misunderstandings. Where \u0000 parents are actively engaged in their child’s school life the impact on outcomes is positive. SAFE with Schools is a \u0000 new intervention in development designed to support parents and teachers of autistic children to build collaborative \u0000 relationships. The study aims to explore understandings among parents and teachers, areas of difference and \u0000 agreement and perceptions of communication between the two contexts. \u0000Methods: Teacher–parent units (N=32) for 13 autistic children, were recruited. The parents and teachers completed \u0000 reflective journals and carried out semi-structured interviews focusing on the aims of the study. A blended thematic \u0000 interpretive approach drawing from IPA and Thematic Analysis methodological approaches was used to analyse the \u0000 resulting data. The analysis proceeded by extracting themes for the parents and the teachers separately. Subsequently \u0000 these were compared, to identify which themes appeared for both and how they were employed in similar or \u0000 divergent ways. \u0000Findings: The following 6 themes emerged from the data: Each Child is Unique, Behavioral Differences between Home \u0000 and School, Building Positive Relationships as Essential to Child’s Wellbeing, Emotional Impacts of the Autism, Bureaucracy as \u0000 a Barrier and Feelings of Control. Although these themes were shared by teachers and parents there were differences in \u0000 emphasis and expression in practice between the two contexts. \u0000Discussion: The findings related to various bodies of both clinical and educational literature which highlight the \u0000 need for interventions such as SAFE with Schools that take a systemic, attachment-based approach to facilitating \u0000 strong relationships with and around the autistic child.","PeriodicalId":89745,"journal":{"name":"Autism-open access","volume":"7 1","pages":"1-10"},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82556665","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：