scholarly journals A Study on Recognition of Autism Spectrum Disorder Among Infants and Toddlers by Childcare Teachers : With a Focus on Focus Group Interviews

2016 ◽  
Vol 12 (3) ◽  
pp. 211-238
Author(s):  
Kyung-Sook Lee ◽  
Jin-Ah Park
Keyword(s):  
Autism Spectrum Disorder ◽  
Focus Group ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Infants And Toddlers ◽  
Focus Group Interviews ◽  
Group Interviews

Exploring Growth in Expressive Communication of Infants and Toddlers With Autism Spectrum Disorder

2021 ◽  
pp. 105381512199557
Author(s):  
Jay Buzhardt ◽  
Anna Wallisch ◽  
Dwight Irvin ◽  
Brian Boyd ◽  
Brenda Salley ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Progress Monitoring ◽  
Autism Spectrum ◽  
Growth Patterns ◽  
Spectrum Disorder ◽  
Future Research ◽  
Infants And Toddlers ◽  
Early Communication ◽  
Children With Asd ◽  
Language Growth

One of the earliest indicators of autism spectrum disorder (ASD) is delay in language and social communication. Despite consensus on the benefits of earlier diagnosis and intervention, our understanding of the language growth of children with ASD during the first years of life remains limited. Therefore, this study compared communication growth patterns of infants and toddlers with ASD to growth benchmarks of a standardized language assessment. We conducted a retrospective analysis of growth on the Early Communication Indicator (ECI) of 23 infants and toddlers who received an ASD diagnosis in the future. At 42 months of age, children with ASD had significantly lower rates of gestures, single words, and multiple words, but significantly higher rates of nonword vocalizations. Children with ASD had significantly slower growth of single and multiple words, but their rate of vocalization growth was significantly greater than benchmark. Although more research is needed with larger samples, because the ECI was designed for practitioners to monitor children’s response to intervention over time, these findings show promise for the ECI’s use as a progress monitoring measure for young children with ASD. Limitations and the need for future research are discussed.

scholarly journals Skeletal Growth Dysregulation in Australian Male Infants and Toddlers With Autism Spectrum Disorder

2018 ◽  
Vol 11 (6) ◽  
pp. 846-856 ◽  
Author(s):  
Cherie C. Green ◽  
Cheryl Dissanayake ◽  
Danuta Z. Loesch ◽  
Minh Bui ◽  
Josephine Barbaro
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Skeletal Growth ◽  
Infants And Toddlers

Enablers for Inclusion: The Perspectives of Parents of Children With Autism Spectrum Disorder

2014 ◽  
Vol 39 (1) ◽  
pp. 85-96 ◽  
Author(s):  
Andrea Reupert ◽  
Joanne M. Deppeler ◽  
Umesh Sharma
Keyword(s):  
Autism Spectrum Disorder ◽  
Public Schools ◽  
Inclusive Education ◽  
State Government ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Community Agencies ◽  
Rural And Urban ◽  
Group Interviews ◽  
Government Initiative

Although home–school collaborations are important for inclusive education, most studies have identified the problems experienced by parents whose children have additional special needs. The aim of this study was to present the views of Australian parents, with children diagnosed with autism spectrum disorder, regarding what they considered to be the enablers for inclusion, within the context of their experiences of a program of support in inclusive schools (a Victorian State Government initiative called the Inclusion Support Program). Four focus group interviews were conducted, within a phenomenological, qualitative paradigm, with 14 mothers, in rural and urban primary and secondary public schools. Parents identified various innovations including the provision of a safe space, structured school and free time, flexibility around timetable, curriculum and staffing and the provision of socially attractive activities. Another theme was the potential for schools to be a ‘catalyst point’ to bring together parents, teachers and community agencies. The importance of eliciting parental expertise is highlighted here.

Making Research More Ethical for Adults with Fetal Alcohol Spectrum Disorder

2019 ◽  
pp. 173-184
Author(s):  
John Aspler
Keyword(s):  
Focus Group ◽  
Fetal Alcohol Spectrum Disorder ◽  
Alcohol Exposure ◽  
In Utero ◽  
Spectrum Disorder ◽  
Fetal Alcohol ◽  
Focus Group Interviews ◽  
Focus Group Study ◽  
Group Interviews ◽  
Fetal Alcohol Spectrum

In this chapter, the author reflects on challenges associated with conducting focus group interviews with adults with fetal alcohol spectrum disorder (FASD)—a complex neurodevelopmental disability caused by alcohol exposure in utero. Given the heterogeneity of this diagnosis, people with FASD have different strengths and weaknesses. Therefore, for effective and ethical research inclusion, each person with FASD may need unique accommodations, which can help to both minimize concerns about unjust research exclusion and mitigate sources of vulnerability. To explore these issues, the author describes the focus group study, presents anticipated risks and challenges, explores critical stakeholder feedback, and addresses ethical tensions arising from the resulting protocol adjustments. This chapter demonstrates the importance of researchers remaining open to criticism and being willing to work through their moral discomfort.

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