scholarly journals “A different environment for success:” a mixed-methods exploration of social participation outcomes among adolescents on the autism spectrum in an inclusive, interest-based school club

2021 ◽  
pp. 1-10
Author(s):  
Yu-Lun Chen ◽  
Wendy Martin ◽  
Regan Vidiksis ◽  
Kristie Patten
Keyword(s):  
Mixed Methods ◽  
Social Participation ◽  
Autism Spectrum ◽  
School Club

scholarly journals Factors associated with social participation amongst elders in rural Sri Lanka: a cross-sectional mixed methods analysis

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Celeste Marsh ◽  
Paul A. Agius ◽  
Gamini Jayakody ◽  
Roshan Shajehan ◽  
Chandima Abeywickrema ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Sri Lanka ◽  
Social Participation ◽  
Cross Sectional ◽  
Factors Associated

scholarly journals Development and psychometric testing of an instrument for measuring social participation of adolescents: study protocol of a prospective mixed-methods study

BMJ Open ◽  
2019 ◽  
Vol 9 (2) ◽  
pp. e028529
Author(s):  
Tim Baerwalde ◽  
Britta Gebhard ◽  
Laura Hoffmann ◽  
Julia Roick ◽  
Olaf Martin ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Chronic Diseases ◽  
Social Participation ◽  
Assessment Tool ◽  
Physical Disabilities ◽  
Psychometric Testing ◽  
Mixed Methods Study ◽  
Assessment Instrument ◽  
Social Emotional Development ◽  
The Individual

IntroductionSocial participation is an important part of a young person’s life. It influences the social experience, social-emotional development and dimensions of competence experience. This applies to people with or without physical disabilities or chronic diseases. Currently, there is no reliable assessment tool for measuring social participation of adolescents in Germany although social participation is a central goal of rehabilitation. The aim of this study is to develop, test and pilot an instrument that assesses social participation for adolescents between the ages of 12 and 17 years and to start a psychometric test.Methods and analysisIn a sequential mixed-methods study, adolescents with and without physical disabilities or chronic diseases are asked about their experiences with social participation as well as the individual significance of self-determination through semistructured interviews. The perspective of adolescents is supplemented by focus groups that will be conducted first with experts from social paediatric care and second with legal guardians. Based on this, an assessment instrument will be developed, evaluated and implemented in exemplary social paediatric centres (SPCs) and rehabilitation clinics and psychometrically tested in a pilot study.Ethics and disseminationThe study will be conducted in accordance with the principles of the revised Helsinki Declaration. The study was approved by the Ethics Review Committee at the Martin-Luther-University Halle-Wittenberg. The developed assessment instrument can be used in science to identify disadvantaged groups and to compensate for the disadvantages that could impair development. For this purpose, the results will be presented at scientific conferences and published in international peer-reviewed journals. In practice, the instrument can be used to determine the goals of rehabilitation together with the adolescents and to evaluate the achievement of these goals. For this, implementation workshops and further training will be organised and carried out in children’s rehabilitation clinics and SPCs.Trial registration numberDRKS00014739; Pre-results.

scholarly journals Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder

2020 ◽  
Vol 13 (12) ◽  
pp. 2155-2163
Author(s):  
Leann Smith DaWalt ◽  
Julie Lounds Taylor ◽  
Somer Bishop ◽  
Laura J. Hall ◽  
Jessica Dykstra Steinbrenner ◽  
...  
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
Sex Differences ◽  
High School Students ◽  
Social Participation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Students ◽  
Students With Autism

Social participation and quality-of-life of patients with traumatic brain injury living in the community: A mixed methods study

Brain Injury ◽  
2016 ◽  
Vol 30 (13-14) ◽  
pp. 1590-1598 ◽  
Author(s):  
Kaoruko Takada ◽  
Hironobu Sashika ◽  
Hidetaka Wakabayashi ◽  
Yoshio Hirayasu
Keyword(s):  
Quality Of Life ◽  
Traumatic Brain Injury ◽  
Mixed Methods ◽  
Brain Injury ◽  
Social Participation ◽  
Mixed Methods Study

scholarly journals Transactions Within a Classroom-Based AAC Intervention Targeting Preschool Students with Autism Spectrum Disorders: A Mixed-Methods Investigation

2020 ◽  
Vol 29 (2) ◽  
pp. 42-58
Author(s):  
Kathryn Dorney ◽  
Karen Erickson
Keyword(s):  
Mixed Methods ◽  
Augmentative And Alternative Communication ◽  
Autism Spectrum ◽  
Interaction Patterns ◽  
Multiple Sources ◽  
Preschool Students ◽  
Graphic Symbols ◽  
Students With Autism ◽  
Language Input ◽  
Core Vocabulary

This study examined the changes in the communication skills of preschool students with autism spectrum disorder (ASD) that resulted from an intervention that featured three evidencebased, transactional approaches to augmentative and alternative communication (AAC) intervention: (a) attributing communicative meaning to student behaviours; (b) providing aided language input; and (c) focusing on graphic symbols representing core vocabulary. Using a mixed-methods design with multiple sources of data (i.e., observation field notes, IEPs, and direct communication assessment), the study was conducted in three classrooms with 6 educators and 13 preschool students with ASD. The purpose was to explore interaction patterns between educators and students while also analyzing improvements in student communication as measured by the Communication Matrix. The results point to a transactional relationship between educators’ and students’ communication across the three classrooms. This group of preschool students with ASD learned to use abstract graphic symbols representing core vocabulary to request as a result of educators’ focus on this requesting. A number of students demonstrated growth in use of non-symbolic communication for social interaction and information sharing as a result of educators’ increased use of aided language input.

scholarly journals A Systematic Review of the Contribution of Dance Movement Psychotherapy Towards the Well-Being of Children With Autism Spectrum Disorders

2021 ◽  
Vol 12 ◽  
Author(s):  
Supritha Aithal ◽  
Zoe Moula ◽  
Vicky Karkou ◽  
Themis Karaminis ◽  
Joanne Powell ◽  
...  
Keyword(s):  
Systematic Review ◽  
Mixed Methods ◽  
Large Scale ◽  
Data Extraction ◽  
Meta Analysis ◽  
Well Being ◽  
Autism Spectrum ◽  
Level Of Evidence ◽  
Dance Movement ◽  
Protocol Registration

Background: The present review provides an original examination of published literature on the use of Dance Movement Psychotherapy (DMP) as an intervention for children with an Autism Spectrum Disorder (ASD).Method: The review was systematically conducted using the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. A protocol consisting of four phases: identification; screening and selection; data extraction and synthesis; quality assurance was developed and registered with the PROSPERO. A search strategy was developed using population and intervention as the key concepts and ten databases were searched between 6.1.2018 to 4.4.2018 and 10.07.2021 to 20.07.2021. The intervention characteristics were extracted based on the TIDieR template for intervention description and replication checklist. Quality assessment and level of evidence of all the included studies were evaluated using the Mixed Methods Appraisal Tool (MMAT) and the Centre for Evidence-Based Medicine (CEBM) for treatment criteria.Results: Nine research studies with a total of 133 participants were identified through a systematic search process. There was only one mixed-methods study with the component of randomisation found during the literature search. Collected information was synthesised in relation to (a) ways in which dance movement psychotherapists work with children; (b) data collection methods and findings. Results from the reviewed literature suggest that DMP can potentially promote various aspects of well-being in children with ASD. Eight out of nine studies mentioned the effects of DMP on improving different social and communication skills. However, results from quality assessments and synthesised outcomes indicate that research in DMP is still in its infancy.Conclusions: We conclude that further large-scale, high-quality studies are required to generate further evidence that explains the processes involved in DMP, the effectiveness of DMP, the relationship between therapeutic factors of DMP, and research findings for children on the autism spectrum.Systematic Review Protocol Registration: PROSPERO, identifier: CRD42018087912.

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