scholarly journals TO STUDY THE EFFECT OF COPING STRATEGIES ON PSYCHOLOGICAL PROBLEMS OF MOTHERS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS

2021 ◽  
pp. 93-97
Author(s):  
Deepak Kumar Gupta ◽  
Dr.Bhartendra Sharma ◽  
Dr.Surendra Kumar Meena ◽  
Dr.Neha Jain
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Key Words ◽  
Defense Mechanism ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Stressful Situation ◽  
Human Beings ◽  
Key Words Autism ◽  
Spectrum Disorders

An understanding of how human beings cope with stressful situation represents an important dimension for understanding families with an exceptional child. The Psychiatric Dictionary defines defense mechanism as “the means by which the organism protects itself against impulses and threats” (Hensie and Campbell 1970). KEY WORDS –Autism Spectrum disorder (ASD).

scholarly journals Educational Competence in the Inclusion of Children with Autism Spectrum Disorder in Early and Pre-school Education Institution

2019 ◽  
Vol 21 ◽  
Author(s):  
Esmeralda Sunko ◽  
Edita Rogulj ◽  
Ana Živković
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Communication Technology ◽  
Children With Autism ◽  
Autism Spectrum ◽  
School Education ◽  
Spectrum Disorder ◽  
Information Communication ◽  
Self Assessment ◽  
Spectrum Disorders

The paper focuses on the analysis of the conditions for inclusion of children with autism spectrum disorders in early and pre-school education by kindergartens teacher. The conditions relate to estimates of theoretical knowledge and attitudes of the educator, assessment of abilities and limitations of children with autism spectrum disorders, self-assessment of the competences of educators for their upbringing and education and assessment of other conditions for the inclusion of children with autism spectrum disorders. The survey results were analyzed by a questionnaire of 68 educators from 6 kindergartens in town of Split. There is a central level of knowledge about inclusion and low self-assessment of educators about their competence in which they are active participants in the inclusion of children with a disorder of the autism spectrum. Attractive factors for the implementation of inclusive education of children with autism spectrum disorder evaluated: inconsistent assurance of nursery assistants, lack of competent educators, and insufficient co-operation with parents of children with autism spectrum disorder. The analysis points to the lack of systematic education of educators for inclusive educational practice. The authors exclude the importance of the knowledge and skills of educators in the area of ​​information communication technology, particularly augmentative and alternative communication.Key words: children with autistic spectrum disorder; information communication technology; competence of the educator; Educational and Teaching Inclusion

Relationships Between the Participation Levels of Children With Autism Spectrum Disorders and the Time They Spend in Resource Rooms in Taiwan

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512510287p1-7512510287p1
Author(s):  
Chiao-Ju Fang
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Significant Relationships ◽  
Children With Asd ◽  
Inclusive Settings ◽  
Spectrum Disorders ◽  
Resource Rooms ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. The aim of this study was to help educators and clinicians better understand how the amount of time children with autism spectrum disorder (ASD) spend in resource rooms affects their participation levels in inclusive educational settings in Taiwan. No statistically significant relationships were found. This study provides professionals with a model for assessing how resource rooms impact the participation levels of children with ASD in inclusive settings. Primary Author and Speaker: Chiao-Ju Fang

AUTİSTİK SPEKTR POZULMASI ZAMANI NİTQ VƏ KOMMUNİKASİYA

2019 ◽  
Vol 50 (01) ◽  
pp. 67-71
Author(s):  
Səbinə Ramiz qızı Aslanova ◽  
Keyword(s):  
Autism Spectrum Disorders ◽  
Key Words ◽  
Autism Spectrum ◽  
Speech Communication ◽  
Key Words Autism ◽  
Spectrum Disorders

Açar sözlər: autizm, autistik spektr pozulması, nitq, kommunikasiya, nitqdə proqmatika, prosodika, semantika, exolaliya, morfologiya, leksika. Key words: autism, autism spectrum disorders, speech, communication, speech progamics, prosodica, semantics, echolalia, morphology, vocabulary Ключевые слова: аутизм, нарушения аутистического спектра, речь, коммуникация, прогматика речи, просодика, семантика, эхолалия, морфология, лексика Autistik spektr pozulması (ASP)-fərqli inkişaf pozulmasıdır. ASP üçün müxtəlif sosial amillərin davamlı kasadlığı xarakterikdir: verbal və qeyri-verbal kommunikasiya, empatiya, emosional inkişaf və sosial ünsiyyətin qavranılmasında çətinliklər. ASP olan insanlar üçün həmçinin davranış stereotipləri, rituallara bağlılıq və məhdud maraqlar xarakterikdir. Nitq inkişafı, mənimsənilməsi normadan kənar olmaya bilər, məsələn, Asperger sindromu. Lakin çox vaxt bu sahədə pozulma olur. Məlumatlara əsasən, belə hallarda, beynin nitqlə əlaqədar olan hissəsinin atipik həcmi bu fərdlərdə müşahidə olunur. Bu hallar beyində nəzərə çarpan yayınmalar olmayan, lakin ASP olan şəxslərdə müşahidə olunmur.

Correlations Between the Parents’ ADHD Score and the Child's ADOS Score in Parents of Children with Comorbid ADHD–Autism Spectrum Disorder

2017 ◽  
Vol 41 (S1) ◽  
pp. S221-S221
Author(s):  
F. Rad ◽  
L. Kobylinska ◽  
I. Mihailescu ◽  
A. Buica ◽  
I. Dobrescu
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Adult Adhd ◽  
Rating Scale ◽  
Clinical Symptoms ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Autism Spectrum Quotient ◽  
Spectrum Disorders

From assortative mating theory to genetic background, several ethipathogenic hypotheses in ASD deal with the traits of parents.Backgroundseveral ethipathogenic hypotheses in ASD deal with the traits of parents. The objectives of our study were to measure the ADHD and autism spectrum disorder quotients in parents of children diagnosed with ASD comorbid with ADHD and to correlate the measurements for the tests in parents with those in their children. The specific aim was to identify whether any significant correlations exist.MethodFifty-two pairs of parents of children with autism spectrum disorders and ADHD were included in this study, based on informed consent and the ethical committee's approval. The child's diagnosis was established by a specialist in child and adolescent psychiatry, based on the child's clinical symptoms and on specific diagnostic scales, such as the ADOS and ADHD-rating scale. The parents completed an Autism Spectrum Quotient Scale (ASQS) and an adult ADHD scale. The data were analyzed using SPSS 22.0 and Excel. The correlations were verified using Spearman's non-parametric correlation test.ResultsThere was a strong correlation between the parents’ ADHD scores (r = 0.5, P < 0.001), and a reverse medium correlation between the mother's ADHD score and the child's ADOS score (r = –0.32, P = 0.02). The father's ASQS and ADHD scores correlated between each other (r = 0.31, P = 0.02). There were no correlations between the parents’ and the child's ADHD score, nor between the child's ADOS score and the parents’ ASQS scores.ConclusionOur results suggest that ADHD symptoms in parents of children with autism spectrum disorders comorbid with ADHD might be predictors for the child's prognosis.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals On the issue of intellectual disability in autism spectrum disorders

2016 ◽  
Vol 14 (1) ◽  
pp. 9-18
Author(s):  
S.A. Morozov ◽  
T.I. Morozova ◽  
B.V. Belyavskiy
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Intellectual Disability ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Spectrum Disorders ◽  
Autistic Disorders ◽  
Qualitative Characteristics ◽  
Practical Recommendations

At the stage of school education in the framework of comprehensive support for children with autism spectrum dis¬order it is important to adequately access their educational needs while taking all aspects of autistic disorders into consideration including intellectual disorders. This article examines some moments of interconnection between autism spectrum disorder and intellectual disability. It demonstrates that such interconnection can be treated as chronological comorbidity; it depicts dynamics and structure of connection between autism spectrum disorders and intellectual dis¬ability, different variants of qualitative characteristics of this connection; specifics of assessment of the level of intellect in autism spectrum disorders. The article provides practical recommendations for intellect assessment in children with autism spectrum disorder that allow avoiding mistakes in decision-making in educational trajectory of the child.

scholarly journals Opinions of mothers regarding the comminication styles of mothers of children with autism spectrum disordersAnnelerin otizm spektrum bozukluğu olan çocuklarıyla kurdukları iletişim biçimlerine ilişkin görüşleri

2017 ◽  
Vol 14 (2) ◽  
pp. 1848
Author(s):  
Burcu Aktaş ◽  
İlknur Çifci Tekinarslan
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Problem Behaviors ◽  
Children With Autism ◽  
Structured Interview ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Communication Styles ◽  
Communicative Behaviors ◽  
Spectrum Disorders

The aim of this study is to determine the opinions of the mothers of children with Autism Spectrum Disorder (ASD), which can interact with their children. Phenomenology design, a qualitative research model was used in the study. Research data were collected by obtaining information regarding demographic aspects and by using a 15-item semi-structured interview form designed to identify views of mothers with children with Autism Spectrum Disorder (ASD) on their communication styles with their children. 9 mothers with children with Autism Spectrum Disorder (ASD) between the ages of 4-6 participated in the study.  The data were analyzed using the content analysis method. Findings of this study showed that children with Autism Spectrum Disorders (ASD) expressed gestures, facial expressions, pointing and verbally but they have difficulty expressing themselves. Additionally found that ıf they aren’t express themselves, exhibit problem behaviors. Mothers who have children with Autism Spectrum Disorder (ASD), prefer to verbal communication but they have difficulty. Also they organized their communicative behaviors according to the characteristics of their children. The data obtained from the survey results were discussed based on the literature.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetBu araştırmanın amacı, annelerin Otizm Spektrum Bozukluğu (OSB) olan çocukları ile kurdukları iletişim biçimlerine ilişkin görüşlerini belirlemektir. Araştırmada nitel araştırma yöntemlerinden olgubilim desenine yer verilmiştir. Araştırma verileri; demografik bilgiler ve annelerin Otizm Spektrum Bozukluğu (OSB) olan çocukları ile iletişim biçimlerine ilişkin görüşlerini belirlemeye yönelik 15 sorudan oluşan yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Elde edilen veriler içerik analizi ile analiz edilmiştir. Araştırmanın çalışma grubunu, 4-6 yaş arasında Otizm Spektrum Bozukluğu (OSB) olan çocuğa sahip 9 anne oluşturmaktadır.  Araştırma sonucunda, Otizm Spektrum Bozukluğu (OSB) olan çocukların kendilerini jest, mimik ve sözel olarak ifade ettikleri ve kendilerini ifade ederken zorlandıkları, ifade edemedikleri durumlarda çeşitli problem davranışlar sergiledikleri bulgulanmıştır. Annelerin ise Otizm Spektrum Bozukluğu (OSB) olan çocukları ile iletişim kurarken sözel ifadeler tercih ettikleri, çocukları ile iletişim kurarken çeşitli güçlükler yaşadıkları, kendi iletişimsel davranışlarını çocuklarının özelliklerine göre düzenledikleri ve çoğunlukla ev ortamında iletişim kurmayı tercih ettikleri bulgulanmıştır.

CORRECTIONAL PEDAGOGICAL WORK ON THE FORMATION OF COMMUNICATION SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDERS (LITERARY REVIEW)

Vestnik ◽  
2021 ◽  
pp. 269-273
Author(s):  
Ж.С. Олжатаева ◽  
А.М. Рахметова ◽  
А.Ж. Молдакарызова ◽  
Г.А. Тусупбекова ◽  
Б.Б. Аманбай ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Communication Skills ◽  
Children With Autism ◽  
Communication Disorders ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Emotional ◽  
Emotional Skills ◽  
Spectrum Disorders

В данной статье проанализированы особенности формирования коммуникативных навыков у детей с расстройством аутистического спектра. Анализ литературы, показал, что у большинства у детей с расстройством аутистического спектра коммуникативные нарушения обусловлены нарушениями социального взаимодействия, трудности с подражанием и имитацией движений по образцу, затруднено опознавание эмоциального состояния других людей. Развитие коммуникативных навыков является одним из важнейших направлений коррекционной работы с детьми с расстройствами аутистического спектра. Обучение делать заявления, комментировать события, задавать вопросы для получения информации, выражать и связывать эмоции, а также навыки реагирования, социального поведения и диалога являются предпосылками социализации детей. Учитывая особенности развития коммуникативных навыков у детей с расстройством аутистического спектра, авторами рассмотрены развивающие методики по формированию коммуникативных навыков у детей с расстройством аутистического спектра, применяемые в коррекционной педагогической работе. Представленные методы коррекции коммуникативных навыков у детей с расстройствами аутистического спектра направлены на формирование основных коммуникативных функций, социально-эмоциональных и диалогических навыков. Известно, что сформированные коммуникативные навыки обеспечивают социальную компетентность, диалогические коммуникативные навыки, взаимодействие и сотрудничество со сверстниками и взрослыми. Таким образом, методы формирования вербальных и невербальных коммуникативных функций, социально-эмоциональных умений и навыков диалога используются для коррекции и развития коммуникативных умений у детей с расстройствами аутистического спектра. This article analyzes the features of the formation of communication skills in children with autism spectrum disorder. The analysis of the literature showed that in most children with autism spectrum disorder, communication disorders caused by violations of social interaction, difficulties with imitation and imitation of movements on the model, it is difficult to recognize the emotional state of other people. The development of communication skills is one of the most important areas of correctional work with children with autism spectrum disorders. Learning to make statements, comment on events, ask questions for information express and connect emotions, as well as the skills of reaction, social behavior and dialogue are prerequisites for the socialization of children. Taking into account the peculiarities of the development of communication skills in children with autism spectrum disorder, the authors consider developing methods for the formation of communication skills in children with autism spectrum disorder, used in correctional pedagogical work. The presented methods of correction of communication skills in children with autism spectrum disorders aimed at the formation of basic communication functions, social-emotional and dialogic skills. It known that the formed communication skills provide social competence, dialogic communication skills, interaction and cooperation with peers and adults. Thus, methods for the formation of verbal and non-verbal communication functions, socio-emotional skills and dialogue skills used to correct and develop communication skills in children with autism spectrum disorders.

The effectiveness of the use of sensory-motor correction in children with autism spectrum disorders in the process of adaptive physical education

2021 ◽  
Author(s):  
A.A. Safronova ◽  
E.A. Akhtimirova
Keyword(s):  
Autism Spectrum Disorders ◽  
Motor Coordination ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Adaptive Physical Education ◽  
Sensory Motor ◽  
Key Words Autism ◽  
Visual Motor ◽  
Spectrum Disorders ◽  
Muscle Groups

The study involved 10 children aged 8 to 12 years with a diagnosis of autism spectrum disorder (ASD). Combinations of physical exercises were used, for the main muscle groups, and effects on the tactile, proprioceptive and vestibular sensory systems. The exercises are performed using the shells of the sensory-dynamic hall, which includes a number of various suspended modular elements. The data obtained showed the effectiveness of using sensory-motor correction to improve motor functions, normalize motor and vestibular sensitivity, form muscle feeling and differentiate muscle efforts, form and correct visual-motor coordination and attention. Key words: autism spectrum disorders, sensory integration, sensory-motor correction, sensory-dynamic hall.

scholarly journals Relationships of Children with Autism Spectrum Disorders and their Fathers

2014 ◽  
Author(s):  
Terry Keller ◽  
Julie Ramisch ◽  
Marsha Carolan
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Phenomenological Study ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Emotional Understanding ◽  
Emotional Needs ◽  
Developmental Milestones ◽  
Spectrum Disorders

This phenomenological study investigated the relationships between 7 fathers and their sons with autism spectrum disorder (ASD). Seven major themes emerged: Shared Activities, Developmental Sensitivity, Emotional Understanding, Fighting the Label, Fatherhood Expectations, Parent Responsibility, and Fatherhood Isolation. Fathers were sensitive to their sons’ emotional needs and developmental milestones. Clinicians can help fathers to develop appropriate relationships with their children that involve shared activities. Clinicians can also assist fathers in coping with isolation and expectations regarding fatherhood, developing desired fatherhood roles, and finding appropriate shared activities with their children.

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