scholarly journals Extracurricular Activities for Students with ASD and the Efficiency Assessment of the Program «Let’s go to the Museum!»

2021 ◽  
Vol 19 (4) ◽  
pp. 62-69
Author(s):  
E.V. Khilkevich
Keyword(s):  
Extracurricular Activities ◽  
Personal Development ◽  
Educational Institution ◽  
Autism Spectrum ◽  
Assessment Tools ◽  
School Activities ◽  
Behavior Development ◽  
Efficiency Assessment ◽  
Sociocultural Integration ◽  
Out Of School

Extracurricular activities compose the basis of an educational institution, aimed at personal development and developing of conditions for self-determination and socialization of the student. Out-of-school activities such as museum excursions are highly important in this process. Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders professionals developed the inclusion model for students with ASD enrolled in Out-of-school activities. The program of sociocultural integration “Let’s go to the Museum!” was developed based on this model. A number of assessment tools — The program efficiency was revealed by following tools and methods — observation, recording behavior change using a checklist, parents interview. Four years of observing students showed that their social behavior development and improving the quality of life of their families skills changed.

Supporting Strong Transitions for Adolescents with Autism Spectrum Disorder

2017 ◽  
pp. 171-195
Author(s):  
Erik W. Carter
Keyword(s):  
Students With Disabilities ◽  
Extracurricular Activities ◽  
Transition Planning ◽  
Autism Spectrum ◽  
School Activities ◽  
Social Events ◽  
Grade Span ◽  
Adolescents With Autism ◽  
Poor Outcomes ◽  
Adults With Asd

A principle purpose of special education is to prepare students with disabilities to flourish in adulthood. The constellation of coursework, extracurricular activities, social events, and other school activities offered across the grade span is all aimed at equipping students with the skills, knowledge, experiences, and connections they need to attain their post-school goals. The poor outcomes being experienced by young adults with ASD are not intrinsic to the disorder. With appropriate transition planning and services, individuals with ASD can also expect to achieve these desired post-school outcomes. This chapter highlights the research concerning evidence-based secondary transition practices and how they can be applied when providing services to individuals with ASD.

scholarly journals The Content Of Vocational Guidance In Out-Of-School Activities In Biology

2021 ◽  
Vol 03 (03) ◽  
pp. 551-554
Author(s):  
Karimova N.A. ◽  
Keyword(s):  
Extracurricular Activities ◽  
Vocational Guidance ◽  
School Activities ◽  
Out Of School

In the article, the work of vocational guidance of students in extracurricular activities is carried out through scientific and social projects, experiments, internships (industrial and social), excursions, clubs, classes in clubs, etc.

The Feasibility and Validity of Autism Spectrum Disorder Screening Instrument: Behavior Development Screening for Toddlers (BeDevel)—A Pilot Study

2019 ◽  
Vol 12 (7) ◽  
pp. 1112-1128 ◽  
Author(s):  
Guiyoung Bong ◽  
Jeong‐Heun Kim ◽  
Yoohwa Hong ◽  
Nan‐He Yoon ◽  
Hyunjung Sunwoo ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Pilot Study ◽  
Autism Spectrum ◽  
Screening Instrument ◽  
Spectrum Disorder ◽  
Behavior Development

scholarly journals Emerging behavioral and neuroimaging biomarkers for early and accurate characterization of autism spectrum disorders: a systematic review

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Chandrakanta S. Hiremath ◽  
Kommu John Vijay Sagar ◽  
B. K. Yamini ◽  
Akhila S. Girimaji ◽  
Raghavendra Kumar ◽  
...  
Keyword(s):  
Early Identification ◽  
Longitudinal Research ◽  
Pathological Condition ◽  
Neurodevelopmental Disorder ◽  
Behavioral Assessment ◽  
Autism Spectrum ◽  
Quantitative Mri ◽  
Assessment Tools ◽  
Identification And Characterization

AbstractThe possibility of early treatment and a better outcome is the direct product of early identification and characterization of any pathological condition. Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impairment in social communication, restricted, and repetitive patterns of behavior. In recent times, various tools and methods have been developed for the early identification and characterization of ASD features as early as 6 months of age. Thorough and exhaustive research has been done to identify biomarkers in ASD using noninvasive neuroimaging and various molecular methods. By employing advanced assessment tools such as MRI and behavioral assessment methods for accurate characterization of the ASD features and may facilitate pre-emptive interventional and targeted therapy programs. However, the application of advanced quantitative MRI methods is still confined to investigational/laboratory settings, and the clinical implication of these imaging methods in personalized medicine is still in infancy. Longitudinal research studies in neurodevelopmental disorders are the need of the hour for accurate characterization of brain–behavioral changes that could be monitored over a period of time. These findings would be more reliable and consistent with translating into the clinics. This review article aims to focus on the recent advancement of early biomarkers for the characterization of ASD features at a younger age using behavioral and quantitative MRI methods.

scholarly journals Children’s segment specific moderate to vigorous physical activity through a school-initiated physical activity program

2015 ◽  
Vol 7 (2) ◽  
pp. 19-32
Author(s):  
ARTO GRÅSTÉN
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Repeated Measures ◽  
Vigorous Physical Activity ◽  
After School ◽  
Physical Activity Guidelines ◽  
School Activities ◽  
Before And After ◽  
Before School ◽  
Out Of School

Background: Since less than one-third of 13-year-olds in many Western countries meet the physical activity guidelines, there is a major need to promote physical activity. The aim of this study was to examine children’s segment specific moderate to vigorous physical activity (MVPA) through the school-initiated program. Material/Methods: The sample comprised 76 Finnish elementary school children. Accelerometers were used to investigate the patterns of segmented MVPA through 2012-2014. Repeated Measures Analysis was implemented to summarize variability between time and segments of MVPA. Results: The examination of children’s MVPA revealed that their total, weekend, and before-school activity were significant predictors for their subsequent activity. Children’s MVPA in physical education classes, before- and after-school, and during school breaks decreased through the program. Both girls and boys accumulated the majority of their weekly MVPA during weekdays and out-of-school. Conclusions: The program provedto be effective in order to sustain children’s total MVPA levels, although physical education, before- and after-school, and recess MVPA decreased through the program. Out-of-school activities seemed to be more important than in-school activities in relation to children’s total MVPA minutes, when they transfer to the higher grades. Attention should be paid to out-of-school, especially weekend, activities.

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