A Case Study on Theraplay of Autistic Children

2021 ◽  
Vol 21 (1) ◽  
pp. 121-140
Author(s):  
Seung-hyun Hong ◽  
◽  
Ji-yeon Kim ◽  
Tae-kyou Choi
Keyword(s):  
Autistic Children

scholarly journals Inclusive school practices supporting the primary to secondary transition for autistic children: pupil, teacher, and parental perspectives

2018 ◽  
Vol 4 (4) ◽  
pp. 184-196 ◽  
Author(s):  
Keri Hoy ◽  
Sarah Parsons ◽  
Hanna Kovshoff
Keyword(s):  
Young People ◽  
Secondary School ◽  
School Transition ◽  
Effective Practices ◽  
Small Scale ◽  
Autistic Children ◽  
Content Type ◽  
Secondary School Transition ◽  
Practical Implications

Purpose The primary to secondary school transition can have a significant and long-lasting impact on young people. Autistic children are particularly vulnerable to negative transition experiences; however, there is a lack of research examining effective practices and provision for these pupils. This case study involves a mainstream secondary school in the South of England, which has a dedicated Learning Support base. The purpose of this paper is to collect qualitative data on experiences of the primary to secondary school transition from multiple stakeholders. Design/methodology/approach A photovoice activity followed by a semi-structured interview was conducted with five autistic pupils aged 12–16 years; semi-structured interviews were also carried out with six parents and four teachers. Findings Five key themes emerged from the data in relation to effective practices: inclusion, child-centred approach, familiarisation, visual supports and communication and consistency. Research limitations/implications As a small-scale case study, there are limitations regarding generalisation. However, this research illuminates transition practices that are experienced as effective by autistic children, their families and teachers. Practical implications Practical implications related to each of these themes are highlighted. These implications are important in the context of the mandatory responsibilities of schools in England to include the voices of children and young people with special educational needs in decisions about their education. Originality/value The findings challenge a rights-based approach to inclusion and illustrate the importance of a needs-based approach which appropriately recognises and understands what autism means for children, their families and the teachers who support them.

scholarly journals An Optimality Analysis of the Phonological Processes in the Speech of Autistic Algerian Children: A Case Study

2020 ◽  
Vol 12 (4) ◽  
pp. 197
Author(s):  
Meymouna Bourzeg
Keyword(s):  
Autistic Child ◽  
Optimality Theory ◽  
Picture Naming ◽  
Current Paper ◽  
Autistic Children ◽  
Phonological Processes ◽  
Standard Arabic ◽  
Naming Test ◽  
Faithfulness Constraint

The current paper scrutinizes the phonological processes used by an autistic child, in Standard Arabic, via the use of a constraint-based framework of optimality theory. The data of the present study were collected through a picture-naming test. To ensure that the pictures are representative of all standard Arabic phonemes, the researcher designed a test containing 84 pictures representing three intra-word positions (initial, medial, and final). The results reveal that the autistic child grammar is characterized, mainly, with seven phonological processes: sibilant dentalization, de-emphasization, gliding, stopping, nasality spreading, final consonant deletion, and fronting. Autistic children's phonological system is stigmatized by unmarked forms. In terms of optimality theory, treating the phonological problems of autistic children requires demoting the highly ranked unmarked constraints and promoting the lowest-ranked faithfulness constraint.

scholarly journals THERAPIST’S EFFORTS IN RAISING CHILDREN’S AUTISTIC ATTENTION IN THEIR LETTER-RECOGNITION STUDIES

2021 ◽  
Vol 2 (1) ◽  
pp. 39-48
Author(s):  
Aida Fitri Rahman ◽  
Agustina Agustina
Keyword(s):  
Learning Process ◽  
Case Study Research ◽  
Children With Autism ◽  
Letter Recognition ◽  
Autistic Children ◽  
General Will ◽  
Learning Methods ◽  
Attention Span ◽  
Therapy Center

Autism is a pervasive disorder in children characterized by disorders and delays in cognitive, language, behavior, communication and social interactions. Autistic children in general will experience obstacles in learning, related to lack of social skills and behavior patterns that are not the same as children in general. One of the characteristics of children with autism is having a barrier in attention span, which has an impact on the learning process. Autistic children need learning methods in accordance with their characteristics, so that they can help their learning process. This research uses qualitative research methods with case study research type. The subjects of this study were parents and therapists who handled children with autism in the X therapy center in Padang city. Data collection techniques in this study were observation and interviews. This case study aims to determine the learning methods used by therapists in teaching are suitable for the subject in recognizing letters as well as obstacles and solutions in providing letter recognition teaching to children with autism. The question in this study is how to increase the attention span of children with autism in learning letter recognition and what obstacles the therapist encounters in the process of teaching letter recognition and how to solve the obstacles in the teaching process.

scholarly journals Understanding autistic students’ relationships at school: a dialogical perspective on the development of the self

2021 ◽  
Vol 32 ◽  
Author(s):  
Raquel Pacheco ◽  
Sandra Ferraz de Castillo Dourado Freire
Keyword(s):  
Special Education ◽  
Public School ◽  
Multiple Case Study ◽  
The Self ◽  
Cultural Perspective ◽  
Autistic Children ◽  
Multiple Case

Abstract This study mainly aimed to investigate how the relationships established at school affect the constitution of the self of autistic subjects. We carried out a multiple case study with children aged from seven to 14 years old enrolled in a public school that featured diverse profiles, with a total of 11 participants, such as teachers, coordinator, special education assistant (all of them women), as well as five autistic children (three boys and two girls) and two non-autistic girls. During the 6-month period, we conducted interviews with the adults, natural observations of school situations, and collaborative dynamics with the participating children. In light of theories from a dialogical-cultural perspective, it was possible to analyze our findings based on an I-positions framework, self positions, for each participant subject. From the convergence of each of the possible positions of all the subjects, we arrived at three axes of relationship: Playing, Helping, and Caring.

A case study of brain education program for autistic children

2021 ◽  
Vol 2 (2) ◽  
pp. 45-60
Author(s):  
So-Young Park ◽  
Jae-Han Shin
Keyword(s):  
Education Program ◽  
Autistic Children

Can Dogs Prime Autistic Children for Therapy? Evidence from a Single Case Study

2011 ◽  
Vol 17 (7) ◽  
pp. 655-659 ◽  
Author(s):  
Karine Silva ◽  
Rita Correia ◽  
Mariely Lima ◽  
Ana Magalhães ◽  
Liliana de Sousa
Keyword(s):  
Single Case ◽  
Single Case Study ◽  
Autistic Children

scholarly journals Ruqyah Syariyyah and the Emotional Regulation of Children with Autism

2021 ◽  
Vol 5 (2) ◽  
pp. 18-27
Author(s):  
Noornajihan Ja’afar ◽  
Rezki Perdani Sawai ◽  
Joki Perdani Sawai
Keyword(s):  
Alternative Treatment ◽  
Emotional Regulation ◽  
Children With Autism ◽  
Treatment Modalities ◽  
Reading Practices ◽  
Autistic Children ◽  
Students With Autism ◽  
The Impact ◽  
The Brain

One in a hundred children in Malaysia are diagnosed with autism and their numbers are increasing. In general, autism refers to the imbalance that occurs in the brain and nervous system resulting in impaired language, behaviour and social interactions. Usually autistic children need clinical treatment. This study explores alternative treatment modalities, such as the practice of reading ruqyah syariyyah to autistic children based on specific procedures involving self-reading or being read to. The objectives of this study were to identify the emotional and behavioural issues faced by autistic children, understand the extent of the practice and implementation of ruqyah syariyyah reading exercises, the challenges faced in conducting this treatment, and the impact of ruqyah reading in regulating the emotions and behaviour of such children. This case study is based on interviews with five teachers and observations of four students with autism. Two students each were identified in the low and high functioning categories. The study was conducted at the Quran Education Center for Children with Special Needs (Faqeh Foundation). The study found that the practice of reading ruqyah syariyyah using certain modalities helps children with autism regulate their emotions and thus their behaviour. Accordingly, the alternative treatment involving the use of ruqyah syariyyah reading practices for children with autism is highly recommended.

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