scholarly journals Autism Spectrum Disorder: Experiences of Mothers Before and After Their Children’s Diagnosis and Implications for Early Special Education Services

2018 ◽  
Vol 6 (12) ◽  
pp. 68
Author(s):  
İlknur Çifci Tekinarslan
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Problem Behaviors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Special Education Services ◽  
Education Services ◽  
Preschool Period ◽  
Before And After ◽  
Child Centered

Mothers of children diagnosed with Autism Spectrum Disorder (ASD) face various burdensome challenges in many stages of their lives. This study aimed to explore the experiences of Turkish mothers whose children were diagnosed with ASD in terms of the emotions they felt and the challenges they encountered before and after the diagnosis. 17 mothers participated in this study which was designed in line with qualitative research methods and participant information form based on demographic characteristics was utilized to collect data along with the interview form composed of 11 questions. Findings from face-to-face interviews conducted with mothers showed that mothers thought their children had some problems as a result of their observations of limitations in communication skills, limitations in social interactions and some problem behaviors in their children. Children were diagnosed with ASD by doctors during the preschool period. Mothers expressed that they had experienced grief, denial, anxiety and fear after the diagnosis and stated that these feelings had not changed. In addition, mothers mentioned that they had changes in their family lives and that they maintained a child-centered life. Mothers pointed out that they generally spent their time doing research and gathering information on the subject. Research findings reveal the necessity of taking these mothers’ experiences into account in early special education services and the need for planning these services to meet these mothers’ needs.

Disparities in autism spectrum disorder diagnoses among 8-year-old children in Colorado: Who are we missing?

Autism ◽  
2020 ◽  
pp. 136236132095005
Author(s):  
Trenesha L Hill ◽  
Tiffany C White ◽  
Bruno J Anthony ◽  
Judy Reaven ◽  
Bryn Harris ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Clinical Diagnosis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Special Education Services ◽  
Education Services ◽  
Developmental Regression ◽  
Clinical Presentations

There is often a large time gap between caregivers’ initial concerns and the diagnosis of autism spectrum disorder. The current study aimed to identify factors associated with missed or delayed autism spectrum disorder diagnoses among children in Colorado. In a surveillance-based sample of 8-year-old children with autism spectrum disorder ( N = 572), we examined differences between children who were identified with autism spectrum disorder by a community provider and/or were eligible for special education services under an autism eligibility (documented diagnosis) and children who were first identified with autism spectrum disorder through a systematic record review (newly identified). Compared to documented diagnosis children, newly identified children were more likely to be female, aggressive, and argumentative. They were less likely to have had a developmental regression, sleep abnormalities, or an autism screener or diagnostic measure in their records. Newly identified children also had a poorer quality of information in their records. Furthermore, among documented diagnosis children, variations in clinical presentations were associated with significantly different mean ages at autism spectrum disorder diagnosis; children who showed early delays, motor abnormalities, hyperactivity and attention deficits, and odd responses to sensory stimuli received a diagnosis much earlier than documented diagnosis children with other clinical presentations. Lay abstract Although autism can be reliably diagnosed as early as 2 years of age, many children are not diagnosed with autism until much later. We analyzed data to determine why many of the 8-year-old children who resided in Colorado and were identified as having autism through a review of their health and/or educational records did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility. We found that children who did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility were more likely to be female, aggressive, and argumentative. They had a poorer quality of information in their records and were less likely to have had a developmental regression, sleep problems, or an autism screener or diagnostic measure in their records. These results suggest that the symptoms characteristic of autism among this group of children may have been attributed to another disorder and that clinicians may be able to recognize autism more readily in children with more functional impairment and those who experience a developmental regression. We also discovered that differences in symptom presentations among children who had a documented clinical diagnosis of autism and/or were eligible for special education services under an autism eligibility were associated with different ages at autism diagnosis.

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

Examining bidirectional relationships between parenting and child maladjustment in youth with autism spectrum disorder: A 9-year longitudinal study

2016 ◽  
Vol 29 (4) ◽  
pp. 1199-1213 ◽  
Author(s):  
Lisa M. Dieleman ◽  
Sarah S. W. De Pauw ◽  
Bart Soenens ◽  
Wim Beyers ◽  
Peter Prinzie
Keyword(s):  
Autism Spectrum Disorder ◽  
Longitudinal Study ◽  
Problem Behaviors ◽  
Externalizing Problems ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Controlling Parenting ◽  
Parents And Children ◽  
Child Problems

AbstractLongitudinal bidirectional effects between parents and children are usually studied in samples of typically developing children, but remain understudied in families with a child with autism spectrum disorder. This three-wave longitudinal study examined how parents and children with autism spectrum disorder influence one another, relying on parent reports of parenting behaviors and children's problem behaviors across 9 years, in a sample of 139 youngsters (M age Time 1 = 10.2 years, 83% boys). Cross-lagged analyses indicated that children's externalizing problems at Time 1 predicted negative controlling parenting 6 years later (Time 2) that in turn predicted externalizing problems 3 years later (Time 3). Negative parental control at Time 1 also increased the risk for internalizing problems at Time 2. It was surprising that externalizing problems at Time 2 also predicted positive parental involvement at Time 3. Thus, although results indicate that externalizing problems generally elicit maladaptive reactions in parents, this study also suggests that parents adjust their way of reacting to externalizing child problems as their child reaches adolescence/emerging adulthood. Implications for future research on parenting dynamics in families with a child with autism spectrum disorder are discussed.

scholarly journals Relationship Among Sensory Over-Responsivity, Problem Behaviors, and Anxiety in Emerging Adults with Autism Spectrum Disorder

2020 ◽  
Vol Volume 16 ◽  
pp. 2181-2190
Author(s):  
Ya-Cing Syu ◽  
Pai-Chuan Huang ◽  
Tsui-Ying Wang ◽  
Yen-Ching Chang ◽  
Ling-Yi Lin
Keyword(s):  
Autism Spectrum Disorder ◽  
Emerging Adults ◽  
Problem Behaviors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adults With Autism

scholarly journals Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study

Autism ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 60-70 ◽  
Author(s):  
Katie Maras ◽  
Tim Gamble ◽  
Mark Brosnan
Keyword(s):  
Autism Spectrum Disorder ◽  
Mathematics Learning ◽  
Educational Interventions ◽  
Autism Spectrum ◽  
Feedback Condition ◽  
Spectrum Disorder ◽  
Metacognitive Monitoring ◽  
Before And After ◽  
Post Test ◽  
And Mathematics

Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the ‘Maths Challenge’) for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom.

scholarly journals Are Obese Patients with Autism Spectrum Disorder More Likely to Be Selenium Deficient? Research Findings on Pre- and Post-Pubertal Children

Nutrients ◽  
2020 ◽  
Vol 12 (11) ◽  
pp. 3581
Author(s):  
Anna Błażewicz ◽  
Iwona Szymańska ◽  
Wojciech Dolliver ◽  
Piotr Suchocki ◽  
Jadwiga Turło ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Inductively Coupled Plasma ◽  
Autism Spectrum ◽  
Male Gender ◽  
Spectrum Disorder ◽  
Metabolic Effects ◽  
Serum Selenium ◽  
Sample Type ◽  
Selenium Content ◽  
Before And After

Selenium is involved in many metabolic pathways that are critical for life. Information concerning the metabolic effects of selenium in autism spectrum disorder (ASD) and obesity is still conflicting and incomplete. The pre- and post-pubertal selenium profiles of patients with ASD and obesity have not yet been investigated. The goal of the study was to examine selenium content before and after puberty in euthyroid children diagnosed with ASD, compared to age-matched neurotypical controls, with respect to overweight or obesity as a co-existing pathology. Serum, toenail, and 24h urine selenium levels were determined by inductively coupled plasma mass spectrometry in 287 prepubertal children (mean age 8.09 years), divided into groups: ASD with overweight/obesity (ASD+/Ob+); ASD without overweight/obesity (ASD+/Ob−); non-ASD with overweight/obesity (ASD−/Ob+); and non-ASD without overweight/obesity (ASD−/Ob−). The assessment was repeated in 258 of the children after puberty (mean age 14.26 years).The lowest serum (p < 0.001), urine (p < 0.001) and toenail (p < 0.001) selenium levels before and after puberty were observed in ASD+/Ob+ patients, and the highest in ASD−/Ob−. There were no differences in serum/toenail selenium levels between ASD+/Ob− and ASD−/Ob+ groups. The presence of ASD was associatedwith lower serum (p < 0.001) and toenail (p < 0.001) selenium in BMI-matched groups. In neurotypical patients, post-pubertal serum selenium levels were lower (p < 0.001) than pre-pubertal levels. In the multiple linear regression analyses, selenium levels showed inverse relationships with BMI (p < 0.001) and male gender (p < 0.001), irrespective of the sample type. The serum (p = 0.002) and toenail (p < 0.001) selenium levels were inversely associated with the presence of ASD. ASD, obesity/overweight, and male gender have independent impacts on selenium levels in children. Puberty may affect selenium content in neurotypical children of both genders, but not in ASD patients.

scholarly journals Selection and Implementation of Skill Acquisition Programs by Special Education Teachers and Staff for Students With Autism Spectrum Disorder

2017 ◽  
Vol 42 (1) ◽  
pp. 58-83 ◽  
Author(s):  
Tiffany Kodak ◽  
Tom Cariveau ◽  
Brittany A. LeBlanc ◽  
Jacob J. Mahon ◽  
Regina A. Carroll
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Skill Acquisition ◽  
Teaching Strategies ◽  
Special Education Teachers ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Receptive Identification ◽  
Prerequisite Skills ◽  
Based Instruction

The present investigation examined special education teachers’ selection and use of teaching strategies for receptive identification training with children with autism spectrum disorder (ASD) in their classrooms. Teachers first responded to a survey in which they provided examples of receptive identification tasks taught in their classrooms, rated the efficacy of teaching strategies, described how they determined whether skills were mastered, listed any assessments they conducted to identify relevant prerequisite skills prior to receptive identification training, described how they selected teaching strategies for use in their classrooms, and listed their years of experience as a teacher and working with children with ASD. Subsequent observations of implementation of teaching strategies during trial-based instruction occurred in a proportion of teachers’ classrooms. The results of the observations showed that participants did not consistently implement components of trial-based instruction as described in the literature, and there were differences in implementation depending on the types of skills targeted during instruction.

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