scholarly journals PARENT OPINIONS ON THE INDIVIDUALISATION OF EDUCATION OF CHILDREN WITH AUTISM SPECTRUM DISORDERS AT SCHOOLS / TĖVŲ NUOMONĖS APIE VAIKŲ, TURINČIŲ AUTIZMO SPEKTRO SUTRIKIMŲ, UGDYMO INDIVIDUALIZAVIMĄ MOKYKLOSE

2020 ◽  
Vol 1 (41) ◽  
pp. 53
Author(s):  
Živilė Kulešė ◽  
Irena Kaffemanienė
Keyword(s):  
General Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Descriptive Statistics ◽  
Educational Strategies ◽  
Raising Children ◽  
Qualitative And Quantitative ◽  
Children With Asd ◽  
Quantitative Content ◽  
Spectrum Disorders

<p>The article examines the opinions of parents raising children with ASD about the individualisation of their children's education at schools. A theoretical analysis of the relevance of the partnership of parents raising children with ASD with teachers and possibilities of their participation in the process of institutional education of their children has been carried out; special educational strategies for children with ASD and opportunities for individualisation of education in general education schools were reviewed. The empirical study was performed by the method of questionnaire survey of the parents (N = 104) raising children with ASD; the methods of descriptive statistics were used to analyse quantitative data. The answers to the open-ended questions were examined using qualitative and quantitative content analysis.</p><p><em> </em></p><p>Straipsnyje nagrinėjamos tėvų, auginančių vaikus, turinčius ASS, nuomonės apie jų vaikų ugdymosi individualizavimą mokyklose. Atlikta teorinė tėvų, auginančių ASS turinčius vaikus, partnerystės su mokytojais aktualumo, jų dalyvavimo jų vaikų institucinio ugdymo procese galimybių analizė; apžvelgtos vaikų, turinčių ASS, specialiosios ugdymo strategijos ir ugdymo individualizavimo bendrosiose mokyklose galimybės. Empirinis tyrimas atliktas tėvų (N=104), auginančių ASS turinčius vaikus, anketinės apklausos metodu, kiekybinių duomenų analizei taikomi aprašomosios statistikos metodai. Atsakymai į atvirus klausimus išnagrinėti taikant kokybinę ir kiekybinę turinio analizę.</p><p><em> </em></p>

scholarly journals Life Competencies in the Context of Education Planning in Children with Autism Spectrum Disorders

2016 ◽  
Vol 21 (3) ◽  
pp. 120-130 ◽  
Author(s):  
E.Yu. Davydova ◽  
A.B. Sorokin
Keyword(s):  
General Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Department Of Education ◽  
Education Programs ◽  
Educational Support ◽  
Education Planning ◽  
Children With Asd ◽  
Competency Based ◽  
Spectrum Disorders

The article examines contemporary views on the structure and contents of the life competency concept and evaluates how it can contribute to education planning if used as a tool for evaluating effectiveness of functioning. The article reveals the problems associated with ambiguity of semantically similar terminology used in psychology, medicine and education. It presents a blueprint for structuring key life competencies and practicing the competency-based activity approach to educating children with ASD including universal criteria for evaluating basic skills and major planning steps. This paper was written within the framework of the state-financed work “Rendering psychological and educational support and methodological assistance to organizations educating individuals with difficulties in acquiring general education programs” of the Department of Education of Moscow.

scholarly journals Dynamic Changes in the Development of the Educational System of Children with Autism Spectrum Disorders in Russia: Results of the 2020 All-Russian Monitoring

2021 ◽  
Vol 19 (1) ◽  
pp. 4-11
Author(s):  
A.V. Khaustov ◽  
M.A. Schumskih
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Russian Federation ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Ministry Of Education ◽  
Children With Asd ◽  
Students With Autism ◽  
The Russian Federation ◽  
Spectrum Disorders

The results of the 2020 All-Russian Monitoring of the state of education of students with autism spectrum disorders (ASD) are presented. Monitoring held by the Ministry of Education of the Russian Federation in collaboration with the Federal Resource Center for the Organization of Comprehensive Support to Children with Autism Spectrum Disorders of the Moscow State University of Psychology &amp; Education. The total number of students with ASD in 2020 compared to 2019 increased by 43% and amounted to 32,990 individuals. Most children with ASD (69%) are enrolled in primary, basic and secondary general education. The percent of children with ASD attending general education (inclusive) classes using the “Resource Class” model is 7%. Homeschooling students with ASD make up 37% of the total number of students with autism. The problem of human resources, needed to maintain the educa- tion and support for children with ASD remains: 66% of children receive speech therapist services, 55% — a special teacher, 80% of students with ASD receive support from educational psychologists, only 19% of children with autistic disorders are provided with tutor support. In 43 constituent entities of the Russian Federation, 52 regional resource centers have been created

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

Handedness in Children with Autism Spectrum Disorders

2017 ◽  
Vol 41 (S1) ◽  
pp. S214-S214 ◽  
Author(s):  
L. Kobylinska ◽  
C.G. Anghel ◽  
I. Mihailescu ◽  
F. Rad ◽  
I. Dobrescu
Keyword(s):  
Autism Spectrum Disorders ◽  
Training Programs ◽  
Hand Preference ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Left Handedness ◽  
Children With Asd ◽  
Hand Laterality ◽  
Spectrum Disorders ◽  
Competing Interest

Children with autism spectrum disorders (ASD) have a less definitive hand preference for certain actions as opposed to neurotypical children. Moreover, left-handedness in children with ASD has been associated with more echolalia. The objective was to conduct a screening of potential risk and associated features for autism spectrum disorders, among which the hand preference of the child. The current aim is to compare the perceived handedness of children with autism spectrum disorders with that of children with other psychiatric pathologies.MethodsEight hundred and forty-two parents completed our risk and associated features screening questionnaire. Out of these, 494 answered the question regarding handedness (209 had children diagnosed with ASD). This asked the parents to state how they perceived their child's handedness. An ADOS assessment has been conducted for 170 of the children whose parents were included in the study, based on clinical relevance for the case. The data were analysed using Excel and SPSS 22.0. For the comparisons, Chi2 and the Kruskal–Wallis test were used.ResultsChildren with ASD had more left-handedness (χ2(2) = 12.54, P = 0.002). There were no differences between boys and girls in terms of perceived handedness in any of the groups. There were no differences in the ADOS scores according to the perceived hand laterality (χ2(2) = 0.58, P = 0.74).ConclusionRightward-asymmetry in regions of corpus callosum has been reported to correlate with symptoms severity in ASD. The finding of different perceived handedness in children with ASD versus children with other psychiatric pathologies is useful for designing appropriate, individualized training programs for motor therapy.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Validation of Wearable Sensor Technology to Measure Social Proximity of Young Children With Autism Spectrum Disorders

2021 ◽  
pp. 108835762110282
Author(s):  
Sarah N. Douglas ◽  
Yan Shi ◽  
Saptarshi Das ◽  
Subir Biswas
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Sensor System ◽  
Sensor Data ◽  
Sensor Technology ◽  
Future Research ◽  
Social Proximity ◽  
Children With Asd ◽  
Spectrum Disorders

Children with autism spectrum disorders (ASD) struggle to develop appropriate social skills, which can lead to later social rejection, isolation, and mental health concerns. Educators play an important role in supporting and monitoring social skill development for children with ASD, but the tools used by educators are often tedious, lack suitable sensitivity, provide limited information to plan interventions, and are time-consuming. Therefore, we conducted a study to evaluate the use of a sensor system to measure social proximity between three children with ASD and their peers in an inclusive preschool setting. We compared video-coded data with sensor data using point-by-point agreement to measure the accuracy of the sensor system. Results suggest that the sensor system can adequately measure social proximity between children with ASD and their peers. The next steps for sensor system validation are discussed along with clinical and educational implications, limitations, and future research directions.

Listening to Bedouin fathers of children with autism spectrum disorder

2018 ◽  
Vol 56 (2) ◽  
pp. 345-358 ◽  
Author(s):  
Iris Manor-Binyamini
Keyword(s):  
Autism Spectrum Disorder ◽  
Support Services ◽  
Cultural Context ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Structured Interviews ◽  
Raising Children ◽  
Cultural Perspectives ◽  
Children With Asd

Although children across the world experience autism spectrum disorder (ASD), most research on ASD has been conducted using Western cultural perspectives and has focused primarily on mothers, leaving significant gaps in the literature. This study aimed to address these gaps by exploring the experiences of fathers raising children with ASD in a Bedouin community. To this end, a sample of 19 fathers of children (aged 6–15 years) with ASD living in recognized and unrecognized Bedouin settlements in the Negev participated in ethnographic, semi-structured interviews designed to investigate their experiences with raising a child with ASD in their community. Two major themes emerged: the challenges that Bedouin fathers of children with ASD face, and the influence of socio-demographic and cultural characteristics on their experience. Findings reflect the complex experiences of fathers raising children with ASD in the Bedouin community, stemming from their socio-cultural context and the limited knowledge and support services that are available in the community for these children. This article concludes with recommendations on how to enhance professional sensitivity and provide more culturally tailored services for parents of children with ASD.

scholarly journals Overcoming the Semantic Barrier and Developing the Ability to Use Communicative Tools Part I. Issue. Method

2021 ◽  
Vol 17 (3) ◽  
pp. 51-57
Author(s):  
E.N. Soldatenkova
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Communicative Action ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Main Question ◽  
Central Defect ◽  
Spectrum Disorders ◽  
Universal Communication

The article is devoted to the problem of the functional structure of communicative action. Based on theoretical analysis and many years of pedagogical experience of working with children with affective pathology (autism spectrum disorders), the author recreates and refines the studies of cultural-historical theory and answers its main question — a method problem: the influence of holistic interfunctional analysis on overcoming semantic bias (central defect and syndrome-forming factor of psychopathology) and the development of a more universal communication form — verbal communication in non-speaking children with autism spectrum disorders in preschool age (by means of restructuring the way the impaired function is realized). The described conditions can be taken into account when constructing an intermediary (lively communicative action) both in the practice of general education (to prevent the occurrence of motivational disorders and increase the age limit) and in working with children with affective pathology (especially with children with autism spectrum disorders).

scholarly journals Parent-reported feeding and swallowing difficulties of children with Autism Spectrum Disorders (aged 3 to 5 years) compared to typically developing peers: a South African study

2020 ◽  
Vol 20 (1) ◽  
pp. 524-532
Author(s):  
Mari Viviers ◽  
Marguerite Jongh ◽  
Lindsay Dickonson ◽  
Roxanne Malan ◽  
Tamaryn Pike
Keyword(s):  
South Africa ◽  
Autism Spectrum Disorders ◽  
Young Children ◽  
South African ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Swallowing Difficulties ◽  
Spectrum Disorders

Background: Research on aspects of neurodevelopment such as feeding and swallowing difficulties in children with Autism Spectrum Disorders (ASD) is limited in low and middle income countries such as South Africa. Method: A descriptive comparative group design was used to investigate feeding and swallowing difficulties of young children with ASD in comparison to typically developing peers. The Brief Autism Mealtime Behavioural Inventory (BAMBI) was used. Results: Findings indicated a significant difference in the severity of feeding and swallowing difficulties between the two groups. Difficulties such as food selectivity, sensory processing difficulties, oral-motor difficulties and symptoms of dysphagia were iden- tified. The findings added to the existing global literature on feeding and swallowing difficulties in young children with ASD but provide a unique first perspective on these difficulties in South African children with ASD. Conclusion: Findings also highlighted the use of the BAMBI as an adjunct clinical tool to encourage comprehensive parental report during feeding assessment in this population. Cultural adaptation of the BAMBI for future use in African countries should be considered. A better local understanding of the parental perspective on the multidimensional nature of the feeding and swallowing difficulties displayed by young children with ASD was obtained. Keywords: Parent-reported feeding; swallowing difficulties; Autism Spectrum Disorders; South Africa. 

scholarly journals The Technique of Teaching Children with ASD How to Work with Salted Dough

2018 ◽  
Vol 16 (3) ◽  
pp. 17-22
Author(s):  
T.V. Korotkaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Resource Center ◽  
Children With Asd ◽  
The World ◽  
Spectrum Disorders

Development of fine motor skills is an important part of corrective work with children with autism spectrum disorders. The salted dough is well suited for this purpose: the dough can be rolled, kneaded, rolled out with a rolling pin, wiped through a strainer and grated, which causes a lot of interest in children and motivates them to the lessons. The stages and techniques of teaching children at classes within the creative workshop “We Shape the World with Our Own” in the Federal Resource Center for Organization of Comprehensive Support for Children with Autism Spectrum Disorders are described. Recommendations are given on the use of techniques for working with salt dough.

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