scholarly journals Teachers’ Knowledge Regarding Autism Spectrum Disorder(ASD): A Systematic Review

2021 ◽  
Vol 13 (9) ◽  
pp. 5097
Author(s):  
Irene Gómez-Marí ◽  
Pilar Sanz-Cervera ◽  
Raúl Tárraga-Mínguez
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Web Of Science ◽  
Early Childhood Teachers ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Prior Training ◽  
University Professors ◽  
Know How ◽  
Students With Autism

The increasing number of students with autism spectrum disorder (ASD) in mainstream education environments require teachers to know how to identify their needs, being capable to adapt their education processes and make their inclusion easier. The purpose of this study is to conduct a systematic review about teachers’ knowledge of ASD, including teachers from any stage and specialization. The research has been conducted from four databases (Web of Science, Scopus, PsycInfo and Google Scholar) during the period of 2015–2020. In total, 25 articles were analyzed. The results show that, in general, teachers’ knowledge of ASD is poor. It depends on the education stage (being higher in early childhood teachers and in university professors), prior training and possible prior contact with students with ASD.

Mycotoxin Exposure and Autism: A Systematic Review of Molecular Mechanism

2020 ◽  
Vol 13 ◽  
Author(s):  
Yılmaz Serkan ◽  
Utku Beyazit ◽  
Aynur Bütün Ayhan
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Molecular Mechanism ◽  
Systematic Approach ◽  
Web Of Science ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Almost All ◽  
The Given

Background and objective: Exposure to mycotoxins may delay and/or negatively influence the development of neurological, gastrointestinal and inflammatory mechanisms in individuals with Autism Spectrum Disorder (ASD). Therefore, there is a need to address the possible links between mycotoxins and the risk and prevalence of ASD to increase the understanding of the molecular mechanism underlying these links. In this context, the aim of this study was to investigate the molecular mechanism underpinning mycotoxin exposure and autism. Methods: The study was based on a systematic approach which focused on the possible associations between mycotoxins and ASD in addition to the role of the mycotoxins on the risk and prevalence of ASD. The systematic review included all molecular mechanism studies examining mycotoxin exposure and autism, and was not limited to a specific period of time. A search was performed on the PubMed, Web of Science, Scopus, and Google Scholar databases. Results: The investigation of the literature revealed that a total number of 11 studies with a specific focus on the molecular mechanism of mycotoxin exposure and autism were published between 2008 and 2019. Out of these studies, 7 were research and 4 were review articles. In almost all the articles, possible links between mycotoxins and ASD were revealed. Conclusion: The examination of the given studies provided data related to the links between mycotoxins and ASD. However, evidence related to these links needs to be investigated in larger samples, while the effects of separate mycotoxins and their metabolisms should also be examined.

scholarly journals The Effects of COVID-19 in the Learning Process of Primary School Students: A Systematic Review

2021 ◽  
Vol 11 (10) ◽  
pp. 654
Author(s):  
José Jesús Sánchez Amate ◽  
Antonio Luque de la Rosa ◽  
Rafaela Gutiérrez Cáceres ◽  
Alejandro Vargas Serrano
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Primary Education ◽  
Social Inequalities ◽  
Qualitative Content Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Free Access ◽  
School Students ◽  
Students With Autism

(1) Background: A variety of social and economic changes are happening worldwide due to the pandemic caused by COVID-19, which has produced new problems and challenges for the population as a whole. These events demand new investigations and key studies for their management. This review addresses the repercussions of COVID-19 at the educational level in the primary education stage, delving into the effects produced in teaching and different aspects related to it, such as the situation and challenges of teachers, family involvement, and the perceptions and repercussions of the learning and socio-educational development of students (especially in the case of students with Autism Spectrum Disorder). (2) Methods: The methodological design is a systematic review study, following the PRISMA guidelines, from a search carried out during the month of July 2021 in the Scopus, Dialnet, and WoS databases on the object of study. (3) Results: The selected studies were analyzed through a qualitative content analysis based on a population of 103 articles, with a final sample of 13, using the inclusion criteria: empirical studies or research in English or Spanish; free access through the Internet; categories restricted to “education/educational research” related to the proposed objectives; specific documents of the primary education stage and/or students with Autism Spectrum Disorder. (4) Conclusions: The research reveals the presence of an existing digital gap in certain sectors of the student population aggravated by the pandemic, as well as the scarcity of general teacher training in this type of situation, leading to different personal and professional problems that hinder teaching and emphasize the vulnerability of the right to education, which leads to further promoting the already existing social inequalities.

Self-Determination of Students with Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Author(s):  
Mª Lucía Morán ◽  
Mayumi Hagiwara ◽  
Sheida K. Raley ◽  
Abdulaziz H. Alsaeed ◽  
Karrie A. Shogren ◽  
...  
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Determination ◽  
Students With Autism

Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Fidelity Of Implementation ◽  
Spectrum Disorder ◽  
Education Programs ◽  
Minimally Verbal ◽  
Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

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