scholarly journals Indigenous Australians with autism: A scoping review

Autism ◽  
2020 ◽  
Vol 24 (5) ◽  
pp. 1031-1046 ◽  
Author(s):  
Benjamin Bailey ◽  
Joanne Arciuli
Keyword(s):  
Autism Spectrum Disorder ◽  
Support Services ◽  
Torres Strait Islander ◽  
Service Providers ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Indigenous Australians ◽  
Torres Strait Islander People ◽  
Provider Perspectives ◽  
Torres Strait

Aboriginal and Torres Strait Islander people with autism spectrum disorder, used interchangeably with the term autism, are among the most marginalised people in Australian society. This review maps out existing and emerging themes in the research involving Indigenous Australians with autism based on a search of the peer-reviewed and grey literature. Our search identified 1457 potentially relevant publications. Of these, 19 publications met our inclusion criteria and focused on autism spectrum disorder diagnosis and prevalence, as well as carer and service provider perspectives on autism, and autism support services for Indigenous Australians. We were able to access 17 publications: 12 journal articles, 3 conference presentations, 1 resource booklet and 1 dissertation. Findings suggest similar prevalence rates for autism among Indigenous and non-Indigenous Australians, although some Aboriginal and Torres Strait Islander people with autism may not receive a diagnosis or may be misdiagnosed. Research on the perspectives of Aboriginal and Torres Strait Islander carers and Indigenous and non-Indigenous service providers is discussed in relation to Indigenous perspectives on autism, as well as barriers and strategies to improve access to diagnosis and support services. Although not the focus of our review, we briefly mention studies of Indigenous people with autism in countries other than Australia. Lay Abstract Aboriginal and Torres Strait Islander people with developmental disabilities such as autism are among the most marginalised people in Australian society. We reviewed research involving Indigenous Australians with autism based on a search of the peer-reviewed and grey literature. Our search identified 1457 potentially relevant publications. Of these, 19 publications were in line with our main areas of inquiry: autism spectrum disorder diagnosis and prevalence, carer and service provider perspectives on autism, and autism support services. These included 12 journal publications, 3 conference presentations, 1 resource booklet and 1 thesis dissertation. Findings suggest similar prevalence rates for autism among Indigenous and non-Indigenous Australians, although some Aboriginal and Torres Strait Islander people with autism may not receive a diagnosis or may be misdiagnosed. We also discuss research on the perspectives of Aboriginal and Torres Strait Islander carers and Indigenous and non-Indigenous service providers, as well as barriers and strategies for improving access to diagnosis and support services.

Listening to Bedouin fathers of children with autism spectrum disorder

2018 ◽  
Vol 56 (2) ◽  
pp. 345-358 ◽  
Author(s):  
Iris Manor-Binyamini
Keyword(s):  
Autism Spectrum Disorder ◽  
Support Services ◽  
Cultural Context ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Structured Interviews ◽  
Raising Children ◽  
Cultural Perspectives ◽  
Children With Asd

Although children across the world experience autism spectrum disorder (ASD), most research on ASD has been conducted using Western cultural perspectives and has focused primarily on mothers, leaving significant gaps in the literature. This study aimed to address these gaps by exploring the experiences of fathers raising children with ASD in a Bedouin community. To this end, a sample of 19 fathers of children (aged 6–15 years) with ASD living in recognized and unrecognized Bedouin settlements in the Negev participated in ethnographic, semi-structured interviews designed to investigate their experiences with raising a child with ASD in their community. Two major themes emerged: the challenges that Bedouin fathers of children with ASD face, and the influence of socio-demographic and cultural characteristics on their experience. Findings reflect the complex experiences of fathers raising children with ASD in the Bedouin community, stemming from their socio-cultural context and the limited knowledge and support services that are available in the community for these children. This article concludes with recommendations on how to enhance professional sensitivity and provide more culturally tailored services for parents of children with ASD.

scholarly journals Integrating a Parent-Implemented Blend of Developmental and Behavioral Intervention Strategies into Speech-Language Treatment for Toddlers at Risk for Autism Spectrum Disorder

2018 ◽  
Vol 39 (02) ◽  
pp. 114-124 ◽  
Author(s):  
Rachel Haine-Schlagel ◽  
Marilee Burgeson ◽  
Karyn Searcy ◽  
Kelsey Dickson ◽  
Aubyn Stahmer ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Behavioral Intervention ◽  
Service Providers ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Lessons Learned ◽  
Spectrum Disorder ◽  
Funding Agency ◽  
Young Children With Autism

AbstractNaturalistic developmental behavioral interventions include an explicit focus on coaching parents to use therapy techniques in daily routines and are considered best practice for young children with autism. Unfortunately, these approaches are not widely used in community settings, possibly due to the clinical expertise and training required. This article presents the work of the Bond, Regulate, Interact, Develop, Guide, Engage (BRIDGE Collaborative), a multidisciplinary group of service providers (including speech-language pathologists), parents, funding agency representatives, and researchers dedicated to improving the lives of young children with autism spectrum disorder and their families. The group selected and adapted a parent coaching naturalistic developmental behavioral intervention specifically for use with toddlers and their families for community implementation. Lessons learned from the implementation process include the importance of therapist background knowledge, the complexity of working with parents of young children, and needed supports for those working closely with parents, including specific engagement strategies and the incorporation of reflective practice.

Accommodations and support services preferred by college students with autism spectrum disorder

Autism ◽  
2018 ◽  
Vol 23 (3) ◽  
pp. 574-583 ◽  
Author(s):  
Amy L Accardo ◽  
S Jay Kuder ◽  
John Woodruff
Keyword(s):  
College Students ◽  
Autism Spectrum Disorder ◽  
Support Services ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Counseling Services ◽  
Faculty Mentor ◽  
Sequential Mixed Methods ◽  
Academic Supports ◽  
Students With Autism

This 2-year study investigated the accommodations and support services preferred by college students with autism spectrum disorder using sequential mixed methods non-experimental survey and semi-structured follow-up interviews. Students with autism spectrum disorder reported using both academic and non-academic supports with frequency (e.g. extended time on exams, transition program), using academic supports in line with other disability populations, and using non-academic supports connecting them one-to-one with a faculty member or coach as preferred (e.g. academic coach, counselor, faculty mentor). Findings suggest a need for university disability service centers, counseling services, and faculty to work together to develop systematic support systems for college students with autism spectrum disorder.

Evaluation of employment-support services for adults with autism spectrum disorder

Autism ◽  
2017 ◽  
Vol 22 (6) ◽  
pp. 693-702 ◽  
Author(s):  
David B Nicholas ◽  
Lonnie Zwaigenbaum ◽  
Jennifer Zwicker ◽  
Margaret E Clarke ◽  
Ramesh Lamsal ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Support Services ◽  
Online Survey ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Support Personnel ◽  
Adults With Autism ◽  
Beneficial Impact ◽  
Employment Support ◽  
Vocational Support

The employment rate among persons with autism spectrum disorder has been noted as unacceptably low. Employment-support services are increasingly linked to the potential for favorable job outcomes, yet little is known about employment-support practices and the outcome of these interventions. This mixed-methods study examined employment-support resources for persons with autism spectrum disorder. An online survey was completed by 137 senior clinicians or administrators in employment-support programs in Canada. Additionally, 122 follow-up interviews were conducted with individuals with autism spectrum disorder (n = 71) and their parents/caregivers (n = 51). Findings indicate that the quality and beneficial impact of employment-support services for adults with autism spectrum disorder may be more favorably perceived by employment-support personnel than by individuals with autism spectrum disorder and their families. Furthermore, employment-support personnel were more disparaging about autism spectrum disorder vocational support capacity within their community, compared to their own programs. Individuals with autism spectrum disorder and their families seek services that support both accessing and retaining employment. Capacity-building in employment support for youth and adults with autism spectrum disorder is recommended, based on a reported insufficiency of, and a lack of evidence guiding, existing services. Program recommendations and an emerging model for integrated vocational support in autism spectrum disorder are offered.

Parent and health care provider perspectives related to disclosure of autism spectrum disorder in pediatric emergency departments

Autism ◽  
2016 ◽  
Vol 20 (8) ◽  
pp. 986-994 ◽  
Author(s):  
Barbara Muskat ◽  
Andrea Greenblatt ◽  
David B Nicholas ◽  
Savithiri Ratnapalan ◽  
Justine Cohen-Silver ◽  
...  
Keyword(s):  
Health Care ◽  
Autism Spectrum Disorder ◽  
Health Care Provider ◽  
Care Provider ◽  
Emergency Departments ◽  
Pediatric Emergency ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Provider Perspectives

scholarly journals Disparity in Physical and Mental Multimorbidity Between Aboriginal and Torres Strait Islander people and non-Indigenous Australians: implications for Equity in Health Service use and Work Productivity

2020 ◽  
Author(s):  
William Carman ◽  
Marie Ishida ◽  
Justin S Trounson ◽  
Kanya Anindya ◽  
Grace Sum ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Service ◽  
Torres Strait Islander ◽  
Service Use ◽  
Work Productivity ◽  
Health Service Use ◽  
Indigenous Australians ◽  
Torres Strait Islander People ◽  
Torres Strait ◽  
Care Costs

Abstract Background: Multimorbidity, the presence of ≥2 chronic conditions, is a major contributor to health inequalities, with significant impact on health care costs. This study aims to examine the differences in chronic physical and mental health multimorbidity between Aboriginal and Torres Strait Islander people and non-Indigenous Australians, and the effect of multimorbidity on health service use and work productivity amongst Aboriginal and non-Indigenous Australians.Methods: This study conducted cross-sectional analyses of the Household, Income, and Labour Dynamics in Australia Wave 17, examining a nationally representative sample of 16,749 respondents aged 18 years and above. We applied multivariable linear and logistic regressions to examine the association between multimorbidity and self-reported health, health service use, and employment productivity.Results: Aboriginal respondents reported a higher prevalence of multimorbidity (24.2%) compared to non-Indigenous Australians (20.7%), and the prevalence of co-existing mental and physical multimorbidity was almost twice as high (16.1% vs 8.1%). Multimorbidity was associated with higher health service use (any overnight admission: AOR 1.52), reduced employment productivity (days sick leave: coef. 0.25), and lower perceived health status (SF6D score: coef. -0.04). These associations are similar in both Aboriginal and non-Indigenous populations.Conclusions: Multimorbidity prevalence was greater among Aboriginal and Torres Strait Islanders compared to the non-Indigenous population, likely driven by the greater prevalence of mental health conditions reported by the Aboriginal sample. Strategies for better management of mental and physical multimorbidity would not only reduce health care costs among those affected but may contribute to a reduction in health inequalities in Australia.

Learning Preferences of Some Aboriginal and Torres Strait Islander Students in the Veterinary Program

2000 ◽  
Vol 28 (1) ◽  
pp. 8-16 ◽  
Author(s):  
A.L. Barnes
Keyword(s):  
Western Australia ◽  
Education Program ◽  
Professional Education ◽  
Torres Strait Islander ◽  
Learning Preferences ◽  
Indigenous Australians ◽  
Torres Strait Islander People ◽  
Torres Strait

In 1989, a Professional Education Program for Aboriginal and Torres Strait Islander people (PEPA) was established at Murdoch University in Western Australia, to encourage the participation, retention and success of Indigenous Australians in studying for and qualifying as Veterinarians.

Family-Centered Applied Behavior Analysis for Children With Autism Spectrum Disorder

2019 ◽  
Vol 55 (3) ◽  
pp. 185-191
Author(s):  
Kendra Antill
Keyword(s):  
Autism Spectrum Disorder ◽  
Parent Training ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Service Providers ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Training Modules ◽  
Family Centered

Applied behavior analysis (ABA) services can improve the quality of life for individuals with autism spectrum disorder (ASD). However, not all children receive services based in ABA. The disconnect between available services and accessing services may be the result of families experiencing barriers. Online parent training addresses many of these barriers by connecting families with service providers that they otherwise would not have access to. Furthermore, this approach allows for a family centered approach that empowers parents. A combination of parent training modules and video conferencing sessions allow parents to learn techniques and try them out with the support of a service provider. This article provides service providers with guidelines and suggestions for developing and providing services online.

Peer-Mediated Pivotal Response Treatment for Children With Autism Spectrum Disorder: Provider Perspectives on Acceptability, Feasibility, and Fit at School

2018 ◽  
Vol 34 (4) ◽  
pp. 259-282 ◽  
Author(s):  
Ainsley M. Boudreau ◽  
Penny Corkum ◽  
Isabel M. Smith
Keyword(s):  
Autism Spectrum Disorder ◽  
School Environment ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pivotal Response Treatment ◽  
Effective School ◽  
Overall Acceptability ◽  
Intervention Adaptation ◽  
Provider Perspectives ◽  
Children With Asd

Few effective school-based interventions that target social-communication skills are available for students with autism spectrum disorder (ASD). The growing gap between interventions designed for use in research settings and the school environment is concerning for researchers and clinicians alike. Research methods that incorporate relevant stakeholders (e.g., educators, early intervention providers [EIPs]) throughout the process from intervention design to implementation help to bridge this gap. This study used content analysis of interview data to evaluate the acceptability and feasibility of a specific peer-mediated intervention (PMI) for school use for young children with ASD. We explored educators’ and EIPs’ perspectives on evidence-based practice (EBP), the components of the proposed intervention (using Pivotal Response Treatment, PRT), and the overall acceptability and feasibility of using the intervention at school, through interviews with 29 participants (24 elementary school educators and five EIPs serving children with ASD). Results indicated that stakeholders had some knowledge of PRT and found the PMI approach to be acceptable and feasible. Several potential challenges were identified with respect to typically developing peers as intervention agents. We discuss educators’ specific recommendations for intervention adaptation and provide a model for researchers and educators to collaborate in promoting optimal use of EBPs at school.

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