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.

Social Support, Education Levels, and Parents’ Involvement: A Comparison Between Mothers and Fathers of Young Children With Autism Spectrum Disorder

2018 ◽  
Vol 38 (1) ◽  
pp. 54-64 ◽  
Author(s):  
Adi Sharabi ◽  
Dafna Marom-Golan
Keyword(s):  
Social Support ◽  
Autism Spectrum Disorder ◽  
Parental Involvement ◽  
Parental Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Mothers And Fathers ◽  
Education Levels ◽  
Parents Involvement

Parental involvement plays a critical role in the development of children with autism spectrum disorder (ASD), and can promote children’s developmental and educational outcomes. This study aimed to compare mothers and fathers of children with ASD’s social support and education levels in relation to their level of involvement. Participants included 107 parents (61 mothers, 46 fathers) of children with ASD aged 2 to 7 years. Three instruments measured parents’ involvement, formal and informal social support, and education levels. As hypothesized, mothers reported higher levels of involvement than fathers, which related to their informal support (non-formal relatives), while fathers reported receiving greater formal support than mothers. Hierarchical multiple regression analyses revealed unique gender differences in the predictors of parental involvement. For example, parental education positively predicted involvement only among fathers. Practical implications for services and child–family interventions are discussed.

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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