scholarly journals Continuity of care experiences following the transition from Early Intervention Teams to Primary, Community and Continuous Care Teams in Ireland: A multi-perspective case study exploring the views of caregivers’ of children with Autistic Spectrum Disorder and service providers

2018 ◽  
Vol 4 ◽  
pp. e28047
Author(s):  
Niamh Gallagher
Keyword(s):  
Early Intervention ◽  
Continuity Of Care ◽  
Autistic Spectrum Disorder ◽  
Service Providers ◽  
Spectrum Disorder ◽  
Autistic Spectrum ◽  
Intervention Teams ◽  
Continuous Care

Housing Adaptation for Adults with Autistic Spectrum Disorder

2010 ◽  
Vol 35 (1) ◽  
pp. 37-48
Author(s):  
Magda Mostafa
Keyword(s):  
Autistic Spectrum Disorder ◽  
Spectrum Disorder ◽  
Repetitive Behaviour ◽  
Autistic Spectrum ◽  
Housing Projects ◽  
Cultural Aspects ◽  
Model Variant ◽  
Housing Services ◽  
Physical Access

Autistic Spectrum Disorder is a developmental disorder estimated to inflict 1 in every 150 children, regardless of socio-cultural aspects, with a four to one prevalence in males over females, (ADDM, 2007). It involves a complex sensory perceptual model, variant from that of the typical individual. It manifests itself in the form of repetitive behaviour, lack of social skills and communication delays and challenges. Being a life-long infliction, individuals with autism require a comprehensive range of specialized support services, including residential, from childhood to adulthood. Housing services for special needs, in general, conventionally deal with issues of physical access. The provisions required for developmentally challenged individuals, such as those with autism are rarely considered. This paper aims to provide a precedent to help guide the adaptation process in the case of group residential accommodation for autistic adults in mass housing projects. After a brief examination of the available literature in the field, a case study will be presented, illustrating design criteria developed for adapting housing for autistic use.

scholarly journals Long-term outcome of autistic spectrum disorder: a retrospective case study in a southern italian region

2017 ◽  
Vol 43 (1) ◽  
Author(s):  
Francesca Felicia Operto ◽  
Federica Martino ◽  
Annalisa Rinaldi ◽  
Angelo Cerracchio ◽  
Giovanni Salvati ◽  
...  
Keyword(s):  
Autistic Spectrum Disorder ◽  
Spectrum Disorder ◽  
Italian Region ◽  
Retrospective Case ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Autistic Spectrum ◽  
Retrospective Case Study

Indications in Music Therapy: Evidence from Assessment That Can Identify the Expectations of Music Therapy as a Treatment for Autistic Spectrum Disorder (ASD); Meeting the Challenge of Evidence Based Practice

2002 ◽  
Vol 16 (1) ◽  
pp. 11-28 ◽  
Author(s):  
Anne Steen Møller ◽  
Helen Odell-Miller ◽  
Tony Wigram
Keyword(s):  
Music Therapy ◽  
Autistic Spectrum Disorder ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Autistic Spectrum ◽  
Healthcare Needs ◽  
Music Making ◽  
Referral Criteria ◽  
Improvised Music

When children with Autistic Spectrum Disorder (ASD) are assessed in music therapy, significant strengths, potentials and resources emerge that may remain hidden in other, more formalised assessments. Therefore, it is becoming more necessary to develop a systematic method of describing this responsiveness, in order to define the expectations of therapy. Music therapy is a particularly important intervention for children with ASD to engage and nurture their capacity for flexibility, creativity, variability and tolerance of change, in order to balance the more structured and behaviourally driven education that is currently popular. The potential of treatment can be defined within the context of meeting healthcare needs. A case study will illustrate a model for defining ‘expectations of therapy’, by drawing on one child's awakened capacity for interaction through shared, improvised music-making. This article includes a long appendix providing an evidence-based review and recommendations regarding assessment and referral criteria based on current research and clinical evidence.

scholarly journals INTERVENTION APPROACHES IN PHYSICAL EDUCATION IN ORDINARY SCHOOL TO ENHANCE SOCIAL INTERACTION IN A STUDENT WITH AUTISTIC SPECTRUM DISORDER: A CASE STUDY

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Maria Markaki ◽  
Nikoleta Chyta ◽  
Georgia Maggouritsa ◽  
Dimitrios Kokaridas
Keyword(s):  
Social Interaction ◽  
Physical Education ◽  
Autistic Spectrum Disorder ◽  
Intervention Program ◽  
Structured Interview ◽  
Spectrum Disorder ◽  
Autistic Spectrum ◽  
Social Reciprocity ◽  
The Impact

Co-education of students with Autistic Spectrum Disorder (ASD) during the lesson of Physical Education (PE) in the Greek School constitutes contemporary educational reality. However, its success depends on many factors, with the most important being the effective employment of cooperative physical education methods for students with disabilities or no disabilities. The purpose of this case study was to analyze the impact of a physical education intervention program on the reinforcement of the social interaction of a student with ASD, aged 10, in the ordinary school. The intervention exercise program included the following specific educational approaches and intervention strategies: a) game with the support of an adult (adult support game) b) integrated playgroups with guided involvement (Integrated Play Groups Model) and c) games between peers providing a model to imitate. The duration of the program was eight weeks, with a frequency of three times per week, each lesson of PE (Physical Education) lasting 45 minutes. The data collection tools that were used in the pre-intervention program were the semi-structured interview and the «Autism Social Skills Profile» scale (Bellini & Hopf, 2007), which was adapted in the Greek Language by Syriopoulou- Delli, Agaliotis and Papaefstathiou (2016). It was used before and after the intervention. The results of the research study showed that the student with ASD had positive experiences through his relationship with his classmates, increased his level of participation in the lesson of Physical Education (PE) throughout the implementation of the intervention program, and improved his social reciprocity through interaction and collaboration with his peers, without displaying improper or detrimental social behavior patterns. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0884/a.php" alt="Hit counter" /></p>

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