scholarly journals Can you hear me? - Accessing the voice of the child with Autism and their parent

Educação ◽  
2020 ◽  
Vol 43 (1) ◽  
pp. 35477
Author(s):  
Miriam Twomey
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Creative Arts ◽  
Structured Interviews ◽  
Potential Value ◽  
Children And Parents ◽  
Spectrum Disorders ◽  
The Voice ◽  
Longitudinal Case Studies

The aim of this paper is to access the voices of children with Autism Spectrum Disorders and their parents. This paper engages with philosophical conceptual frameworks exploring concepts of movement and engagement in eliciting child and parent voice. Qualitative, longitudinal case studies were conducted. Semi-structured interviews [n=83] were conducted with stakeholders including parents. Children with and without the label of Autism engaged in interventions drawing on the Creative Arts. Living autoethnography was considered a methodological tenet, establishing connectivity between life and research, self and others, providing a window through which the internal world of the parent was interpreted and understood. This research enabled children and parents to explore their worlds and deliberate on areas that affected their lives. The potential value for using the Creative Arts as a means of engaging children with Autism is discussed. Implications relating to movement [literal and metaphoric] and engagement are explored.***Você pode me ouvir? - Acessando a voz da criança com Autismo e seus pais***O objetivo deste artigo é acessar as vozes de crianças com Transtorno do Espectro Autista (TEA) e de seus pais. Este artigo aborda estruturas conceituais filosóficas que exploram conceitos de movimento e engajamento como forma de dar voz a crianças e pais. Estudos de caso qualitativos e longitudinais foram conduzidos. Entrevistas semiestruturadas [n = 83] foram realizadas com as partes interessadas, incluindo os pais. Crianças com e sem o diagnóstico de TEA envolveram-se em intervenções baseadas nas Artes Criativas. A autoetnografia viva foi considerada um princípio metodológico, estabelecendo conectividade entre a vida e a pesquisa, o eu e os outros, fornecendo uma janela através da qual o mundo interno dos pais foi interpretado e compreendido. Esta pesquisa permitiu que crianças e pais explorassem seus mundos e deliberassem sobre as áreas que afetaram suas vidas. O valor potencial do uso das Artes Criativas como meio de envolver as crianças com Autismo é discutido. Implicações relacionadas ao movimento [literal e metafórico] e engajamento são exploradas.Palavras-chave: Engajamento; Crianças com Autismo, Voz da criança; Voz dos pais; Inclusão, Movimento; Imitação; Teatro de Fantoches

scholarly journals PERSPECTIVES OF VOLUNTEER PRE-SERVICE TEACHERS AND PARENTS ON A SUMMER PROGRAM FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Hatice Şengül Erdem
Keyword(s):  
Autism Spectrum Disorders ◽  
Group Discussion ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Summer Program ◽  
Structured Interviews ◽  
Analysis Process ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Teachers And Parents

<p>Children with autism spectrum disorders (ASD) are more likely to have regression in acquired skills in summer than typically developing peers, while parents have also more limited options to provide summer alternatives for their children. This study aimed to understand perspectives of parents of children with ASD and pre-service teachers volunteered on a social enhancement summer program delivered through a university for children with ASD. Semi-structured interviews were performed with both participant groups along with focus group discussion with volunteers, while an inductive analysis process was used for data analysis. The analysis of data obtained from both parents and volunteers revealed three main themes along with related subthemes: (a) the need for summer program, (b) suggestions for effective summer program, and (c) benefits of the summer program. The perspectives of two groups of participants generally overlap and they demonstrate similar thoughts. The results show that summer programs can be an effective alternative to maintain the current level of children with ASD in summers.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0655/a.php" alt="Hit counter" /></p>

scholarly journals PROFESSIONALS’ OPINIONS ON MULTIDIMENSIONAL APPROACH TO EARLY INTERVENTION FOR CHILDREN WITH ASD

2021 ◽  
Vol 3 ◽  
pp. 65-73
Author(s):  
Eleni Anna Kardara ◽  
Nanou Andromachi
Keyword(s):  
Autism Spectrum Disorders ◽  
Early Intervention ◽  
Special Educators ◽  
Interprofessional Collaboration ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Structured Interviews ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Developmental Characteristics

Early intervention methods for children with Autism Spectrum Disorders, increasingly turn to multidimensional approaches with a parallel focus on interprofessional collaboration in order the interventions to be effective. Multidimensional approaches efficiently support the complex system of family interaction and function affecting positively the child’s development. Early and efficient interventions are widely recognized to lead to long-term positive socio-cognitive results for children with Autism Spectrum Disorders and their families. The purpose of this research is to delve into professionals’, special educators ’and therapists’, opinions on their collaboration with parents and other professionals as they apply early intervention programs to children with ASD. Semi-structured interviews of 15 professionals, experts on early intervention in children with ASD, from different regions of Greece, were analyzed using qualitative research methods. Part of the data analysis that presented in this paper demonstrates clearly that the professionals’ and special educators’ opinions emphasize the need for multidimensional approaches. The analysis also highlights the obstacles that restrict collaboration with parents and other professionals. The material resources of state support have also been suggested as factors that interact with family resources that affect the child’s developmental characteristics.

scholarly journals The Social Stigma and the Challenges of Raising a Child with Autism Spectrum Disorders (ASD) in Greece

2019 ◽  
Vol 6 (2) ◽  
pp. 1-29 ◽  
Author(s):  
Eirini Veroni ◽  
Eirini Veroni
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Stigma ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Structured Interviews ◽  
Mixed Methods Approach ◽  
Children With Asd ◽  
The Social ◽  
Spectrum Disorders ◽  
Structured Questionnaire

This paper describes the social stigma and the challenges some Greek parents of children with autism spectrum disorders (ASD) faced in Athens, Greece. The sample consisted of seventy-four parents of children with ASD and a mixed methods approach was used; (seventy - four parents completed a semi - structured questionnaire and twenty had semi-structured interviews). The quantitative and qualitative findings show these parents and families of ASD children experienced stigma in various ways which played a major role in making their lives difficult. This study offers a lens through which to view attitudes towards disability, stigmatisation, especially when resources are scarce. It was conducted in Greece during the period of austerity, affecting the delivery of education within social – cultural restraints. So studies at a different time or in another place could produce other findings.  

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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