Progress and outcomes for children with autism receiving parent-managed intensive interventions☆ ☆Authors are listed in alphabetical order as all contributed equally to the study. This research was funded by a grant from Autism and Developmental Disorders Education Research Ltd. (ADDER) to Keele University. We thank the following for data-collection: Siobhan Breen, Barbara Cross, Jo Halden, Amanda Kemmish, Iliana Magiati, Gill McGrane, Catherine Naysmith, Arne Terje Gulbrandsen, and Deborah Allen. We are also grateful to: Fred Volkmar for providing raw data from the Carter et al. (1998) study for comparison purposes, and to Tristram Smith, Sir Michael Rutter, Richard Foxx, and Kimberly Schreck for providing constructive comments on draft manuscripts. The second author provided consultancy services for some of the children in the study.

2001 ◽  
Vol 22 (6) ◽  
pp. 425-447 ◽  
Author(s):  
Peter Bibby ◽  
Svein Eikeseth ◽  
Neil T Martin ◽  
Oliver C Mudford ◽  
David Reeves
Keyword(s):  
Education Research ◽  
Data Collection ◽  
Developmental Disorders ◽  
Children With Autism ◽  
Alphabetical Order ◽  
Raw Data ◽  
Outcomes For Children

Privacy-preserving raw data collection without a trusted authority for IoT

2019 ◽  
Vol 148 ◽  
pp. 340-348 ◽  
Author(s):  
Yi-Ning Liu ◽  
Yan-Ping Wang ◽  
Xiao-Fen Wang ◽  
Zhe Xia ◽  
Jing-Fang Xu
Keyword(s):  
Data Collection ◽  
Privacy Preserving ◽  
Raw Data

scholarly journals Perspektif Orangtua terhadap Anak Autisme dan Peranannya dalam Terapi (Studi Kasus PLA Provinsi Kepulauan Bangka Belitung)

2019 ◽  
Vol 2 (2) ◽  
pp. 154-169
Author(s):  
Zonalisa Fhatri
Keyword(s):  
Data Collection ◽  
General Public ◽  
Children With Autism ◽  
Qualitative Approach ◽  
Main Method ◽  
Financial Capacity ◽  
Religious Background ◽  
Autism Therapy ◽  
Extended Families

The purpose of this study was to obtain a picture of the acceptance of parents of children with autism and their role in autism therapy. This research uses a qualitative approach. Characteristics of the study subjects included parents who had children diagnosed with autism. The number of subjects in this study were 4 people. Data collection techniques with interviews as the main method and observation as a supporting method. The interview results showed that overall all four subjects were able to fully accept the condition of their child who was diagnosed with autism. Acceptance is influenced by factors of support from extended families, including financial capacity, religious background, age, and support of experts and the general public. These four subjects are quite involved in handling their children ranging from ensuring the diagnosis of PLA doctors / psychologists, fostering communication with PLA therapists, providing honest information when consulting the development of their children, enriching knowledge, and assisting children when doing therapy.

scholarly journals Assessment of riparian environments through semi-automated procedures for the computation of eco-morphological indicators: Preliminary results of the WEQUAL project

2019 ◽  
Vol 70 (3) ◽  
pp. 131-145 ◽  
Author(s):  
Raimondo Gallo ◽  
Gianluca Ristorto ◽  
Alex Bojeri ◽  
Nadia Zorzi ◽  
Gabriele Daglio ◽  
...  
Keyword(s):  
Data Collection ◽  
Unmanned Aircraft ◽  
Environmental Data ◽  
Shared Environment ◽  
Surface Model ◽  
Riparian Areas ◽  
Raw Data ◽  
Ecological Criteria ◽  
Web Platform ◽  
The Web

Summary The aim of WEQUAL project (WEb service centre for QUALity multidimensional design and tele-operated monitoring of Green Infrastructures) is the development of a system that is able to support a quick environmental monitoring of riparian areas subjected to the realization of new green infrastructures (GI). The Wequal’s idea is to organize a service center able to manage both the Web Platform and the whole data collection and analysis processes. Through a personal account, the final user (designer, technician, researcher) can get access to the service and requires the evaluation of alternatives GI projects. On the Web Platform, a set of algorithms runs in order to calculate, through automatic procedures, all the ecological criteria required to evaluate a quality environmental index that describes the eco-morphological value of the monitored riparian areas. For this aim, the WEQUI index was developed, which uses 15 indicators that are easy to monitor. In this paper, the approach for environmental data collection and the procedures to perform the automatic assessment of two of the ecological criteria are described. For the computation, the implemented algorithms use data including the vegetation indexes, Digital Terrain Model (DTM), Digital Surface Model (DSM) and a 3D point cloud classification. All the raw data are collected by UAVs (Unmanned Aircraft Vehicle) equipped with a 3D Lidar, multispectral camera and RGB camera. Interpreting all the raw data collected by these sensors, using a multi-attribute approach, the WEQUI index is assessed. The computed ecological index is then used to assess the riparian environmental quality at ex-ante and ex-post river stabilization works. This index, integrated with additional not-technical or not-ecological indicators such as investment required, maintenance costs or social acceptance, can be used in multicriteria analyses in order to evaluate the intervention from a wider point of view. The platform is expected to be attractive for GI designers and policy makers by providing a shared environment, which is able to integrate the method of detection and evaluation of complex indexes and a multidimensional evaluation supported by an expert guide.

Experience in the use of transcranial micro polarization in children with autism spectrum disorders

2021 ◽  
Vol 2 (1) ◽  
pp. 22-28
Author(s):  
Ludmila M. Kuzenkova ◽  
Anna V. Lashkova ◽  
Olga M. Konova ◽  
Tatyana G. Petelguzova
Keyword(s):  
Autism Spectrum Disorders ◽  
Developmental Disorders ◽  
Children With Autism ◽  
Social Situation ◽  
Treatment Method ◽  
Autism Spectrum ◽  
Clinical Diagnoses ◽  
Spectrum Disorders ◽  
Autistic Disorders ◽  
Positive Effect

Introduction. Autism is a disorder characterized by social interaction disorders, social-emotional reciprocity, responses to other people’s emotions, social use of speech skills, lack of modulations of behavior under the social situation, and limited interest stereotypes. The comprehensive approach using medical and psychological correction with physical methods of influence provides the best result in treating and rehabilitating children with autism. The original study examined the effects of transcranial micro polarization (TCMP) on the dynamics of autistic disorders. TCMP is a modern treatment method consisting of a directed polarizing impact of a low-power DC on specific brain areas. Materials and methods. There were observed 25 children aged from 2 years five months to 6 years with varying degrees of severity of autism spectrum disorders (ASD). For the study, three groups were identified according to the corresponding clinical diagnoses: Childhood autism, Atypical autism, and Other general developmental disorders. The vast majority of children from the first two groups had an intellectual disability of varying severity. The TCMP method was used to assess the technique’s effectiveness, the CARS diagnostic scale and the ATEK test. Results. At the end of the course, with the use of TCMP in all the analyzed groups, there was a shift towards a milder degree of autistic disorders. The most significant positive effect was recorded in children with mild forms of autism in the group of other general developmental disorders due to the initially higher level of development in this group. Conclusion. The results obtained demonstrate the effectiveness of TCMP in ASD children. According to the results of the study, the positive effect of this method was revealed in the form of reducing the severity of autistic disorders.

Treatment acceptability in parent-mediated interventions: Considerations for maximizing outcomes for children with autism.

2021 ◽  
Author(s):  
Georgina J. Rosenbrock ◽  
Emily R. Jellinek ◽  
Dieu M. Truong ◽  
Shannon L. McKee ◽  
Christian M. Stewart ◽  
...  
Keyword(s):  
Children With Autism ◽  
Treatment Acceptability ◽  
Outcomes For Children

scholarly journals Language abilities in monolingual- and bilingual- exposed children with autism or other developmental disorders

2018 ◽  
Vol 55 ◽  
pp. 38-49 ◽  
Author(s):  
Yael G. Dai ◽  
Jeffrey D. Burke ◽  
Letitia Naigles ◽  
Inge-Marie Eigsti ◽  
Deborah A. Fein
Keyword(s):  
Developmental Disorders ◽  
Children With Autism ◽  
Language Abilities

A novel qualitative method to improve access, elicitation, and sample diversification for enhanced transferability applied to studying chemistry outreach

2018 ◽  
Vol 19 (2) ◽  
pp. 410-430 ◽  
Author(s):  
Justin M. Pratt ◽  
Ellen J. Yezierski
Keyword(s):  
Qualitative Research ◽  
Education Research ◽  
Data Collection ◽  
Chemistry Education ◽  
Card Sorting ◽  
Thick Description ◽  
Research Survey ◽  
Site Investigations ◽  
Available Technology ◽  
Chemistry Education Research

Conducting qualitative research in any discipline warrants two actions: accessing participants and eliciting their ideas. In chemistry education research, survey techniques have been used to increase access to participants and diversify samples. Interview tasks (such as card sorting, using demonstrations, and using simulations) have been used to elicit participant ideas. While surveys can increase participation and remove geographic barriers from studies, they typically lack the ability to obtain detailed, thick description of participant ideas, which are possible from in-person interviews. Minimal research in CER has examined how to harness technology to synthesize traditionally diverse research approaches to advance the field. This paper presents a novel method for interviewing research participants employing freely available technology to investigate student ideas about the purposes of conducting chemistry outreach, how success of an outreach event is evaluated, and student understanding of the chemistry content embedded in activities facilitated at events. As the outreach practitioner population comes from numerous institutions and is therefore geographically diverse, technology is necessary in order to gain access to these students. To elicit their ideas and remove barriers associated with rapport, interview tasks are adapted and implemented electronically. The description of a novel set of methods is coupled with evidence from the interviews to illustrate the trustworthiness of the data obtained and to support the method as a means to improve qualitative data collection in chemistry education research. These methods create a unique data collection environment for off-site investigations and are applicable to all disciplines, as they shed light on how qualitative research in the 21st century can increase the diversity of samples and improve the transferability of findings.

scholarly journals Individual and organizational characteristics predicting intervention use for children with autism in schools

Autism ◽  
2019 ◽  
Vol 24 (5) ◽  
pp. 1152-1163 ◽  
Author(s):  
Jill Locke ◽  
Christina Kang-Yi ◽  
Lindsay Frederick ◽  
David S Mandell
Keyword(s):  
Social Engagement ◽  
School Personnel ◽  
Children With Autism ◽  
Positive Influence ◽  
Individual Growth ◽  
Evidence Based ◽  
Post Intervention ◽  
Intervention Training ◽  
Positive Individual ◽  
Outcomes For Children

Several interventions have demonstrated efficacy in improving social outcomes for children with autism, but they often are not used in schools. This study examined individual and organizational factors associated with the use of a research-informed social engagement intervention, Remaking Recess, for children with autism in elementary schools. A total of 28 school personnel from 12 schools in 5 districts in the northeastern United States participated. Schools were randomized to (1) training in Remaking Recess only or (2) training in Remaking Recess with implementation support. School personnel rated their attitudes about evidence-based practices, organizational readiness, and fidelity. Independent observers rated school personnel’s fidelity at baseline (pre-intervention training) and exit (post-intervention training). The results suggest that self-rated fidelity was lower when staff perceived the use of Remaking Recess was required; however, observer-rated fidelity was lower when staff rated Remaking Recess as appealing. In addition, self-rated fidelity was higher when there was a sufficient number of staff, positive individual growth, and organizational adaptability. The results also indicated higher observer-rated fidelity when staff perceived a positive influence over their coworkers. The results suggest that both individual (attitudes) and organizational (influence, staffing, growth, adaptability) characteristics may affect implementation success in schools. A collaborative decision-making approach for evidence-based practice use is recommended. Lay abstract Several interventions or treatment programs have been shown through research to improve social outcomes for children with autism, but they often are not used in schools. This study examined individual (school personnel) and organizational (school level) factors associated with the use of a research-informed social engagement intervention, Remaking Recess, for children with autism in elementary schools. A total of 28 school personnel from 12 schools in 5 districts in the northeastern United States participated. Schools were randomly assigned to (1) training in Remaking Recess only or (2) training in Remaking Recess with implementation support (tailored strategies to remove barriers to increase use of Remaking Recess). School personnel rated their attitudes about research-informed interventions, organizational readiness (school’s readiness to use a research-informed intervention), and fidelity or the degree to which an intervention is used as it was originally designed. Observers rated school personnel’s fidelity at baseline (pre-intervention training) and exit (post-intervention training). The results suggest that self-rated fidelity was lower when staff perceived the use of Remaking Recess was required; however, observer-rated fidelity was lower when staff rated Remaking Recess as appealing. In addition, self-rated fidelity was higher when there was a sufficient number of staff, positive individual growth, and organizational adaptability. The results also indicated higher observer-rated fidelity when staff perceived positive influence over their coworkers. The results suggest that both individual (attitudes) and organizational (influence, staffing, growth, adaptability) characteristics may affect implementation success in schools. A collaborative decision-making approach for evidence-based practice use is recommended.

Sign in / Sign up

Export Citation Format

Share Document