scholarly journals Effects of parental depression symptoms on parents and children with autism spectrum disorder in the play project home consultation program.

2020 ◽  
pp. 28-40
Author(s):  
Gerald J. MAHONEY ◽  
Richard M. SOLOMON
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Parental Depression ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Depression Symptoms ◽  
Parents And Children

scholarly journals Features of Inclusion Parents and Children with Autism Disorders in Productive Cooperative Activities

2021 ◽  
Author(s):  
Anna Mikhailovna Shcherbakova ◽  
Evgeniia Andreevna Vasil'kova
Keyword(s):  
Autism Spectrum Disorder ◽  
Parental Involvement ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Rehabilitation Process ◽  
Productive Activities ◽  
Parents And Children ◽  
Theoretical Foundations

The article reveals the problem of including a parent and a child with autism spectrum disorder in cooperative activities using the example of two families participating in the research. The theoretical foundations of this problem and the practical results obtained at the first stage of the study by questioning parents, and also by observing the cooperative productive activities of the child and the parent during the drawing lessons. The question of the importance of parental involvement in the child's rehabilitation process is considered.

579 Child Sleep Onset Latency Mediates Parental Depression and Non-Compliance in Children with Autism Spectrum Disorder

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A228-A228
Author(s):  
Melanie Stearns ◽  
Braden Hayse ◽  
Neetu Nair ◽  
Micah Mazurek ◽  
Ashley Curtis ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Sleep Onset ◽  
Children With Autism ◽  
Parental Depression ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sleep Onset Latency ◽  
Onset Latency ◽  
Child Sleep ◽  
Falling Asleep

Abstract Introduction Parents who have been diagnosed with depression often report that their children are not compliant and have difficulty falling asleep. Parents with depression are less likely to be consistent or enforce bedtimes resulting in the child having less bedtime rules and getting less sleep. Overtime this may mean the child develops poor sleep habits and difficulty falling asleep. Although these relationships have yet to be studied in children with Autism Spectrum Disorder (ASD), it is an important area given the high prevalence of children with ASD who have sleep difficulties. The current study examined whether parent-reported child sleep onset latency mediated the relationship between parental depression and child non-compliance. Methods The sample (N=50) consisted of parents (81% female) reporting on their children aged 6–12 (M=8.63, SD = 2.00; 76% male). All children were diagnosed with ASD and had parent reported sleep complaints. Children and their parents were recruited because they expressed interest in a behavioral treatment sleep study and these data come from the baseline data collection associated with that study. Measures included sleep onset latency on the Child Sleep Health Questionnaire (CSHQ), an item on the Pediatric Symptom Checklist (PSC) which asked if a child follows rules, and a question asking if the parent had been diagnosed with depression. Results Analyses were conducting using AMOS 27.0. Slightly less than half (45%) of parents reported having been diagnosed with depression. Parent-reported child sleep onset latency significantly mediated (β =.13) the relation between parental depression and non-compliance. Parents who had been diagnosed with depression were associated with greater child sleep onset latency (β =.32, p = .04) and greater child sleep onset latency was associated with greater non-compliance (β =.40, p = .01). The direct effect between parental depression and non-compliance was not significant. Conclusion These results suggest that difficulty falling asleep may help to explain why children of parents who have depression are not compliant. Future research should utilize longitudinal and experimental methodology to determine the causality of these relationships. Support (if any) University of Missouri Research Board Grant (McCrae, PI); United States Department of Defense USAMRAA Autism Research Program (McCrae, PI; CTA AR190047).

scholarly journals The relationship between 2019-nCoV and psychological distress among parents of children with autism spectrum disorder

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Luxi Wang ◽  
Dexin Li ◽  
Shixu Pan ◽  
Jinhe Zhai ◽  
Wei Xia ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Psychological Distress ◽  
Coping Strategies ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Anxiety And Depression ◽  
Depression Symptoms ◽  
Children With Asd ◽  
The Impact

Abstract Objectives The psychological distress caused by COVID-19 may be pronounced among the parents of children with autism spectrum disorder (ASD). This study aimed to investigate psychological distress among parents of children with ASD during the COVID-19 pandemic. Methods A total of 1764 parents of children with ASD and 4962 parents of typically developing (TD) children were recruited. The participants completed an online survey which contained demographic information, the impact due to COVID-19 crisis, resilience, coping styles, anxiety and depression. Hierarchical linear regression was used to assess the contributions of these variables to anxiety and depression. Results After adjusting for demographic variables, the following factors were associated with parents’ anxiety and depression symptoms: (i) Whether or not the participants had a child with ASD; (ii) resilience; (iii) coping strategies, and; (iv) the impact due to COVID-19. Among these, the psychological stress caused by COVID-19 played the most important role in parental anxiety (β = 0.353) and depression (β = 0.242) symptoms. Parents of children with ASD had lower levels of resilience and positive coping, and used more negative coping strategies than parents of TD children. Among all participants, 8.0 and 24.2% of parents had symptoms of anxiety and depression, respectively. Compared to parents of TD children, more parents of children with ASD exhibited symptoms of anxiety and depression (12.2% vs. 6.6%; 31.0% vs. 21.7%, respectively). Conclusions During the COVID-19 pandemic, parents experienced varying levels of anxiety and depression, particularly, parents of children with ASD. More specific attention should be paid to parental mental health and long-term effective intervention programs, that are targeted towards parents of children with ASD, and such programs should be promoted around China in the wake of the COVID-19 crisis.

scholarly journals Nostalgia Serves as a Psychological Resource for Mothers of Children with Autism Spectrum Disorder: A Pilot Study

2017 ◽  
Vol 2 ◽  
Author(s):  
Katherine French ◽  
Class of 2017
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Well Being ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
The Past ◽  
Children With Asd ◽  
Psychological Resource ◽  
Parents And Children ◽  
The Relationship

The current study examined whether nostalgia, a sentimental longing for the past, serves as a psychological resource for mothers of children with ASD (autism spectrum disorder). Twenty-six mothers of children with ASD were asked to complete measures of well-being during an initial visit. Over eight weeks, mothers were asked to write about their experiences with raising a child with ASD, which were coded for the use of nostalgic language. The results revealed that mothers who reported being lower in positive affect and parental well-being had increased nostalgic narratives over time. There were no significant findings for negative affect and life satisfaction. THis work provides a first step in understanding the relationship between nostalgia and mental health. Specifically, nostalgia may serve as a potential intervention to improve the well-being of parents and children with ASD. 

scholarly journals PROGRAM PENDAMPINGAN BAHASA INGGRIS UNTUK ANAK AUTIS MENGGUNAKAN BUKU APLIKASI

2021 ◽  
Vol 5 (1) ◽  
pp. 31
Author(s):  
Yudhi Arifani ◽  
Nirwanto Ma'ruf ◽  
Trishna Nanda Barianty
Keyword(s):  
Autism Spectrum Disorder ◽  
English Language ◽  
Language Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
English Learning ◽  
Normal Children ◽  
Inhibiting Factors ◽  
Parents And Children

ABSTRAKBerkembangnya teknologi pada pembelajaran anak, mengakibatkan orang tua serta guru harus ikut serta dalam perkembangan tersebut demi kemanjuan anak salah satu aplikasi pembelajaran yang bisa digunakan merupakan Our story application yang memungkinkan interaksi orang tua dan anak untuk pembelajaran bahasa inggris. Namun, pendampingan kadang hanya berfokus pada anak-anak normal belum banyak yang melakukan pendampingan bersama dengan anak-anak Autism. Oleh sebab itu, pendampingan ini dilakukan pada anaka-anak Autism Spectrum Disoreder dan orang tua aplikasi pembelajaran bahasa Inggris. terutama dalam pembelajaran reading sebagai bagian terpenting dari keterampilan berbahasa Inggris. Pendampingan ini dilakukan dengan cara berkeliling kerumah setiap peserta yang bersedia setiap minggunya yang mehasilkan adanya faktor pendukung serta faktor penghambat dalam pelaksanaan pendampingan, Kata kunci: membaca; storybook application; ASD; interaksi ABSTRACTThe development of technology in children's learning has resulted in parents and teachers having to participate in these developments for the sake of children's progress. One of the learning applications that can be used is Our story application which allows interaction between parents and children for learning English. However, sometimes mentoring only focuses on normal children, not many have assisted with Autism children. Therefore, this assistance is carried out for children with Autism Spectrum Disorder and parents with English learning applications. especially in learning reading as the most important part of English language skills. This assistance is carried out by going around the house of each willing participant every week which results in supporting factors and inhibiting factors in the implementation of mentoring. Keywords: reading; storybook application; ASD; interaction.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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