Carers’ experiences of being exposed to challenging behaviour in services for autism spectrum disorders

Autism ◽  
2013 ◽  
Vol 18 (8) ◽  
pp. 882-890 ◽  
Author(s):  
Rasa Butrimaviciute ◽  
Alan Grieve
Keyword(s):  
Autism Spectrum Disorders ◽  
Interpretative Phenomenological Analysis ◽  
Negative Impact ◽  
Autism Spectrum ◽  
Emotional Reactions ◽  
Working Environment ◽  
Challenging Behaviour ◽  
Structured Interviews ◽  
Spectrum Disorders

Previous studies have demonstrated that being exposed to challenging behaviour in services of care can have a negative impact on staff. Recently, challenging behaviour has been linked to people with autism spectrum disorders; however, little research has been aimed at exploring staff’s experiences of facing such behaviour in services for autism spectrum disorders in particular. A qualitative study using interpretative phenomenological analysis was conducted. This method involves thorough exploration of experiences revealed by individuals. A purposive sample (N = 10) was used. Participants were involved in semi-structured interviews which were later analysed according to the guidelines by Smith and Osborn. Four themes were discovered: intense mental and physical engagement, importance of adaptive coping, ambiguous experience of failure and achievement and destructive emotional reactions. Being exposed to challenging behaviour in services for autism spectrum disorders is a complex multi-component experience. The present results allow some insight into personal worlds of staff and might be useful for improving their working environment as well as ensuring a higher quality of care for service users.

scholarly journals Tactile Processing and Quality of Sleep in Autism Spectrum Disorders

2021 ◽  
Vol 11 (3) ◽  
pp. 362
Author(s):  
Dominika Jamioł-Milc ◽  
Mirosława Bloch ◽  
Magdalena Liput ◽  
Laura Stachowska ◽  
Karolina Skonieczna-Żydecka
Keyword(s):  
Autism Spectrum Disorders ◽  
Sleep Disorders ◽  
Poor Quality ◽  
Autism Spectrum ◽  
Male Dominance ◽  
Poor Sleep ◽  
Quality Of Sleep ◽  
Tactile Stimuli ◽  
Spectrum Disorders

Individuals with autism spectrum disorders (ASDs) commonly experience problems with the processing of tactile stimuli and poor quality of sleep. The aim of the present study was to analyze whether tactile stimuli modulation (TSM) disorders might be linked to insomnia prevalence in ASD individuals. We hypothesized that sleep disorders in children with ASD may result from improper tactile under/over responsivity. The study included 27 children diagnosed with ASD, aged 6.8 (±2.9 years) with male dominance (n = 22, 81.5%). To evaluate the pattern of TSM we used a clinical interview with a parent, and guided and spontaneous observation of the patients. Sleep disorders were diagnosed using the Athens Insomnia Scale. Of all the children diagnosed with TSM, 20 patients (74.1%) had an over-responsivity pattern and 7 children (25.9%) had an under-responsivity pattern. Of the patients, 11 children (40.7%) met the diagnostic criteria for insomnia. The data indicated a statistical tendency for higher prevalence of insomnia in individuals diagnosed with tactile under-responsivity (p = 0.051). We concluded that under-responsivity toward tactile stimuli may be partly responsible for poor sleep quality in ASD. There is an urgent need to treat sleep and sensory disruptions which may intensify behavioral difficulties in ASD.

scholarly journals Application of climbing in adaptive physical education of children with autism spectrum disorders

2019 ◽  
Vol 5 (1) ◽  
pp. 73
Author(s):  
O.V. Musiyenko ◽  
N.B. Kizlo
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorders ◽  
Physical Education ◽  
High Efficiency ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Rock Climbing ◽  
Adaptive Physical Education ◽  
Spectrum Disorders

<p>The purpose of this work was to determine the effect of rock climbing as a means of adaptive physical education on behavior, emotional state, coordination of movements and quality of life of children with autism spectrum disorders (ASD). Material and methods: Five children aged 8-9 with ASD participated in the experiment. All children who were involved in rock climbing had the same name. low-function autism (disability of subgroup A). They did not speak, they could neither read nor write, had problematic behavior, stereotyped movements, a large number of inappropriate movements, impaired coordination of movements, aggression and autoaggression. The children attended classes on rock climbing 2 times a week for 40 minutes. on a rock climbing bridge in Lviv from September 1, 2017 to June 30, 2018. Classes were individual. Each of them started with warm-up (5 minutes), in the main part of the children were taught Bouldering (10 min.) And worked on high tracks up to 14 m (25 min.). Prior to the beginning of classes (August 2017), parents' questionnaires were conducted concerning the psychophysical status of children who were included in the experiment. The questionnaire was filled up by parents every three months during the experiment, which led to changes in the psychophysical state of their children. Results: Based on the results of an expert assessment of the psychophysical condition of children with RAS attending climbing classes, it can be argued that, against the backdrop of growth in the results of the skills of movements, the logic of passing the distance, the speed of solving motor tasks, a significant increase in positive emotions, there is a significant decrease in problem behavior. Climbing activities contribute to a significant increase in the quality of life of both children from the ASD and their parents. The results of the influence of the duration of classes on the components of the behavior of the children under study by multidimensional dispersion analysis showed a significant impact on the duration of occupations on various components of child behavior (p &lt;0.001). Conclusions The obtained results testify to the high efficiency of the use of rock climbing as a means of socialization of children with autism. Climbing is a powerful sensory stimulus for children with PAC. It is possible to recommend individual climbing exercises for children with ASD as an effective means of adaptive physical education.</p>

scholarly journals The level of quality of life of schoolchildren with disorders of the autic spectrum in comparison with typically developed peers

2021 ◽  
pp. 107-115
Author(s):  
O. Petrusenko ◽  
I. Bodnar
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorders ◽  
Physical Education ◽  
Emotional Functioning ◽  
Well Being ◽  
Autism Spectrum ◽  
Typical Development ◽  
Social And Emotional ◽  
Spectrum Disorders

In connection with the increasing the number of children with autism spectrum disorders (ASD) who enrolls in educational institutions of Ukraine, the issue of individualization of physical education (PE) of children with ASD in the school process becomes important. There is little data on the quality of life of schoolchildren with autism spectrum disorders. It does not allow to draw individual trajectories of physical education of such children, to help them to improve their adaptability. Most of studies have been performed on males. Objective: to analyze the level of cognitive, physical, emotional, social functioning and functioning in school of girls of primary school age with autism spectrum disorders and compare them with typically developed peers. It was found that there were no differences between the rates of girls with ASD and girls with typical development in walking and running, feeling of pain and low energy levels, the frequency of school absences due to doctor visits and the frequency of forgetting things. However, the level of development of cognitive, social and emotional functioning of girls with ASD is significantly lower than the indicators with typical development by all criteria. To overcome the problems with cognitive, social and emotional functioning of girls with ASD, it is recommended to select appropriate means of PE. In oder to improve the cognitive processes (attention, memory) of girls with ASD, we recommend to increase the amount of means that promote the development of coordination in PE classes; to improve physical functioning - exercises for developing muscle strength and endurance. The game activity with normal girls will help to improve the social well-being of girls with ASD. We should use oriental martial arts and oriental gymnastics to improve the psycho-emotional state of girls with ASD.

Health-Related Quality of Life of Parents of Children With High-Functioning Autism Spectrum Disorders

2009 ◽  
Vol 24 (4) ◽  
pp. 227-239 ◽  
Author(s):  
Gloria K. Lee ◽  
Christopher Lopata ◽  
Martin A. Volker ◽  
Marcus L. Thomeer ◽  
Robert E. Nida ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorders ◽  
High Functioning Autism ◽  
Autism Spectrum ◽  
Health Related Quality ◽  
High Functioning ◽  
Related Quality ◽  
Health Related ◽  
Spectrum Disorders

Implementation Science, Professional Development, and Autism Spectrum Disorders

2013 ◽  
Vol 79 (2) ◽  
pp. 233-251 ◽  
Author(s):  
Samuel L. Odom ◽  
Ann W. Cox ◽  
Matthew E. Brock
Keyword(s):  
Professional Development ◽  
Autism Spectrum Disorders ◽  
Implementation Science ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Science Professional Development ◽  
Spectrum Disorders ◽  
Development Center

The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed for children and youth with ASD and their families. Implementation science provides guidance for moving innovation, such as utilizing evidence-based practices for students with ASD, into regular practice in schools. The National Professional Development Center on ASD (NPDC) incorporated the principles of implementation science, the scientific knowledge about evidence-based practices, and the measurement of program quality into an intervention approach for students with ASD. This article presents the NPDC model as an example of using implementation science to build systems of professional development that increase the quality of services and promote teachers’ use of evidence-based practices.

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