Developing a short form of the Psychoeducational Profile-Third Edition for children with autism spectrum disorder

2016 ◽  
Vol 21 ◽  
pp. 37-50 ◽  
Author(s):  
Chia-Yi Lee ◽  
Chia-Ting Su ◽  
Fu-Mei Chiang ◽  
Yu-Lan Chen ◽  
Ching-Lin Hsieh ◽  
...  
2020 ◽  
Vol 10 (9) ◽  
pp. 607
Author(s):  
Rehab H. Alsaedi

This study aims to determine the prevalence, severity, and nature of the motor abnormalities seen in children with autism spectrum disorder (ASD) as well as to elucidate the associated developmental profiles. The short-form of the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) was used to assess various aspects of the motor performance of 119 children with ASD and 30 typically developing children (age range: 6–12 years) from three Gulf states. The results revealed the high prevalence of motor abnormalities among the ASD group when compared with the normative data derived from the BOT-2 manual as well as with the data concerning the typically developing group. The results also indicated that the motor performance of the children with ASD fell within the below-average range according to the BOT-2 cut-off score. Further, the results suggested that the age variable may influence the overall motor performance of children with ASD, since the children’s motor abnormalities may decrease with maturation. The results concerning the specific motor dysfunction profiles seen in individuals with ASD could help practitioners, parents, and educators to better understand the nature of the motor deficits exhibited by children with ASD, which could assist with the design and implementation of treatment and rehabilitation programs for such children. Overall, motor performance represents an important aspect that should be considered during the clinical evaluation of ASD and that should not be ignored during early interventions.


2019 ◽  
Vol 4 (1) ◽  
pp. 43
Author(s):  
Andini Iskayanti ◽  
Nurul Hartini

This study aimed to examine parenting self-efficacy especially in mothers who have children with autism spectrum disorder and who suffer from parenting stress. They showed symptoms of anxiety and depression, which indicated parenting stress. Parenting self-efficacy is predicted to be a factor that can decrease anxiety and depression. There were 45 mothers from the city of Surabaya selected through purposive sampling technique to be the participants of this study. The data were collected through a survey using questionnaires concerning Self-efficacy for Parenting Task Index (SEPTI) and Parenting Stress Index Short Form (PSI-SF). The data analyzed using the statistical parametric of the Pearson product-moment correlation coefficient showed that the correlation coefficient was -0.424 and the significance was 0.004. It was concluded that high parenting self-efficacy of mothers who have children with autism spectrum disorder correlates with parenting stress.


2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.


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