scholarly journals The School Environment is a Mixed blessing for Seventh-Graders with Autism Spectrum Disorder in Taiwan: A Cohort Study

2021 ◽  
Author(s):  
Hsin-Hui Lu ◽  
Duan-Rung Chen ◽  
An-Kuo Chou
Keyword(s):  
Middle School ◽  
Autism Spectrum Disorder ◽  
Social Exclusion ◽  
School Environment ◽  
Autism Spectrum ◽  
Seventh Graders ◽  
Bullying Victimization ◽  
First Year ◽  
Time Basis ◽  
Regular Classes

Abstract Background : There is strong evidence to support the association between bullying and the onset of mental health conditions in students with ASD. In Taiwan, seventh grade marks the first year in middle school after elementary school. It is also a period when peers tend to affiliate with one another to perform bullying behaviors to establish status among the peer group. Therefore, it is considered one of the most challenging times for students with ASD due to several adjustments within the school environment and the developmental changes that arise at this age.. To assess the association between school environment and bullying victimization among students with autism spectrum disorder (ASD) studying in regular classes in the first year of middle school. Methods: Data were obtained from the Special Needs Education Longitudinal Study database located in the Survey Research Data Archive of Academia Sinica. One hundred and eighty-four seventh-graders with ASD in regular classes across Taiwan were included in the analysis. The primary variables under study were whether they had experienced social exclusion, insults or teasing, extortion, or sexual harassment over the past semester.Results: Participants with a higher positive friendship quality (P = 0.027) and who had received more peer support upon encountering difficulties in school (P = 0.041) were less likely to experience social exclusion. Participants with higher positive friendship quality (P = 0.001) and a more positive learning environment in the classroom (P = 0.031) were less likely to have experienced insults or teasing. However, participants with more friends were more likely to be extorted (P = 0.015) and sexually harassed (P = 0.001) than those with fewer friends. Furthermore, participants in regular classes on a part-time basis were 2.59 times more likely to report sexual harassment than those in regular classes on a full-time basis (P = 0.021). Conclusions : This study suggests that a supportive school environment reduces the likelihood that seventh-graders with ASD are bullied. Clinicians should consider the association between the school environment and bullying victimization among adolescents with ASD in regular classes during their first year of middle school.

scholarly journals Self-Reported and Parent-Reported School Bullying in Adolescents with High Functioning Autism Spectrum Disorder: The Roles of Autistic Social Impairment, Attention-Deficit/Hyperactivity and Oppositional Defiant Disorder Symptoms

2019 ◽  
Vol 16 (7) ◽  
pp. 1117 ◽  
Author(s):  
Wen-Jiun Chou ◽  
Ray Hsiao ◽  
Hsing-Chang Ni ◽  
Sophie Liang ◽  
Chiao-Fan Lin ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Oppositional Defiant Disorder ◽  
Attention Deficit ◽  
High Functioning Autism ◽  
Autism Spectrum ◽  
Social Impairment ◽  
Bullying Victimization ◽  
High Functioning ◽  
Oppositional Defiant ◽  
Odd Symptoms

The aim of this study was to examine the prevalence of self-reported and parent-reported bullying victimization, perpetration, and victimization-perpetration and the associations of autistic social impairment and attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) symptoms with bullying involvement in adolescents with high functioning autism spectrum disorder (ASD). A total of 219 adolescents with high functioning ASD participated in this study. The associations of sociodemographic characteristics, parent-reported autistic social impairment, and parent-reported ADHD and ODD symptoms with self-reported and parent-reported bullying victimization, perpetration, and victimization-perpetration were examined using logistic regression analysis. The results found that the agreement between self-reported and parent-reported bullying involvement was low. Compared with bullying involvement experiences reported by adolescents themselves, parents reported higher rates of pure bullying victimization (23.7% vs. 17.8%) and victimization-perpetration (28.8% vs. 9.1%) but a lower rate of pure bullying perpetration (5.9% vs. 9.1%). Deficit in socio-communication increases the risk of being pure victims and victim-perpetrators. Parent-reported victim-perpetrators had more severe ODD symptoms than did parent-reported pure victims.

scholarly journals Aging in Place in Every Community: Social Exclusion Experiences of Parents of Adult children With Autism Spectrum Disorder

2017 ◽  
Vol 40 (6) ◽  
pp. 535-557 ◽  
Author(s):  
Christina N. Marsack ◽  
Tam E. Perry
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Exclusion ◽  
Adult Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Parental Caregivers ◽  
Daily Routines ◽  
Caregiving Roles ◽  
The Impact

This article offers an examination of aging processes of lifelong caregivers and the possibilities for social exclusion place experienced by parents of adult children with autism spectrum disorder (ASD). This study of parental caregivers ( n = 51) sheds light on how enduring caregiving roles can lead to social exclusion in three ways: misunderstanding of ASD and stigma, the complexity of the caregiving roles, and impact on daily routines including challenges with long-term planning for both the adult children and the parental caregivers. Implications for practice to address social exclusion include education and building greater communication ties among family member for family members and advocacy for more and higher quality services including respite care. This article concludes with discussion of the impact of this aging, yet caregiving population and the need for knowledge about aging processes and anticipating aging for these caregivers.

scholarly journals The influence of executive function challenges on the behavioural adaptation of one learner with autism spectrum disorder

2017 ◽  
Vol 7 (1) ◽  
pp. 11
Author(s):  
Petronella De Jager ◽  
Janet Condy
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
School Environment ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Behavioural Adaptation ◽  
Study Approach ◽  
Inclusive Learning ◽  
Inclusive School

<p><span>In South Africa, many learners with autism spectrum disorder (ASD) attend mainstream and private schools. This study explores the influence of executive function (EF) challenges experienced by one learner with ASD on his behavioural adaptation in an inclusive school environment. An interpretive case study approach was followed to help understand one unique ASD learner and explain the complexity of the behavioural adaptation challenges that he was experiencing. Observations and an interview were used as data collection methods. During data analysis, themes were identified within each section of the transcript. The processes of coding and categorising were employed to find connections and similarities between all the data collected. The results indicate that Learner T experienced EF challenges. Without acquiring and implementing appropriate EF skills, he found it difficult to exhibit appropriate social behaviour in the inclusive learning environment. The study attempts to debunk misconceptions people may have regarding the behavioural adaptability of ASD learners in an inclusive school environment.</span></p>

scholarly journals Early Motor Differences in Infants at Elevated Likelihood of Autism Spectrum Disorder and/or Attention Deficit Hyperactivity Disorder

2020 ◽  
Vol 50 (12) ◽  
pp. 4367-4384 ◽  
Author(s):  
Jannath Begum Ali ◽  
◽  
Tony Charman ◽  
Mark H. Johnson ◽  
Emily J. H. Jones
Keyword(s):  
Autism Spectrum Disorder ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Autism Spectrum ◽  
The Body ◽  
Spectrum Disorder ◽  
First Year ◽  
Hyperactivity Disorder ◽  
Midline Crossing ◽  
First Year Of Life

AbstractWe investigated infant’s manual motor behaviour; specifically behaviours crossing the body midline. Infants at elevated likelihood of Autism Spectrum Disorder (ASD) and/or Attention Deficit Hyperactivity Disorder (ADHD) produced fewer manual behaviours that cross the midline compared to infants with a typical likelihood of developing these disorders; however this effect was limited to 10-month-olds and not apparent at age 5 and 14 months. Although, midline crossing did not predict ASD traits, it was related to ADHD traits at 2 years of age. We rule out motor ability and hand dominance as possible explanations for this pattern of behaviour, positing that these results may be a consequence of multisensory integration abilities, and the neurobehavioural shift period, in the first year of life.

Pre-Service Teachers’ Knowledge, Misconceptions and Gaps About Autism Spectrum Disorder

2017 ◽  
Vol 40 (3) ◽  
pp. 212-224 ◽  
Author(s):  
Pilar Sanz-Cervera ◽  
María-Inmaculada Fernández-Andrés ◽  
Gemma Pastor-Cerezuela ◽  
Raúl Tárraga-Mínguez
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
First Year ◽  
First Year Students ◽  
University Preparation ◽  
Knowledge Questionnaire

The inclusive education framework and the increase in autism diagnoses have led to an overwhelming challenge for pre-service teachers who need to be qualified to teach all children. To test the quality of their training, the main purpose of this study was to compare 866 pre-service teachers’ knowledge, misconceptions, and gaps about autism in their first and final year at university, using the Autism Knowledge Questionnaire. The results show that fourth-year students obtained higher levels of knowledge and fewer gaps than the first-year students, although they also had more misconceptions. Special education specialists obtained significantly more knowledge and fewer misconceptions than the general education pre-service teachers. Specific training and experience had a significant influence on the knowledge and gaps, but it had no influence on the number of misconceptions. These results suggest that university preparation in autism spectrum disorder (ASD) might not adequately train all future teachers.

Peer-Mediated Pivotal Response Treatment for Children With Autism Spectrum Disorder: Provider Perspectives on Acceptability, Feasibility, and Fit at School

2018 ◽  
Vol 34 (4) ◽  
pp. 259-282 ◽  
Author(s):  
Ainsley M. Boudreau ◽  
Penny Corkum ◽  
Isabel M. Smith
Keyword(s):  
Autism Spectrum Disorder ◽  
School Environment ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pivotal Response Treatment ◽  
Effective School ◽  
Overall Acceptability ◽  
Intervention Adaptation ◽  
Provider Perspectives ◽  
Children With Asd

Few effective school-based interventions that target social-communication skills are available for students with autism spectrum disorder (ASD). The growing gap between interventions designed for use in research settings and the school environment is concerning for researchers and clinicians alike. Research methods that incorporate relevant stakeholders (e.g., educators, early intervention providers [EIPs]) throughout the process from intervention design to implementation help to bridge this gap. This study used content analysis of interview data to evaluate the acceptability and feasibility of a specific peer-mediated intervention (PMI) for school use for young children with ASD. We explored educators’ and EIPs’ perspectives on evidence-based practice (EBP), the components of the proposed intervention (using Pivotal Response Treatment, PRT), and the overall acceptability and feasibility of using the intervention at school, through interviews with 29 participants (24 elementary school educators and five EIPs serving children with ASD). Results indicated that stakeholders had some knowledge of PRT and found the PMI approach to be acceptable and feasible. Several potential challenges were identified with respect to typically developing peers as intervention agents. We discuss educators’ specific recommendations for intervention adaptation and provide a model for researchers and educators to collaborate in promoting optimal use of EBPs at school.

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