scholarly journals Analysis of the Nutrition, Self-Care Skills, and Health Professional Support in Schools of Children with Autism Spectrum Disorder

2021 ◽  
Vol 29 (2) ◽  
pp. 239-249
Author(s):  
Esma Kabasakal ◽  
◽  
Funda Ozpulat ◽  
Elif Bakir ◽  
◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Health Professional ◽  
Self Care ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Professional Support

scholarly journals Occupational performance of children with autism spectrum disorder and quality of life of their mothers

2022 ◽  
Vol 15 (1) ◽  
Author(s):  
Seyedeh Zeinab Beheshti ◽  
Seyed-Sirvan Hosseini ◽  
Saman Maroufizadeh ◽  
Amir Almasi-Hashiani
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorder ◽  
Self Care ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Occupational Performance ◽  
Function Score ◽  
Total Satisfaction

Abstract Objectives Limited studies were found to investigate the occupational performance of autistic children and their parents’ quality of life. Therefore, this study aimed to investigate occupational performance of children with Autism Spectrum Disorder (ASD) and QoL of their mothers. Results In this study, 88 participants were selected from autism centers in Arak, Iran, 2020. The Canadian Occupational Performance Measure (COPM) and the parent version of Quality of Life in Autism Questionnaire (QoLA-P) were used to assess the occupational performance of ASD children and their mothers QoL. QoLA-P consists of parts A which is related to the quality of life and part-B related to the problems that these children have and are related to the parents or their caregivers. Regarding occupational performance, the first priority of mothers is self-care with frequency 64.8%. The finding suggested a significant correlation between total function score of COPM and the score of part-A (r = 0.227, p = 0.033) of QoLA-P. Also, the results revealed a significant correlation between the total satisfaction score of COPM and the score of part-A (r = 0.236, p = 0.026) and part-B of QoLA-P questionnaire (r = 0.231, p = 0.030). The mothers’ first priority is self-care and, the total satisfaction and function score of COPM showed a significant correlation with mothers’ QoL.

Effects of preference on performing a self-care skill among children with autism spectrum disorder

2019 ◽  
Vol 41 (2) ◽  
pp. 110-116
Author(s):  
Kimberly Duhanyan ◽  
Jill M. Harper ◽  
Nicole Heal ◽  
James K. Luiselli
Keyword(s):  
Autism Spectrum Disorder ◽  
Self Care ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

scholarly journals Child-rearing routines among Mexican-heritage children with autism spectrum disorder

Autism ◽  
2019 ◽  
Vol 24 (1) ◽  
pp. 80-94
Author(s):  
Shana R Cohen ◽  
Jessica Miguel ◽  
Alison Wishard Guerra
Keyword(s):  
Autism Spectrum Disorder ◽  
Sampling Methods ◽  
Self Care ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Child Rearing ◽  
Evidence Based ◽  
Daily Routines ◽  
Mexican Heritage

This study examined the daily routines and activities of Mexican-heritage mothers and their children with autism spectrum disorder. Experienced sampling methods were used to capture families’ current daily routines and activities, how parents valued those activities, and whether the activity was part of the child’s autism spectrum disorder intervention. A total of 32 mothers were texted five times per day over five consecutive days for a total of 721 observations. Mothers frequently engaged in Self-Care (e.g. showering), General Caregiving (e.g. cooking), and House Chores (e.g. laundry). Children engaged in activities in which interventions could easily be integrated (e.g. Academics, Self-Care, and Playing with Others). Families spent less than one-third (26.1%) of their activities participating in interventions. Mothers and children jointly spent time in General Caregiving, Playing with Others, and Using Electronics. Practitioners should focus on integrating evidence-based interventions into daily joint routine activities.

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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