scholarly journals The Adaptation of Academic Skills Assessment Tool for Students with Autism Spectrum Disorders

2021 ◽  
Vol 19 (4) ◽  
pp. 15-23
Author(s):  
D.S. Pereverzeva ◽  
S.A. Tyushkevich ◽  
E.I. Braginets
Keyword(s):  
Autism Spectrum Disorders ◽  
Primary Schools ◽  
Assessment Tool ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
Assessment Tools ◽  
Academic Assessment ◽  
Adaptation Procedure ◽  
Spectrum Disorders ◽  
The Individual

Development delays in autism spectrum disorders include communication and social interaction deficit, stereotype behavior, cognitive and emotional development challenges. It makes necessary to adapt the academic assessment tools, taking into account the needs of students with ASD. The article is devoted to the description of the procedure of International Performance Indicators in Primary Schools (iPIPS) modification for academic assessment in ASD students enrolled in special education programs of types 8.1 and 8.2 (divided based on intelletual performance level). Presented iPIPS description, detailed analysis of developmental profile in ASD, which can influence the assessment results given. The article discusses adaptation procedure and recommendations for professionals which can be applied depending on the individual characteristics of the student.

A Review of Assessment Tools for Diagnosis of Autism Spectrum Disorders

2011 ◽  
Vol 37 (4) ◽  
pp. 236-242 ◽  
Author(s):  
Laurie McGarry Klose ◽  
Cynthia Plotts ◽  
Nicole Kozeneski ◽  
Jacqueline Skinner-Foster
Keyword(s):  
Autism Spectrum Disorders ◽  
Autism Spectrum ◽  
Assessment Tools ◽  
Spectrum Disorders

scholarly journals How Sex of Children with Autism Spectrum Disorders and Access to Treatment Services Relates to Parental Stress

2014 ◽  
Vol 2014 ◽  
pp. 1-5 ◽  
Author(s):  
Irina Zamora ◽  
Eliza K. Harley ◽  
Shulamite A. Green ◽  
Kathryn Smith ◽  
Michele D. Kipke
Keyword(s):  
Autism Spectrum Disorders ◽  
Parental Stress ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
Comprehensive Treatment ◽  
Parental Distress ◽  
Treatment Services ◽  
Children With Asd ◽  
Spectrum Disorders

Parents of children with autism spectrum disorders (ASD) experience higher levels of stress in comparison to parents of neurotypical children and consequently are more susceptible to negative health and social outcomes (Dunn et al., 2001). However, less is known about how individual child characteristics impact stress levels in parents of children with ASD. In this study, we examined the relationship between individual characteristics (i.e., sex) of children with ASD and parental stress. Access to comprehensive treatment services was also examined as a contributing factor to parental stress. Parenting stress was higher for parents of girls than for parents of boys, and for parents of girls (but not boys) fewer services predicted higher parental distress. Findings highlight the importance of providing parents of girls with ASD with more tailored support.

scholarly journals Robot-Assisted Therapy for Autism Spectrum Disorders with (Partially) Autonomous Control: Challenges and Outlook

2012 ◽  
Vol 3 (4) ◽  
Author(s):  
Serge Thill ◽  
Cristina A Pop ◽  
Tony Belpaeme ◽  
Tom Ziemke ◽  
Bram Vanderborght
Keyword(s):  
Autism Spectrum Disorders ◽  
State Of The Art ◽  
Autism Spectrum ◽  
Emotional States ◽  
Application Area ◽  
Robot Assisted ◽  
Research Directions ◽  
Spectrum Disorders ◽  
The Individual ◽  
Near Future

AbstractRobot-assisted therapy (RAT) is an emerging field that has already seen some success and is likely to develop in the future. One particular application area is within therapies for autism spectrum disorders, in which the viability of the approach has been demonstrated.The present paper is a vision paper with the aim of identifying research directions in the near future of RAT. Specifically, we argue that the next step in such therapeutic scenarios is the development of more substantial levels of autonomy which would allow the robot to adapt to the individual needs of children over longer periods of time (while remaining under the ultimate supervision of a therapist). We argue that this requires new advances on the level of robot controllers as well as the ability to infer and classify intentions, goals and emotional states of the robot’s interactants. We show that the state of the art in a number of relevant disciplines is now at the point at which such an endeavour can be approached in earnest.

scholarly journals Mapping Research Evidence on Children Living With Autism Spectrum Disorders in Africa: a Scoping Review Protocol.

2021 ◽  
Author(s):  
Luke Laari ◽  
Desmond Kuupiel ◽  
Christian Makafui Boso
Keyword(s):  
Autism Spectrum Disorders ◽  
Early Detection ◽  
Scoping Review ◽  
Assessment Tool ◽  
Research Question ◽  
Grey Literature ◽  
Autism Spectrum ◽  
Research Bias ◽  
Scoping Reviews ◽  
Spectrum Disorders

Abstract Background: Early detection and intervention of children living with Autism Spectrum Disorders have shown a great improvement of the child's behaviour, predominantly in language and motor skills development. We are proposing to conduct a systematic scoping review that will map all evidence available on children living with Autism Spectrum Disorders in Africa.Methods and analysis: This study will be guided by Arksey and O’Malley’s framework of scoping reviews. A comprehensive literature search will be done in the following electronic databases. Cumulative Index to Nursing and Allied Health Literature (CINAHL), Science Direct, EBSCOhost, MEDLINE, Health Sources, and Google Scholar. Primary studies, published in peer-reviewed journals and grey literature such as unpublished studies, studies in press and Theses that address our research question will be included. To reduce research bias two independent reviewers will perform title, abstract, and full article screening in parallel. Data extraction from the selected studies will be conducted by two independent reviewers. NVivo version 12 software will be used to assist with the extraction of relevant answers to the study questions from selected studies using content thematic analysis. The results for this planned study will be presented following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Review (PRISMA-ScR). Mixed Methods Assessment Tool version 2018 will be used for quality appraisal of included studies.Discussion: We anticipate that the proposed mapped evidence on Children living with Autism Spectrum Disorders in Africa will reveal indicators for early detection that would facilitate strategies for intervention. We are also anticipating that this systematic scoping review will reveal gaps that can be addressed to ensure context-sensitive interventions and identify caregiver burdens of children living with Autism. This will contribute to the reduction of a scarcity of literature on children living with Autism in Africa.

scholarly journals Effective Academic Performance Assessment in Children with Autism Spectrum Disorders

2020 ◽  
Vol 25 (1) ◽  
pp. 16-25
Author(s):  
D.S. Pereverzeva ◽  
E.I. Braginets ◽  
S.A. Tyushkevich ◽  
N.L. Gorbachevskaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Educational Process ◽  
Students With Special Needs ◽  
Children With Asd ◽  
Spectrum Disorders

The article is dedicated to the problem of academic skills assessment in children with autism spectrum disorders (ASD) participating in the Adapted Educational Programmes 8.1 and 8.2. Implementation of inclusive education raises a question of academic assessment and test accommodation design for students with special needs. We provide a description of an approach called the ‘Universal Design of Assessment’ and analyse the main features of cognitive and social development in children with ASD which have to be accounted for in the educational process. We then discuss the International Performance Indicators in Primary Schools (iPIPS) and its modification for children with ASD developed according to their special needs. A brief outline of research results shows that the modification of the iPIPS technique does not affect the measured construct. Finally, we provide some recommendations on how to apply the technique depending on the students’ individual features.

scholarly journals Features of the Development of the Educational Route for Children with Autism Spectrum Disorders

2020 ◽  
Vol 18 (1) ◽  
pp. 62-75
Author(s):  
L.V. Shargorodskaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Relations ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Self Control ◽  
Self Awareness ◽  
Education Environment ◽  
Adults And Children ◽  
Spectrum Disorders ◽  
The Individual

The difficulties in developing an educational route for students with autism spectrum disorders (ASD) de- termined by both the heterogeneity of this group of students and the wide variation in the severity of autistic disorders in specific children. In addition, the lack of systematization of the experience of involving school- children with autism in the Russian educational system is other point. The individual educational route for a child with ASD, presented in the article, involves a phased metered expansion of social contacts of a student with ASD with adults and children in the process of training. Child’s abilities, corresponding to the level of his self-control and self-awareness, as well as the actual experience of the child’s involvement in social relations primarily taken into account in the development of individual education environment at each of educational stages. This gives an opportunity to develop an educational environment aimed at preventing of pathological forms of autistic protection and which has a developing potential. The following stages of teaching at a school of a student with an ASD described: individual stage, stage of including in the group, education in a special class of low occupancy, integrative stage.

scholarly journals Current Perspectives on Physical Activity and Exercise Recommendations for Children and Adolescents With Autism Spectrum Disorders

2014 ◽  
Vol 94 (6) ◽  
pp. 875-889 ◽  
Author(s):  
Sudha M. Srinivasan ◽  
Linda S. Pescatello ◽  
Anjana N. Bhat
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorders ◽  
Developmental Disabilities ◽  
Physical Fitness ◽  
Children And Adolescents ◽  
Autism Spectrum ◽  
Assessment Tools ◽  
Systematic Research ◽  
Exercise Interventions ◽  
Spectrum Disorders

Recent evidence suggests that childhood obesity is increasing in children who are developing typically as well as in children with developmental disabilities such as autism spectrum disorders (ASDs). Impairments specific to autism as well as general environmental factors could lead to an imbalance between the intake and expenditure of energy, leading to obesity. In this article, we describe the mechanisms by which autism-specific impairments contribute to obesity. The evidence on exercise interventions to improve physical fitness, address obesity, and reduce autism-specific impairments in children and adolescents with ASDs is discussed. Limited evidence is currently available for exercise interventions in individuals with ASDs. Therefore, literature on other pediatric developmental disabilities and children who are developing typically was reviewed to provide recommendations for clinicians to assess physical activity levels, to promote physical fitness, and to reduce obesity in children and adolescents with ASDs. There is a clear need for further systematic research to develop sensitive assessment tools and holistic multisystem and multifactorial obesity interventions that accommodate the social communication, motor, and behavioral impairments of individuals with ASDs.

scholarly journals Customizing Methodological Approaches in Qualitative Research on Vulnerable Children with Autism Spectrum Disorders

Societies ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 75 ◽  
Author(s):  
Pernille Skovbo Rasmussen ◽  
Anne Katrine Pagsberg
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Research ◽  
Children With Autism ◽  
Poor Quality ◽  
Autism Spectrum ◽  
Vulnerable Children ◽  
Children’S Perspectives ◽  
Spectrum Disorders ◽  
The Individual

Children with autism spectrum disorders often suffer from poor school inclusion, loneliness, and poor quality of life. Suitable support options for overcoming these risks are lacking, partly because children’s perspectives concerning their support needs are unknown. We need to improve the involvement of children in social research. However, involving children with autism in research is not always simple, and there is scant literature on qualitative methods for addressing challenges related to involving children with unique characteristics such as autism. Children with autism may lack mimetic expressions to reflect their feelings, and they may answer questions very briefly despite having a nuanced perspective on the issue addressed, thus leaving the researcher with few indicators to act upon. Consequently, it can be difficult for the researcher to “read” the child, assess ethical important moments, and adapt the methodology to the individual child. Based on a qualitative study of 22 children with autism in the capital region of Denmark, this article offers reflections on methodological and practical challenges in involving children with autism in research. Matching expectations between researcher and child, staying open to communication forms, and posing precise questions are shown to be important to have insight into the children’s perspectives.

Sign in / Sign up

Export Citation Format

Share Document