The Educational System and Autism Spectrum Disorder

2018 ◽  
Author(s):  
Michael Ellis
Keyword(s):  
Autism Spectrum Disorder ◽  
School District ◽  
Educational System ◽  
School System ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Special Education Teacher ◽  
Iep Meeting ◽  
Caring Teachers ◽  
Set Up

Navigating the educational system is likely the most treacherous and frustrating part of raising a child with autism spectrum disorder (ASD). Often parents feel that they have to be lawyers to understand the rights of their child and to advocate for appropriate resources at school. I know firsthand how difficult this can be. I can honestly state that next to a child’s severe tantrums, this is the most frustrating and pervasive problem parents may encounter. Typically, year after year and IEP (individualized education program) meeting after IEP meeting, the battle for even substandard education and services continues. Parents naturally assume that the school system would have to maintain certain standards and provide appropriate education and therapies for their child. One might even believe that the special education teacher, and the school district itself, would be more expert than the parent. Unfortunately, this is rarely the case. Training, especially specific to ASD, is usually quite poor. Aside from some very caring teachers, the system is often set up to fail the child. The school district likely saves money by refusing to provide additional services, modifications, or accommodations for your child. Typically, neither the school district nor the teacher will offer new services or resources to be expended on your child unless it is in their best interest. In most cases, you will have to fight for every resource you can get for your child. Do NOT be passive. Educate yourself about your rights and the possible resources available to your child. Talk to other parents in the autism community about the resources their children are receiving. Like many parents, I too at first felt that being profes­sional and “nice” was the best way to get my child “good” services. I thought, “You catch more flies with honey than vinegar.” Unfortunately, this naiveté did not pay off: things only worsened with this approach. It was not until we learned more about our rights as parents and challenged the school system that things improved at all.

scholarly journals Perceived Stress among Caregivers of Children with Autism Spectrum Disorder: A State-Wide Study

2019 ◽  
Vol 16 (8) ◽  
pp. 1468 ◽  
Author(s):  
Nik Aida Nik Adib ◽  
Mohd Ismail Ibrahim ◽  
Azriani Ab Rahman ◽  
Raishan Shafini Bakar ◽  
Nor Azni Yahaya ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Perceived Stress ◽  
Children With Autism ◽  
Cross Sectional Study ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Treatment Center ◽  
Cross Sectional ◽  
Tertiary Hospitals ◽  
Set Up

Background: Caregivers of children with autism spectrum disorder (ASD) experience increased stress and more significant negative caregiving consequences than those with typically developing children. There is a lack of studies specifically focusing on stress among caregivers with ASD children in Asian countries. The current study examines levels of perceived stress and factors associated with it among caregivers in Kelantan, Malaysia. Methods: In a cross-sectional study, the Malay version of the Perceived Stress Scale (PSS) was administered to 227 caregivers of children with ASD. The caregivers were recruited from ASD databases in four tertiary hospitals in Kelantan and a meeting was set up during the child’s follow-up in the clinic. Multiple linear regression analyses were applied to determine the predictors of perceived stress. Results: The mean total perceived stress score was 20.84 (4.72). This was considered higher than average. Higher perceived stress was significantly predicted among caregivers who live far from the health institution, caregivers who do not own transportation to bring the child to the treatment center, and caregivers who have an ASD child with a learning disability. Conclusion: Caregivers of an ASD child perceived significant stress while taking care of their children. Institutions should alleviate the factors that were predicted to increase the caregivers’ perceived stress to improve the quality of the lives of children and ASD families as a whole.

Exclusion within the inclusion of children with autism spectrum disorder in the regular school system

2017 ◽  
Vol Ano 7 ◽  
pp. 6-11
Author(s):  
Márcia Cristina Maciel de Aguiar ◽  
Milena Pereira Pondé
Keyword(s):  
Autism Spectrum Disorder ◽  
School System ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Regular School

Introdução: O transtorno do espectro autista (TEA) é classificado na 5ª edição do Manual Diagnóstico e Estatístico de Transtornos Mentais como um transtorno do neurodesenvolvimento. A definição biomédica do transtorno, contudo, não abarca o sentido sociocultural dessa condição. Objetivo: Este estudo analisa como se processa a inclusão escolar de crianças com diagnóstico de TEA a partir da perspectiva dos pais. Método: Estudo qualitativo de narrativa de histórias orais, eliciadas a partir de entrevistas semiestruturadas. Foram feitas 30 entrevistas com mães e pais de pessoas com diagnóstico prévio de TEA. As entrevistas foram gravadas, transcritas e categorizadas após análise de conteúdo. Resultados: A análise indica que a inclusão escolar de pessoas com TEA é permeada pelo sofrimento da criança, dos pais e dos profissionais da educação; além disso, a maioria dos pais entrevistados considerou que os profissionais da escola excluem os seus filhos. Conclusão: A inclusão de crianças com TEA em escolas regulares pode vir a ser mais um instrumento de exclusão e sofrimento para os envolvidos. O processo de inclusão escolar não pode se resumir a um procedimento normativo; deve envolver a forma como essas crianças são recebidas e tratadas na escola, assim como o preparo dos técnicos de educação para o processo de inclusão.

scholarly journals Applying Artificial Intelligence for Diagnostic Classification of Korean Autism Spectrum Disorder

2020 ◽  
Vol 17 (11) ◽  
pp. 1090-1095
Author(s):  
Eun Soo Choi ◽  
Hee Jeong Yoo ◽  
Min Soo Kang ◽  
Soon Ae Kim
Keyword(s):  
Artificial Intelligence ◽  
Autism Spectrum Disorder ◽  
Diagnostic Algorithm ◽  
Autism Spectrum ◽  
Diagnostic Interview ◽  
Primary Objective ◽  
Spectrum Disorder ◽  
Verbal Language ◽  
Text Revision ◽  
Set Up

Objective The primary objective of this study was to predict subgroups of autism spectrum disorder (ASD) based on the Diagnostic Statistical Manual for Mental Disorders-IV Text Revision (DSM-IV-TR) by machine learning (ML). The secondary objective was to set up a ranking of Autism Diagnostic Interview-Revised (ADI-R) diagnostic algorithm items based on ML, and to confirm whether ML can sufficiently predict the diagnosis with these minimum items.Methods In the first experiment, a multiclass decision forest algorithm was applied, and the diagnostic algorithm score value of 1,269 Korean ADI-R test data was used for prediction. In the second experiment, we used 539 Korean ADI-R case data (over 48 months with verbal language) to apply mutual information to rank items used in the ADI diagnostic algorithm.Results In the first experiment, the results of predicting in the case of pervasive developmental disorder not otherwise specified as “ASD” were almost three times higher than predicting it as “No diagnosis.” In the second experiment, the top 10 ranking items of ADI-R were mainly related to the quality abnormality of communication.Conclusion In conclusion, we verified the applicability of ML in diagnosis and found that the application of artificial intelligence for rapid diagnosis or screening of ASD patients may be useful.

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Fidelity Of Implementation ◽  
Spectrum Disorder ◽  
Education Programs ◽  
Minimally Verbal ◽  
Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (1) ◽  
pp. 327-334 ◽  
Author(s):  
Allison Gladfelter ◽  
Cassidy VanZuiden
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Social Responsiveness ◽  
Contributing Factors ◽  
Children With Asd ◽  
Language Context

Purpose Although repetitive speech is a hallmark characteristic of autism spectrum disorder (ASD), the contributing factors that influence repetitive speech use remain unknown. The purpose of this exploratory study was to determine if the language context impacts the amount and type of repetitive speech produced by children with ASD. Method As part of a broader word-learning study, 11 school-age children with ASD participated in two different language contexts: storytelling and play. Previously collected language samples were transcribed and coded for four types of repetitive speech: immediate echolalia, delayed echolalia, verbal stereotypy, and vocal stereotypy. The rates and proportions of repetitive speech were compared across the two language contexts using Wilcoxon signed-ranks tests. Individual characteristics were further explored using Spearman correlations. Results The children produced lower rates of repetitive speech during the storytelling context than the play-based context. Only immediate echolalia differed between the two contexts based on rate and approached significance based on proportion, with more immediate echolalia produced in the play-based context than in the storytelling context. There were no significant correlations between repetitive speech and measures of social responsiveness, expressive or receptive vocabulary, or nonverbal intelligence. Conclusions The children with ASD produced less immediate echolalia in the storytelling context than in the play-based context. Immediate echolalia use was not related to social skills, vocabulary, or nonverbal IQ scores. These findings offer valuable insights into better understanding repetitive speech use in children with ASD.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

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.

A Case Study: Unique Challenges of an Adolescent Female With Autism Spectrum Disorder

2020 ◽  
Vol 5 (1) ◽  
pp. 314-325
Author(s):  
Kimberly F. Frazier ◽  
Jessica Collier ◽  
Rachel Glade
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Abilities ◽  
Social Cognitive ◽  
Social Performance ◽  
Management Strategies ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Management ◽  
Adolescent Female ◽  
Social Thinking

Background The aim of this study was to determine the clinical efficacy of combining self-management strategies and a social thinking approach to address the social performance and executive function of an adolescent female with autism spectrum disorder. Method This research examined the effects of a social knowledge training program, “Think Social,” as well as strategies to improve higher order cognitive abilities. Results and Conclusion Although quantitative improvement was not found, several qualitative gains in behavior were noted for the participants of this study, suggesting a benefit from using structured environmental cues of self-management strategies, as well as improved social understanding through social cognitive training.

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