Assessment of Sesame Street online autism resources: Impacts on parental implicit and explicit attitudes toward children with autism

Autism ◽  
2020 ◽  
pp. 136236132094934
Author(s):  
Cheryl L Dickter ◽  
Joshua A Burk ◽  
Laura Gutermuth Anthony ◽  
Hillary A Robertson ◽  
Alyssa Verbalis ◽  
...  
Keyword(s):  
Implicit Bias ◽  
Children With Autism ◽  
Sesame Street ◽  
Autistic Children ◽  
Explicit Attitudes ◽  
Before And After ◽  
Post Test ◽  
Attitudes Toward Children ◽  
Online Educational Resources ◽  
Implicit And Explicit

The current study sought to characterize implicit bias toward children with autism and examine whether viewing educational materials about autism would change attitudes toward children with autism. A website developed by Sesame Street containing information about autism and resources for families was distributed to parents of children with autism ( n = 473) and parents of children without autism ( n = 707). Pre- and post-test measures of implicit bias toward children with autism; explicit attitudes and knowledge about autism; and parenting confidence, strain, and stigma were completed before and after the website was presented. Results indicated that parents of children with autism showed less implicit bias compared with those of non-autistic children during the pre-test, but the groups did not differ at the post-test. Parents without autistic children and those with more negative explicit attitudes showed a greater reduction in implicit bias from the pre- to the post-test. In addition, for parents of children with autism, a more positive change in explicit attitudes and increased knowledge from the pre- to the post-test was associated with more empowerment at the post-test. Together, our findings suggest that the online educational resources can reduce implicit bias against children with autism and help mitigate some of the psychological issues associated with parenting children with autism.

scholarly journals Does Online Counseling Reduce Anxiety in Parents of Children with Autism Spectrum Disorders During Coronavirus Disease 2019 Pandemic?

2021 ◽  
Vol 9 (G) ◽  
pp. 66-70
Author(s):  
Nur Eni Lestari ◽  
Isti Anindya
Keyword(s):  
Sampling Technique ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Homogeneity Test ◽  
Online Counseling ◽  
Validity And Reliability ◽  
Children With Asd ◽  
Before And After ◽  
Post Test ◽  
Generalized Anxiety Disorders

BACKGROUND: Coronavirus disease 2019 (COVID-19) pandemic has made governments in a number of countries to issue and implement a regulation of social and physical restriction. It leaves a serious impact, one of which is anxiety experienced by parents of children with autism spectrum disorder (ASD) as the only access to therapy and education for their children has to be done online. AIM: The purpose of this study was to determine the optimization of online counseling on the anxiety in parents of children with ASD during COVID-19 pandemic. MATERIALS AND METHODS: The design of this study used pre-test-post-test design without control. The sampling technique used purposive sampling with 46 respondents. The instrument used online counseling design and Generalized Anxiety Disorders-7 which has been tested for validity and reliability. This study used marginal homogeneity test. RESULTS: The result showed that the majority of respondents’ anxiety before and after online counseling had severe and minimal anxiety (16 respondents, 34.8% and 15 respondents, 32.6%, respectively) with p = 0.012. CONCLUSIONS: There was an effect of online counseling on anxiety in parents of children with ASD during COVID-19 pandemic. This can serve as a recommendation in providing online counseling to reduce anxiety in parents of children with ASD during COVID-19 pandemic.

scholarly journals Investigating the implicit and explicit attitudes of primary school educators in Scotland towards autistic children

2021 ◽  
Author(s):  
Eilidh Cage ◽  
Taylor Doyle
Keyword(s):  
Primary School ◽  
Implicit Attitudes ◽  
Autistic Children ◽  
Explicit Attitudes ◽  
Knowledge And Attitudes ◽  
Positive Attitudes ◽  
Autism Knowledge ◽  
Implicit And Explicit ◽  
Implicit And Explicit Attitudes ◽  
Cognitive Attitudes

Background: Autistic children are frequently taught in mainstream schools, and it is imperative educators have appropriate knowledge and attitudes towards autism. In Scotland, policy aims for inclusion. However, there are few studies investigating Scottish educator’s knowledge and attitudes towards autism, even though these could be a barrier to inclusion.Aims: This study investigated Scottish educator’s implicit and explicit attitudes towards autistic children. We also aimed to understand the relationships between attitudes, knowledge and experience.Sample: Seventy primary school educators working in Scotland took part, with a mean age of 43. Most were female (n=64) and had on average 12 years’ experience working in schools. Methods: Participants completed a Single-Category Implicit Association Test (SC-IAT), to assess implicit attitudes towards autism. They also completed two explicit attitude measures (openness to autism and cognitive attitudes), and measures of autism knowledge and level of contact.Results: Overall, participants held positive attitudes in explicit and implicit measures. Some participants (24%) expressed negative implicit attitudes. There were correlations between explicit attitudes, age and years of experience, with older, more experienced staff having more negative attitudes. In regression analyses, greater autism knowledge predicted more positive explicit cognitive attitudes towards autistic children.Conclusions: These findings indicate mostly positive attitudes in this sample. Younger educators with less experience may have more positive attitudes, perhaps reflecting societal changes in perceptions of autism. Greater knowledge predicted positive attitudes, suggesting that targeting knowledge may improve attitudes. Scotland’s policies may have the potential to support the effective inclusion of autistic pupils in schools.

scholarly journals Effect of the Problem-solving on the Mental Well-being of Mothers With Autistic Children

2021 ◽  
Vol 11 (3) ◽  
pp. 203-212
Author(s):  
Keivan Kakabaraee ◽  
◽  
Maryam Seidy ◽  
Keyword(s):  
Problem Solving ◽  
Children With Autism ◽  
Well Being ◽  
Autism Spectrum ◽  
Autistic Children ◽  
The Family ◽  
Post Test ◽  
Mental Well Being ◽  
Family Centered

Background: The birth of an exceptional child in a family can decrease the mental well-being of family members. This study aimed to investigate the effect of the family-centered problem-solving intervention on the mental well-being of the mothers of children with autism spectrum disorder. Methods: This was a quasi-experimental research with a pre-test, post-test, follow-up design and a control group. The statistical population of the study included all the mothers of children with autism disorder in Kermanshah City. Using the purposeful sampling method, we selected 30 mothers of autistic children studying at a rehabilitation center and randomly assigned them into the two groups of experimental (n=15) and control (n=15). In this study, the Satisfaction With Life Scale (Diener et al., 1985) and the Positive and Negative Affect Schedule (Watson et al., 1988) were used to measure mental well-being. After collecting the pre-test data of the mothers in the experimental group, 10 2-hour sessions (for a month) of family-centered problem-solving programs were administered. Also, the post-test and follow-up phases were executed after the end of the sessions and a 1-month interval, respectively. Finally, the obtained data were analyzed considering the repeated measures design. Results: The results showed a significant difference between the pre-test and post-test scores in the variable studied. However, the post-test and follow-up scores did not significantly differ in the variable studied. Conclusion: The results of this study supported the effectiveness of family-centered problem-solving training intervention on mental well-being and its subscales. Therefore, the family-centered problem-solving training program is of great importance as a preventive program.

scholarly journals The effect of melatonin administration on the oxidative status in children with autism

2019 ◽  
Vol 10 (4) ◽  
pp. 2654-2660 ◽  
Author(s):  
Mohammed BM. Al-Juboori ◽  
Yasir SJ. Alrubaye
Keyword(s):  
Children With Autism ◽  
Private Institutions ◽  
Autistic Children ◽  
Medical Sciences ◽  
Sod Activity ◽  
Melatonin Administration ◽  
Before And After ◽  
Concomitant Reduction ◽  
Positive Correlations

To determine the changes in Malondialdehyde (MDA) levels in addition to measuring the changes in the activity of superoxide dismutase (SOD) and catalase (CAT) which considered as antioxidant enzymes in autistic children receiving melatonin supplementation to evaluate its antioxidant role in autism. A follow-up study was performed in therapeutics and clinical pharmacy Department, Baghdad College of Medical Sciences, Baghdad - Iraq. The study was performed on 55 autistic children who had recruited from several private institutions specialized in autistic children care, Baghdad, Iraq between June 2018 and November 2018. The levels of melatonin, MDA, SOD and CAT were measured in the serum of 55 patients before and after receiving melatonin supplementation for three months. The results revealed statistically significant differences in the levels of melatonin, MDA, SOD and CAT between patients before and after receiving melatonin supplement. Furthermore, melatonin levels showed significant positive correlations with both SOD and CAT in addition to a significant positive correlation between SOD and CAT while MDA levels showed significant negative correlations with melatonin, SOD and CAT in autistic patients before and after receiving the supplement. Melatonin levels, CAT and SOD activity, showed to be improved significantly by melatonin supplementation with a concomitant reduction in the levels of MDA as an indicator of a decrease in oxidative stress in autistic children.

scholarly journals PSIKOEDUKASI UNTUK MENINGKATKAN PARENTING SELF-EFFICACY PADA IBU ANAK PENYANDANG AUTISME

2018 ◽  
Vol 6 (2) ◽  
pp. 232
Author(s):  
Trialovena Firizbrilian Purbasafir ◽  
Siti Suminarti Fasikha ◽  
Putri Saraswati
Keyword(s):  
Experimental Design ◽  
Self Efficacy ◽  
Children With Autism ◽  
Wilcoxon Test ◽  
Purposive Sampling ◽  
Before And After ◽  
Post Test ◽  
Test Result ◽  
The Ideal ◽  
Autism Disorder

Abstrak. Mengasuh anak dengan autis merupakan tantangan bagi orang tua terutama ibu. Untuk menghadapi tantangan tersebut dibutuhkan Parenting self-efficacy yang tinggi untuk menghadapi stressor yang muncul selama proses pengasuhan. Psikoedukasi menjadi salah satu metode intervensi yang efektif untuk meningkatkan variabel tersebut, melalui kesiapan kognitif dengan memberikan pemahaman dan informasi baru. Subjek penelitian ini adalah orang tua siswa di Pusat Layanan Autis Malang sebanyak 4 orang yang diambil dengan teknik pengambilan sampel purposive sampling. Penelitian ini merupakan penelitian pre eksperimen dengan desain one group pretest posttest. Hasil penelitian menunjukkan adanya pengaruh psikoedukasi terhadap parenting-self efficacy orang tua sebelum dan sesudah pemberian psikoedukasi ditunjukkan dengan hasil uji wilcoxon. Hasil menunjukkan bahwa psikoedukasi dapat digunakan untuk meningkatkan parenting self-efficacy pada ibu anak penyandang autis.Kata Kunci: psikoedukasi, parenting self-efficacy, ibu dengan anak autisAbstract. Parenting a child with autism disorder is a great challenge for the mother. Hence, the ideal parenting self-efficacy is needed to face stressor which appears increases the variable through up to date information. The study selects four parents at Autism Services Center using purposive technique sampling. This study applied pre-experimental design with one group pre-test and post-test. The results of the study showed that psychoeducation influences parenting self-efficacy before and after giving treatment which showed by Wilcoxon test. Result showed that psychoeducation is highly important to improve parenting self-efficacy among mother to the children with autism disorder. Keywords:  psychoeducation, parenting self-efficacy, mother, child with autism disorder

scholarly journals PENGARUH TERAPI VISUAL KARTU GAMBAR TERHADAP KEMAMPUAN KOMUNIKASI ANAK AUTIS DI PUSAT LAYANAN AUTIS KOTA BATAM TAHUN 2017

Ners Journal ◽  
2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Utary CH Wardhani
Keyword(s):  
Communication Skills ◽  
Design Research ◽  
Children With Autism ◽  
Service Center ◽  
Autistic Children ◽  
Good Communication ◽  
Number Of Children ◽  
Stage Of Development ◽  
Before And After ◽  
Communication Ability

Visual therapy using image cards is one way to improve communication skills for autistic children. UNESCO in 2014 estimates that there are 35 million people with autism in the world. Indonesia, in 2013 and Director of Mental Health Development Ministry of Health had estimated the number of children with autism in Indonesia about 112 thousand with a range of 5-19 years. The phenomenon found in the Batam Autism Service Center, visual therapy with image cards has not been optimally performed on all children. Of the 18 people population sampled entirely, there is only 1 child who has good communication skills before therapy is given and the remaining 17 people have a poor ability. This study aims to determine the comparison before and after the visual therapy of the image card on the communication skills of autistic children in Batam Autis service center. This research uses Quasy Experiment method with time series design research. The sample in this research is 18 children with autism grouping stage of development of communication of children with autism stage three, that is The Early Communication Stage.Intervention done is giving visual therapy picture card every day schedule to every child counted 10 times therapy. The results before the visual therapy, the ability of good communication only about 6% while the results of research after the visual therapy has increased to 61%. In other words, the result of the research shows that there is an increase of communication ability (p = 0,05, 95% CI). This study brings the conclusion that there is an increase in communication skills in children with autism at PusatLayananAutis Batam City. It is hoped that the application of visual therapy with image kart will be enhanced as this is one of the ways in improving the communication ability of autistic children, thus reducing barriers in communication and social interaction.

Implicit Bias in Mental Health Care

2019 ◽  
pp. 185-202
Author(s):  
Andrea S. Heberlein ◽  
Justin A. Chen ◽  
Nhi-Ha T. Trinh
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Body Weight ◽  
Race And Ethnicity ◽  
Clinical Care ◽  
Implicit Bias ◽  
Medical Psychology ◽  
Explicit Attitudes ◽  
Implicit And Explicit ◽  
Implicit And Explicit Attitudes

Explicit attitudes are obviously predictive of behavior. However, two decades of research has shown that implicit attitudes have greater predictive validity than explicit attitudes in a particular set of situations. This chapter defines implicit and explicit attitudes and associations and reviews the scientific literature regarding implicit bias in the medical, psychology, and psychiatry literature. The authors pay specific attention to documented effects of implicit bias related to race and ethnicity, as well as to mental health diagnoses and body weight. The authors also outline interventions to decrease implicit bias in clinical care, as well as pitfalls to avoid when attempting to decrease implicit bias.

scholarly journals The Effect of Parenting on The Language Development of Autistic Children

2020 ◽  
Vol 3 ◽  
pp. 509-515
Author(s):  
Atik Badi’ah ◽  
Ni Ketut Mendri ◽  
Heru Santoso Wahito Nugroho ◽  
Wawuri Handayani
Keyword(s):  
Language Development ◽  
Family Environment ◽  
Autistic Child ◽  
Children With Autism ◽  
Control Group ◽  
P Value ◽  
Autistic Children ◽  
Control Group Design ◽  
Post Test ◽  
Experimental Group

Autistic children have abilities and characteristics that are different from each other, so different ways of interacting with themselves and the environment and making autistic children as unique individuals (Ginanjar, 2007). The development of autistic children both physically, emotionally, intellectually, and psychosocially has a problem that results in the inhibition of children reaching a level of language development that is appropriate to their age. Parenting in children with autism includes autistic child parents providing emotional, social, informational and practical support. Attention and love from parents and family will encourage autistic children to develop better. An autistic child will feel that he is loved and wanted if more and more people in the family environment who love and care for him. Based on the results of a preliminary study conducted by the author by interviewing 8 autistic schools in the provinces of DIY and Ponorogo, East Java, to 16 parents who have autistic children, the majority of parents (93%) think that by entering autistic children into an outside school ordinary (SLB) autism in accordance with its limitations means their efforts can be said to be enough. Not all parents realize that having children with special needs in accompanying language development can maximize language development. Knowing the effect of parenting on the language development of children with autism This type of quantitative research uses Quasi experiment with the design "Pre test Post test with Control Group Design". Observation was carried out twice. The first observation is to determine the development of an autistic child before being given parenting and the second observation after being given parenting. Sampling was done by purposive sampling with the criteria of parents and autistic children aged 6-12 years in the autistic schools of the provinces of Yogyakarta and Ponorogo, East Java. Examination data were analyzed analytically with the help of SPSS for Windows version 16.0 using paired t-test and Wilcoxon, with a significant level of p <0.05. The experimental group pre-test and post-test with a value of p (sig) 0,000 <0.05 then Ha is accepted and Ho is rejected, meaning there is a difference between pre-test and post-test in the experimental group. In the control group pre-test and post-test with p value (sig) 0.002 <0.05 then Ha is accepted and Ho is rejected, meaning there is a difference between pre-test and post-test in the control group. There is a parenting effect on the language development of autistic children in autistic schools with p (sig) <0.05 means that Ha is accepted and Ho is rejected.

Clinically Meaningful Change

Methodology ◽  
2019 ◽  
Vol 15 (3) ◽  
pp. 97-105
Author(s):  
Rodrigo Ferrer ◽  
Antonio Pardo
Keyword(s):  
Effect Size ◽  
False Negative ◽  
False Negative Rate ◽  
Point Of View ◽  
Skewed Distribution ◽  
Effect Sizes ◽  
False Negatives ◽  
Large Size ◽  
Before And After ◽  
Post Test

Abstract. In a recent paper, Ferrer and Pardo (2014) tested several distribution-based methods designed to assess when test scores obtained before and after an intervention reflect a statistically reliable change. However, we still do not know how these methods perform from the point of view of false negatives. For this purpose, we have simulated change scenarios (different effect sizes in a pre-post-test design) with distributions of different shapes and with different sample sizes. For each simulated scenario, we generated 1,000 samples. In each sample, we recorded the false-negative rate of the five distribution-based methods with the best performance from the point of view of the false positives. Our results have revealed unacceptable rates of false negatives even with effects of very large size, starting from 31.8% in an optimistic scenario (effect size of 2.0 and a normal distribution) to 99.9% in the worst scenario (effect size of 0.2 and a highly skewed distribution). Therefore, our results suggest that the widely used distribution-based methods must be applied with caution in a clinical context, because they need huge effect sizes to detect a true change. However, we made some considerations regarding the effect size and the cut-off points commonly used which allow us to be more precise in our estimates.

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