Influences on Parent Perceptions of Autism Severity

2018 ◽  
Vol 34 (4) ◽  
pp. 236-245
Author(s):  
Kristen N. Dovgan ◽  
Kerri P. Nowell ◽  
Juliana Aguilar
Keyword(s):  
Help Seeking ◽  
English Language ◽  
Parent Report ◽  
Autism Spectrum ◽  
Language Learner ◽  
Future Research ◽  
Sociocultural Factors ◽  
Care Needs ◽  
Severity Rating ◽  
The Relationship

Research in autism spectrum disorder (ASD) often relies on parent report for describing behavior and symptoms. Psychometric studies in assessment have supported the utility of parent report; however, cultural and external factors may influence ratings of severity. The purpose of this study was to investigate if parent characteristics influence the severity rating of ASD over and above child characteristics. Using the 2009–2010 National Survey of Children With Special Health Care Needs (NS-CSHCN), we examined 3,037 parents who answered questions about their child’s ASD symptoms. We used hierarchical multiple regression to assess child-level variables (age, developmental delay, intellectual disability, and number of co-occurring emotional or behavioral conditions) and family-level variables (education, income, and language). We also performed mediation analyses to examine the relationship between language and severity ratings. Parents rated their child’s ASD as mild (52.3%), moderate (36%), or severe (11.8%). Parent-level variables explained a significant amount of variance over and above child-level variables. Several different stressors and challenges for English Language Learner parents mediated the relationship between language and severe ASD ratings. When asking parents to evaluate a child’s ASD symptoms, clinicians and researchers must consider the influence of sociocultural factors on ratings. In addition, because parent perception can drive help-seeking behaviors, professionals need to understand that there may be differences across sociocultural groups. Future research should investigate which sociocultural perceptions or expectations may be affecting parent ratings of ASD severity.

scholarly journals An Examination of Individualism within Employee Help-Seeking Networks

2018 ◽  
Vol 8 (4) ◽  
pp. 1
Author(s):  
Randall P. Settoon ◽  
Sang H. Lee
Keyword(s):  
Help Seeking ◽  
Medical Center ◽  
Future Research ◽  
Dense Networks ◽  
Helping Others ◽  
Regional Medical ◽  
Regional Medical Center ◽  
The Impact ◽  
The Relationship

Prior research focusing on the impact of individualistic orientations on the performance of cooperative behaviors has produced mixed results. Researchers have concluded that the self-focused orientation of individualists will lead them to be less cooperative than others. On the other hand, some scholars have argued that helping others is core to individualists’ self-concept and that competently assuming the role of help-giver is a source of intrinsic satisfaction. In this study, we test this proposition by examining individualistic orientations within employee help-seeking networks. Results from a sample of 107 employees within a regional medical center indicate that the level of individualism in helping-seeking networks is positively associated with help-seekers’ perceptions of support. Further, the results suggest that the relationship is stronger in dense networks. Implications of this work and directions for future research are discussed.

scholarly journals Autistic-Like Features in Visually Impaired Children: A Review of Literature and Directions for Future Research

2020 ◽  
Vol 10 (8) ◽  
pp. 507 ◽  
Author(s):  
Anna Molinaro ◽  
Serena Micheletti ◽  
Andrea Rossi ◽  
Filippo Gitti ◽  
Jessica Galli ◽  
...  
Keyword(s):  
Visually Impaired ◽  
Autism Spectrum ◽  
Future Research ◽  
Clinical Impression ◽  
Blind And Visually Impaired ◽  
Current State ◽  
High Prevalence ◽  
The Relationship ◽  
Impaired Children ◽  
Visually Impaired Children

There remains great interest in understanding the relationship between visual impairment (VI) and autism spectrum disorder (ASD) due to the extraordinarily high prevalence of ASD in blind and visually impaired children. The broad variability across individuals and assessment methodologies have made it difficult to understand whether autistic-like symptoms shown by some children with VI might reflect the influence of the visual deficit, or represent a primary neurodevelopmental condition that occurs independently of the VI itself. In the absence of a valid methodology adapted for the visually impaired population, diagnosis of ASD in children with VI is often based on non-objective clinical impression, with inconclusive prevalence data. In this review, we discuss the current state of knowledge and suggest directions for future research.

Informal Support, Health, and Burden Among Parents of Adult Children With Autism

2018 ◽  
Vol 59 (6) ◽  
pp. 1112-1121 ◽  
Author(s):  
Christina N Marsack ◽  
Faith P Hopp
Keyword(s):  
Social Support ◽  
Time Dependence ◽  
Caregiver Burden ◽  
Adult Children ◽  
Autism Spectrum ◽  
Future Research ◽  
Caregiver Support ◽  
Informal Social Support ◽  
Caregiver Health ◽  
The Relationship

Abstract Background and Objectives Many adults with autism spectrum disorders require lifelong reliance on caregiver support. As these caregivers age and experience health challenges, social support can be critical. This study seeks to understand if caregiver health moderates the relationship between informal social support and caregiver burden. Research Design and Methods A total of 320 parents (age 50+ years) of adult children diagnosed with ASD were recruited from autism organizations and support groups and completed a web-based survey. Separate moderation analyses were used to determine if caregiver health was moderating the relationship between informal social support and composite caregiver burden, as well as the separate domains of developmental, time dependence, emotional burden, and impact of caregiving on finances. For each analysis, perceptions of available informal social support were the independent variable, composite and domains of caregiver burden were dependent variables, and parents’ self-reported general health was the moderating variable. Results Caregiver health had a statistically significant moderating effect when predicting the relationships between informal social support and composite caregiver burden, as well as time dependence burden and impact of caregiving on finances. Discussion and Implications Increased attention should be focused on supporting the current and future needs of both aging caregivers and their adult children with ASD. Future research on the dynamics of social support, health, and burden is also urgently needed to address the growing number of aging caregivers of adults diagnosed with ASD.

scholarly journals Putative Brain Networks Underlying Repetitive Negative Thinking and Comorbid Internalizing Problems in Autism

2017 ◽  
Vol 5 (3) ◽  
pp. 522-536 ◽  
Author(s):  
Catherine A. Burrows ◽  
Kiara R. Timpano ◽  
Lucina Q. Uddin
Keyword(s):  
Internalizing Problems ◽  
Large Scale ◽  
Cognitive Vulnerability ◽  
Brain Networks ◽  
Autism Spectrum ◽  
Future Research ◽  
Repetitive Negative Thinking ◽  
Negative Thinking ◽  
Increase Risk ◽  
The Relationship

Many high-functioning individuals with autism spectrum disorder (ASD) also experience depression and anxiety, yet little is known about mechanisms underlying this comorbidity. Repetitive negative thinking (RNT) about self-referential information is a transdiagnostic cognitive vulnerability factor that may account for the relationship between these two classes of symptoms. We propose a model where negative self-referential processing and cognitive inflexibility interact to increase risk for RNT, leading to internalizing problems in ASD. Examination of interactions within and between two well-characterized large-scale brain networks, the default mode network and the salience network, may provide insights into neurobiological mechanisms underlying RNT in ASD. We summarize previous literature supporting this model, emphasizing moving toward understanding RNT as a factor accounting for the high rates of internalizing problems in ASD. Future research avenues include understanding heterogeneity in clinical presentation and treating cognitive flexibility and RNT to reduce comorbid internalizing problems in ASD.

scholarly journals The Relationship Between English Language Proficiency and Politeness in Making Requests: A Case Study of ESL Saudi Students

2019 ◽  
Vol 9 (2) ◽  
pp. 89
Author(s):  
Abdullah Alshakhi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
The United States ◽  
English Language Proficiency ◽  
Language Learner ◽  
Second Phase ◽  
Saudi Students ◽  
Two Phases ◽  
The Relationship

The acquisition of language as well as the acquisition of social consideration, or politeness, are two sets of separate skills. However, the lack of language knowledge by an English language learner can result in social mistakes that can be perceived as impolite by native speakers. The present study aimed to explore the relationship between English language proficiency and politeness in making requests at retail shops, specifically focusing on Saudi students in the United States. There were five participants in this study: two Saudi ESL students with low English proficiency; two Saudi Ph. D. students with advanced English proficiency, and an American waiter who speaks English as a native language. The study was conducted by using a qualitative research method in two phases. The first phase included observing all participants during interaction, and the second phase included interviewing a server at one of the restaurants where the students visited. The main findings revealed that there was no strong correlation between politeness and English language proficiency in making requests. However, there were some factors found in this study that contributed to politeness level, such as intonations and the use of politeness markers.

Profiles of Emotional Disturbance Across the Five Characteristics of the Federal Definition

2021 ◽  
pp. 019874292110335
Author(s):  
Matthew C. Lambert ◽  
Antonis Katsiyannis ◽  
Michael H. Epstein ◽  
Douglas Cullinan ◽  
Erkko Sointu
Keyword(s):  
Emotional Disturbance ◽  
English Language ◽  
Latent Class ◽  
Language Learner ◽  
Future Research ◽  
Latent Classes ◽  
Social Maladjustment ◽  
Free Appropriate Public Education ◽  
Federal Definition ◽  
Program Differentiation

Ensuring the provision of a free appropriate public education (FAPE) to students qualified for services under the disability category of emotional disturbance (ED) has been both challenging and controversial. Examining this population in light of the five characteristics listed in the federal definition may provide useful insights to address needs and improve outcomes. The purpose of this study was to use latent class analysis to examine profiles across the five characteristics of the federal definition of ED for a sample of 491 students school-identified with ED. Key findings include that (a) students with ED comprise a heterogeneous group with distinct and qualitatively different subgroups; (b) latent classes representing the severe problems and the externalizing problems typologies tended to consist of younger students; (c) greater proportions of Black, Hispanic, and English-language learner students were found in the severe and externalizing latent classes; and (d) students in the externalizing and severe latent classes spent more time in special education classrooms and had worse ratings on social maladjustment. The findings highlight important implications for practice in regard to assessment, program differentiation, and preservice teacher training. Research limitations and directions for future research are also discussed.

Using Multiple Measures to Document Change in English Vowels Produced by Japanese, Korean, and Spanish Speakers: The Case for Goodness and Intelligibility

2014 ◽  
Vol 23 (4) ◽  
pp. 625-640 ◽  
Author(s):  
Amber D. Franklin ◽  
Carol Stoel-Gammon
Keyword(s):  
English Language ◽  
Language Learner ◽  
Spanish Speakers ◽  
English Speakers ◽  
Vowel Production ◽  
Accurate Identification ◽  
English Vowels ◽  
Measuring Change ◽  
Forced Choice Task ◽  
The Relationship

Purpose This study examined the effectiveness of using goodness ratings and intelligibility scores to document changes in vowel production following pronunciation training. The relationship between listener perceptions of goodness and intelligibility was also examined. Method Fifteen English language learner speakers (5 Japanese, 5 Korean, and 5 Spanish) participated in 16 sessions of vowel-focused pronunciation training. Pre- and posttraining judgments of 10 English vowels in /hVt/ context were conducted by 25 monolingual English speakers who served as listeners. Listeners judged vowel intelligibility using a 10-alternative forced-choice task and rated goodness using a 5-point Likert scale. Results Goodness ratings and intelligibility scores captured improvement in the accuracy of several vowels following training. However, some vowels that received better mean intelligibility scores received poorer mean goodness ratings following training. The relationship between goodness ratings and intelligibility scores revealed that vowels such as /æ/ and /ʌ/ were more dependent on goodness for intelligibility than vowels such as /i/ and /e/, which were highly intelligible even when they received poor goodness ratings. Conclusion English vowels differ with respect to the importance of goodness for accurate identification by listeners. As such, clinicians should examine both goodness and intelligibility when measuring change following pronunciation training.

scholarly journals Metaphor Comprehension in Individuals with Autism Spectrum Disorder: Core Language Skills Matter

2021 ◽  
Author(s):  
Tamara Kalandadze ◽  
Johan Braeken ◽  
Cecilia Brynskov ◽  
Kari-Anne Bottegaard Næss
Keyword(s):  
Autism Spectrum Disorder ◽  
Cross Sectional Study ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Cross Sectional ◽  
Metaphor Comprehension ◽  
Core Language ◽  
The Relationship ◽  
Variable Performance

AbstractPoor metaphor comprehension was considered a hallmark of autism spectrum disorder (ASD), but recent research has questioned the extent and the sources of these difficulties. In this cross-sectional study, we compared metaphor comprehension in individuals with ASD (N = 29) and individuals with typical development (TD; N = 31), and investigated the relationship between core language and metaphor comprehension. Individuals with ASD showed more difficulty but also a more variable performance in both metaphor and literal items of the task used than individuals with TD did. This indicates that core language ability accounts for metaphor comprehension and should be considered in future research and interventions aiming to improve metaphor comprehension in individuals with ASD.

scholarly journals Exploring Male Students’ Lived Experiences of Intimate Partner Abuse from a Female Partner and Help-seeking

2021 ◽  
Author(s):  
◽  
Jakob Scotts-Bahle
Keyword(s):  
Help Seeking ◽  
Partner Abuse ◽  
Intimate Partner Abuse ◽  
Intimate Partner ◽  
Male Students ◽  
Future Research ◽  
Cultural Groups ◽  
Student Sample ◽  
Abusive Relationship ◽  
The Relationship

<p>This research investigated how male university students who have experienced abuse from a female intimate partner made sense of this abuse and their help seeking experiences. Students who indicated having experienced some form of Intimate Partner Abuse (IPA) were identified through a screening questionnaire and invited to take part in this study. In-depth interviews with seven students were analysed using interpretive phenomenological analysis. This analysis identified two themes related to the men’s experiences of IPA and help seeking. The first theme of stuck in the abusive relationship comprised four subthemes, each representing a barrier the men faced which kept them in an abusive relationship and prevented them from acting to end the abuse or from seeking help. These barriers were 1) the emotional investment the men had in the relationship, 2) living in an all-encompassing controlling environment, 3) their sense of responsibility to shoulder the burdens of the relationship, and 4) their understanding of abuse in relationships. The second theme moving on from the abuse described the process of overcoming and moving past these experiences. It comprised three subthemes: 1) how the men overcame the barriers and began moving on, 2) the slow process of supported recovery and learning, and 3) the existence of ongoing impacts related to the abuse. These findings add to the growing body of literature on IPA which has found that men can be the victims of abuse which can be serious, have lasting impacts, and for which they have difficulty seeking and receiving help. The need for policies and services which can overcome the barriers men face and that address their needs are discussed. This is the first qualitative research looking at men’s IPA victimisation with a student sample and future research is needed which looks at this phenomenon with students across countries and cultural groups and in relationships in which IPA was bidirectional.</p>

scholarly journals Effort as a Mediator of the Relationship between English Learning Self-Efficacy and Reading Comprehension Performance in the EFL Field: A Longitudinal Study

2021 ◽  
Vol 11 (1) ◽  
pp. 114
Author(s):  
Ariela Giladi ◽  
Meni Koslowsky ◽  
Nitza Davidovitch
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Self Efficacy ◽  
Foreign Students ◽  
English Language ◽  
Longitudinal Design ◽  
Future Research ◽  
Academic English ◽  
The Relationship ◽  
General Self Efficacy

English language skills are considered of great value in the labor market and in the field of research. As such, learning English as a Foreign Language (EFL) becomes of great importance, especially for foreign students and employees working in international settings. The goal of the present study was to explore students’ self-efficacy in language learning (LSE), in contrast with general self-efficacy (GSE) and effort (EF) as predictors of students’ reading comprehension performance in English. Moreover, we hypothesized that effort mediates the relationship between LSE and reading comprehension performance. We explored the EFL learners who enrolled in academic English courses during a period of three months, one academic semester. Using a longitudinal design, at Time 1, the sample of 265 participants completed three questionnaires: GSE, LSE and EF scales. At Time 2, reading comprehension test was given to the participants who had completed the questionnaires previously. Results indicated that LSE, in contrast with GSE, is positively correlated with reading comprehension performance. Furthermore, the data showed that LSE is positively correlated with effort, and that effort is positively correlated with reading comprehension performance. Findings revealed that effort mediates the relationship between LSE and reading comprehension performance. Thus, our study contributes to the development of more effective teaching methods and provides EFL teachers the necessary tools to predict and enhance students’ achievements in the field. Implications and limitations for future research are discussed.

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