Conceptualizing bullying in children with autism spectrum disorder: Using a mixed model to differentiate behavior types and identify predictors

Autism ◽  
2019 ◽  
Vol 23 (7) ◽  
pp. 1853-1864 ◽  
Author(s):  
Hannah E Morton ◽  
Jennifer M Gillis ◽  
Richard E Mattson ◽  
Raymond G Romanczyk
Keyword(s):  
Autism Spectrum Disorder ◽  
Mixed Model ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Demographic Variables ◽  
Spectrum Disorder ◽  
Community Members ◽  
Teachers And Parents ◽  
Study Participants ◽  
Behavior Types

Children with autism spectrum disorder experience bullying more frequently than their typical peers. Inconsistent definitions for and imprecise measurement of bullying in the literature impede a better understanding of this difference, and multiple types of bullying topographies create additional dimensions for analysis. In this study, participants rated the severity of bullying depicted in written vignettes of child-dyadic interactions. The vignettes varied across child age (4–15 years old) and described either one of four different types of bullying or non-bullying behavior. Participants included teachers and parents of children with autism spectrum disorder and community members without an autism spectrum disorder child. Participants’ severity ratings of vignettes that described bullying differed by bullying type (i.e. verbal, physical, cyber, and interpersonal). Multilevel modeling revealed that bullying severity ratings are impacted by the age of children in the vignette, being a community member without children, and other demographic variables. These findings have implications for research methodology, assessment, and conceptualization of bullying in typical children as well as those with autism spectrum disorder.

Addressing Quality of Life of Children With Autism Spectrum Disorder and Intellectual Disability

2020 ◽  
Vol 58 (5) ◽  
pp. 393-408
Author(s):  
Laura E. Gómez ◽  
M. Lucía Morán ◽  
M. Ángeles Alcedo ◽  
Víctor B. Arias ◽  
Miguel-Ángel Verdugo
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Good Reliability ◽  
Assess Quality ◽  
Study Participants

Abstract Despite the advances on the assessment of quality of life, this concept is barely studied and is riddled with important limitations for those with autism spectrum disorder (ASD). This article is aimed at validating a questionnaire to assess quality of life of children with ASD and intellectual disability (ID). Based on the KidsLife Scale, geared toward people with ID, the most reliable items for those with ASD were selected. Study participants were 420 persons, from 4 to 21 years old. Results indicated that the KidsLife-ASD Scale measured eight intercorrelated domains, had good reliability, and exhibited adequate evidences of validity. KidsLife-ASD emerges as a helpful tool to guide person-centered planning addressed at improving quality of life.

scholarly journals Sensory and repetitive behaviors among children with autism spectrum disorder at home

Autism ◽  
2016 ◽  
Vol 21 (2) ◽  
pp. 142-154 ◽  
Author(s):  
Anne V Kirby ◽  
Brian A Boyd ◽  
Kathryn L Williams ◽  
Richard A Faldowski ◽  
Grace T Baranek
Keyword(s):  
Autism Spectrum Disorder ◽  
Video Recording ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Free Play ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Future Research ◽  
Sensory Modalities ◽  
Behavior Types

Atypical sensory and repetitive behaviors are defining features of autism spectrum disorder and are thought to be influenced by environmental factors; however, there is a lack of naturalistic research exploring contexts surrounding these behaviors. This study involved video recording observations of 32 children with autism spectrum disorder (2–12 years of age) engaging in sensory and repetitive behaviors during home activities. Behavioral coding was used to determine what activity contexts, sensory modalities, and stimulus characteristics were associated with specific behavior types: hyperresponsive, hyporesponsive, sensory seeking, and repetitive/stereotypic. Results indicated that hyperresponsive behaviors were most associated with activities of daily living and family-initiated stimuli, whereas sensory seeking behaviors were associated with free play activities and child-initiated stimuli. Behaviors associated with multiple sensory modalities simultaneously were common, emphasizing the multi-sensory nature of children’s behaviors in natural contexts. Implications for future research more explicitly considering context are discussed.

scholarly journals Using Interactive Games to Engage Children with Autism on Visual Impairment

2019 ◽  
Vol 8 (3) ◽  
pp. 5995-5999
Keyword(s):  
Autism Spectrum Disorder ◽  
Visual Impairment ◽  
Mobile Application ◽  
Serious Games ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Interactive Games ◽  
Teachers And Parents

This study aims to explain on the development of an Android based application using a serious games technique, which known as Autism Kits. It's a built mobile application that functions as an autism spectrum disorder learning application. The model was followed by the ADDIE methodology. In the meantime, respondents, including autism students, educators and parents, were tested. After the application was completed, a survey was performed. Results have demonstrated that teachers and parents are willing to use the application for autistic children that has been found to be very useful.

scholarly journals Social and Emotional Challenges Encounter Jordanian Parents of Children with Autism Spectrum Disorder

2020 ◽  
Vol 10 (6) ◽  
pp. 173
Author(s):  
Mu'tasem M. Al-Masa'deh ◽  
Najati A. Younis ◽  
Nawaf S. Al-Zyoud ◽  
Moayyad A. Homidi
Keyword(s):  
Autism Spectrum Disorder ◽  
Household Income ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Demographic Variables ◽  
Spectrum Disorder ◽  
Capital City ◽  
Emotional Challenges ◽  
Social Challenges ◽  
Social And Emotional

The current study aims to identify daily social and emotional challenges encountered by parents of children with Autism Spectrum Disorder (ASD) and its relation to some demographic variables. The study sample consists of 223 parents whose children having a diagnosis of ASD and receiving services at special education institutions in Amman, the capital city of Jordan. A validated scale was developed to measure social and emotional challenges. Findings revealed that while the most common social challenges were lacking social support, anger and aggression were the parents' dominant emotional challenges in this study. The association between the severity of ASD and the level of challenges was positive, whereas it was negative between household income and challenges. Parents of girls with ASD tended to experience a higher level of challenges.

scholarly journals From prose to poetry: retelling the experiences of children with autism navigating around a school to promote empathy and understanding

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Julie E.N. Irish
Keyword(s):  
Autism Spectrum Disorder ◽  
Built Environment ◽  
Design Methodology ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Content Type ◽  
Poetic Translation ◽  
Study Participants ◽  
Accessible Format

PurposeThe purpose of this paper was to describe the experiences of four children with autism spectrum disorder navigating around the corridors of an unfamiliar school and translate the findings into poetic format. Poetry could provide a more accessible format to a nonacademic audience and promote empathy and understanding about this population.Design/methodology/approachEach participant was shown a route from the start point to the destination by the researcher then asked to lead the way there. Post-study, participants were interviewed for their perceptions and feelings about navigating.FindingsParticipants' responses and behaviors differed, e.g. some were stimulated by colors, some noticed small details and some were distracted. Poetic translation vividly emphasized these behaviors and emotions.Originality/valueFew studies have described how children with autism navigate the built environment or asked their opinion about navigating. None in the field have used poetic translation to explore data.

scholarly journals Mainstream Preschool Teachers’ Skills at Identifying and Referring Children with Autism Spectrum Disorder (ASD)

2020 ◽  
Vol 17 (12) ◽  
pp. 4284
Author(s):  
Sahar Mohammed Taresh ◽  
Nor Aniza Ahmad ◽  
Samsilah Roslan ◽  
Aini Marina Ma’rof ◽  
Sumaia Mohammed Zaid
Keyword(s):  
Autism Spectrum Disorder ◽  
Quantitative Methods ◽  
Preschool Teachers ◽  
Teaching Experience ◽  
Children With Autism ◽  
Communication Disorders ◽  
Autism Spectrum ◽  
Demographic Variables ◽  
Spectrum Disorder ◽  
Children With Asd

Background: Early intervention will help children with autism spectrum disorder (ASD) to attain early learning reinforcement. This study focuses on exploring the ability of preschool teachers to identify children with ASD and their referral decision-making process. Method: This is a mixed-method study (qualitative and quantitative methods) involving 20 respondents. The qualitative study is based on an open question case study, while the quantitative study consists of questionnaire with demographic variables to identify the effect of the demographic variables on the preschool teachers’ ability to identify children with ASD. Sample: The sample was selected via convenience sampling among mainstream preschool teachers. The data was analyzed using SPSS software and thematic analysis. Results: The findings show that preschool teachers did not have skills at identifying children with ASD, and the majority of them labelled children with ASD as spoilt or hyperactive children. They also viewed children with ASD as having other disorders such as attention deficit hyperactivity disorder (ADHD) or communication disorders such as introversion. Moreover, preschool teachers expressed that the reason for the child’s behaviour could be due to the parents’ inability to properly educate their child. Additionally, the demographic variables of the preschool teachers, such as age, education level and teaching experience, were found not to affect their ASD identification skills. Conclusion: Preschool teachers need to improve their skills in identifying ASD among children via training.

scholarly journals Competence of Neurotypical Siblings of Children with Autism Spectrum Disorder

2021 ◽  
Vol 8 (2) ◽  
pp. 76-87
Author(s):  
Hatice ŞENGÜL ERDEM
Keyword(s):  
Autism Spectrum Disorder ◽  
Comparison Group ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Demographic Variables ◽  
Spectrum Disorder ◽  
Clinical Level ◽  
Significant Difference ◽  
Comparison Groups ◽  
High School Performance

In present study, the school, social and activities competencies of neurotypical siblings of children with autism spectrum disorder (ASD-NTDsibs) were examined. A total of 146 children, including 66 ASD-NTDsibs and 80 children both themselves and their siblings are neurotypical (NTC-NTDsibs), participated in the study, which was designed in the correlational survey model. The data were collected via mothers using part 1 of CBCL / 6-18, which measures competence. In the analysis of the data, competence levels of ASD-NTDsibs were evaluated as normal/ borderline/clinical according to the norms of the scale using the raw scores obtained from the scale and the T scores obtained by using the profiles, and the competence levels were examined according to demographic variables and compared with the competence levels of NTC-NTDsibs. According to the research results, significant differences favour the comparison group regarding school, social and activities sub-fields and total competence levels between the study and comparison groups. ASD-NTDsibs demonstrated a normal level of competence in the school and social sub-fields, clinical level of competence in sub-field activities, and total competence. There was no significant difference between competence of ASD-NTDsibs and demographic variables, except that the sisters showed a high school performance level.

scholarly journals Motivation, Interaction, and Teaching Strategy of the Teachers Dealing with Autism Spectrum Disorder Children

2021 ◽  
Author(s):  
Rati Kapoor ◽  
Arpit Singh ◽  
Manas Ranjan Pradhan
Keyword(s):  
Autism Spectrum Disorder ◽  
Work Experience ◽  
Teaching Strategy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Structured Interviews ◽  
Practice Session ◽  
Motivation Interaction ◽  
Teachers And Parents

Abstract Caregivers such as teachers and parents have a huge impact on children with Autism Spectrum Disorder (ASD). 10 in-depth semi-structured interviews with teachers explored motivation, interaction and teaching strategy among teachers dealing with children with Autism. Study showed that the teachers lack in-depth knowledge or practice session or course regarding Autism despite their education. With work experience as teacher or therapist they gain insight on Autism. Study found some unique ways of interaction among teachers and children such as sign language and picture method. Also, no specific teaching strategy was used, as every teacher uses different strategy for different child. Further research is required for deep awareness and teaching development programmes so that they can help children with Autism.

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