Self-efficacy of teachers and parents of children with autism spectrum disorders and its relationship with the children’s adjustment in school

Children with autism spectrum disorders (ASD) are more likely to have regression in acquired skills in summer than typically developing peers, while parents have also more limited options to provide summer alternatives for their children. This study aimed to understand perspectives of parents of children with ASD and pre-service teachers volunteered on a social enhancement summer program delivered through a university for children with ASD. Semi-structured interviews were performed with both participant groups along with focus group discussion with volunteers, while an inductive analysis process was used for data analysis. The analysis of data obtained from both parents and volunteers revealed three main themes along with related subthemes: (a) the need for summer program, (b) suggestions for effective summer program, and (c) benefits of the summer program. The perspectives of two groups of participants generally overlap and they demonstrate similar thoughts. The results show that summer programs can be an effective alternative to maintain the current level of children with ASD in summers. Article visualizations:<img src="/-counters-/edu_01/0655/a.php" alt="Hit counter" />

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Tips for teachers and parents: recommendations for homework completion. Quickly? Together? With help?

Autism and Developmental Disorders ◽

10.17759/autdd.2015130205 ◽

2015 ◽

Vol 13 (2) ◽

pp. 41-47

Author(s):

P.L. Bogorad ◽

O.V. Zagumennaya

Keyword(s):

Autism Spectrum Disorders ◽

Children With Autism ◽

Autism Spectrum ◽

Successful Completion ◽

Homework Completion ◽

Spectrum Disorders ◽

Teachers And Parents

In this conclusion of the article different conditions for successful completion of homework tasks by children with autism spectrum disorders are listed. These conditions include creation of the work envronment, increase of independence and strengthening the basic attachments of a child.

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Family Roles in Developing Resilience Skills in School Children with Autism Spectrum Disorders

Global Journal of Health Science ◽

10.5539/gjhs.v11n14p81 ◽

2019 ◽

Vol 11 (14) ◽

pp. 81

Author(s):

Charity N. Onyishi ◽

Maximus M. Sefotho

Keyword(s):

Autism Spectrum Disorders ◽

Best Practices ◽

Global Economy ◽

Children With Autism ◽

Autism Spectrum ◽

Future Research ◽

Children With Asd ◽

The Family ◽

Spectrum Disorders ◽

Teachers And Parents

Children with Autism Spectrum (ASD) Disorders are highly vulnerable and constitute significant burdens on the families, schools and the global economy. Developing resilience in children with autism spectrum disorders is a major challenge to both teachers and parents. This article discusses the roles of the family in building resilience among children with ASD. Firstly, the article explored the roles of parents in developing resilience in children with ASD. Secondly, the roles of siblings in developing resilience in children with ASD were examined. Thirdly, the roles of family socio-economic/cultural contexts in developing resilience in children with ASD were investigated. Finally, we discussed researches on best practices for resilience in children with ASD and directions for educational practices and future research.

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Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd20.2.42 ◽

2010 ◽

Vol 20 (2) ◽

pp. 42-50 ◽

Cited By ~ 11

Author(s):

Laura W. Plexico ◽

Julie E. Cleary ◽

Ashlynn McAlpine ◽

Allison M. Plumb

Keyword(s):

Autism Spectrum Disorders ◽

Young Children ◽

Children With Autism ◽

Descriptive Study ◽

Autism Spectrum ◽

Typically Developing ◽

Children With Asd ◽

Young Children With Autism ◽

Spectrum Disorders ◽

Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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