scholarly journals EMOTIONAL ATTITUDE OF A MOTHER FOR A CHILD WITH DISABLED HEALTH

2021 ◽  
Vol 7 (4) ◽  
pp. 9-18
Author(s):  
Vladislava Ushakova
Keyword(s):  
Autism Spectrum Disorder ◽  
Mental Retardation ◽  
Children With Disabilities ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Emotional Involvement ◽  
Distinctive Features ◽  
Emotional Distance

The article is devoted to the problem of the emotional attitude of mothers to children with disabilities. The study involved 247 mothers of children with disabilities - 67 mothers of children with mental retardation, 60 mothers of children with general speech underdevelopment, 60 mothers of children with mental retardation and 60 mothers of children with autism spectrum disorder, the average age of children is 7.4 years. The distinctive features of the emotional attitude of mothers to children with various nosologies were identified and analyzed according to criteria such as justifying expectations, optimal emotional contact, excessive concentration on the child (overprotection), and emotional distance from the child (hypocaution). The emotional involvement of the mother in the process of interaction with a child with disabilities was determined.

scholarly journals Covid-19 Impact on Children with Autism Spectrum Disorder and Intellectual Disability: Study in Saudi Arabia

2021 ◽  
Vol 11 (6) ◽  
pp. 78
Author(s):  
Saad Yahya Athbah
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Children With Disabilities ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Education Level ◽  
Spectrum Disorder ◽  
Disabled Children ◽  
Intellectually Disabled ◽  
The Impact

This study investigated the impact of COVID-19 on children with autism spectrum disorder and intellectually disabled children from a parent's point of view and statistically significant differences between the responses of parents of children with disabilities about the impacts of the COVID-19 attributed to the child’s sex (male/female), the type of the child’s disability (autism/intellectual disability), the parents’ education level (intermediate or lower/above intermediate). The study used the quantitative approach and used a questionnaire applied to a sample of (217) parents of children with autism spectrum disorder and intellectually disabled children in Jeddah who are registered in governmental and private centers and institutes of the Ministry of Education and the Ministry of Social Affairs. The results of the study showed that the impact of COVID-19 on children with autism spectrum disorder and intellectually disabled children had a high degree. Also, the results showed that there are no statistically significant differences between the responses of parents of children with disabilities about the impacts of the COVID-19 attributed to the child’s sex, the type of the child’s disability, the parents’ education level. The study recommends Involve parents of children with disabilities during rerehabilitation sessions for their children so that they can train their children in desired behaviors in light of some crises such as the Corona pandemic.   Received: 4 August 2021 / Accepted: 23 September 2021 / Published: 5 November 2021

scholarly journals Autism, Attachment and Parenting: A Comparison of Children with Autism Spectrum Disorder, Mental Retardation, Language Disorder, and Non-clinical Children

2007 ◽  
Vol 35 (5) ◽  
pp. 859-870 ◽  
Author(s):  
Anna H. Rutgers ◽  
Marinus H. van IJzendoorn ◽  
Marian J. Bakermans-Kranenburg ◽  
Sophie H. N. Swinkels ◽  
Emma van Daalen ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Mental Retardation ◽  
Language Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

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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