共查询到20条相似文献，搜索用时 80 毫秒
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Adam Styles 《Educational Psychology in Practice》2011,27(4):415-436
The use of Social StoriesTM appears to be popular among educational psychologists (EPs) and other children’s services professionals as an intervention for enhancing the social functioning of children with Autism Spectrum Disorders (ASDs). This article explores and evaluates the research evidence upon which this apparent popularity is based. Several areas of significant weakness in the body of literature are identified which, it is suggested, need to be addressed through further research before EPs can recommend Social StoriesTM as a stand alone intervention strategy in the confidence that it represents evidence-based practice. 相似文献
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Vicki Bitsika 《International Journal of Disability, Development & Education》2016,63(5):491-499
Depression is highly prevalent in children who have an Autism Spectrum Disorder (ASD), potentially confounding accurate diagnosis and treatment planning. Although information about the depressive status of a child is often collected from parents, there is evidence of distortion in parental assessments of their offspring’s depression. This distortion was investigated in a sample of 132 mothers of boys with an ASD. Results indicated that, as predicted from previous studies, there was a significant correlation between the depressive state of the mothers and the ratings they gave for their sons’ depression. However, in contradiction to the expected influence direction, mothers who were minimally depressed under-estimated their sons’ depression when cross-validated by structured clinical interviews for depression conducted by a third party, rather than mothers who were more severely depressed exaggerating their sons’ depression. Implications for clinical assessment of the presence of depression in boys with an ASD are discussed. 相似文献
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Norah Abdullah Alabbas 《International Journal of Disability, Development & Education》2019,66(3):273-283
ABSTRACTChildren with Autism Spectrum Disorder (ASD) and other developmental disabilities can face challenges during typical daily routines. Assistive technology can be used to address the problems encountered during typical routines, yet the competence of caregivers of children with these disabilities in using assistive technology varies. This study was designed to explore Saudi Arabian caregivers’ perceptions about problematic typical daily routines. Caregivers of children with these disabilities were surveyed about the problems they encountered with typical routines, the solutions they found to the problems, the assistive technology they used in the solutions, and their training in and feelings of competence about using assistive technology. Caregivers experienced problems in playing, bathing, and mealtime routines and some found solutions using assistive technology. Over one-third of the caregivers did not feel at all competent in using assistive technology. Suggestions for future research as well as training and development for caregivers are provided. 相似文献
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Kate de Bruin 《International Journal of Inclusive Education》2019,23(7-8):811-826
ABSTRACTWhen the Salamanca Statement called upon States to recognise the ‘necessity and urgency’ of providing students with a disability access to the regular education system (UNESCO 1994, viii), both Australia and the United States of America had existing legislative and policy documents articulating the rights of students with a disability to access regular education. Since that time both countries have clarified and amended their respective laws and policies, and signed the Convention on the Rights of Persons with Disabilities (UN 2006) which urges States to reallocate resourcing to inclusive education, and to reduce segregation. In this article, I examine the policy reforms in each country and analyse aggregated and disaggregated student placement data within each context to consider the impact of these reforms for different groups of students. Results show that the different reform journeys in each context produced different outcomes for students in each country, with segregation increasing in Australia and decreasing in the USA. The results also suggest that the impact of these policies has not been proportionate across categories as students on the Autism Spectrum are more likely to experience educational segregation or exclusion in both countries. 相似文献
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The validity, reliability and factor structure of the Autism Spectrum Disorder Behaviour Checklist-Revised (ASDBC-R) were measured in a sample of 140 boys with Autism Spectrum Disorder (ASD) aged between 6 and 18 years. Internal consistency (Cronbach’s alpha) was satisfactory and the ASDBC-R significantly correlated with the Social Responsiveness Scale (SRS). Factor analysis of the ASDBC-R revealed a five-factor solution, which included all of the DSM-5 diagnostic criteria for ASD but with considerable overlap across criteria and factors. Agreement between ASDBC-R factors and SRS subscales was significant for three ASDBC-R factors but only marginal for the remaining two factors. Results indicated that the ASDBC-R could be used to develop targeted behavioural treatment plans for children with ASD across a range of settings, thus improving the development of individualised interventions for children with ASD. 相似文献
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Hui Min Low Lay Wah Lee Aznan Che Ahmad 《International Journal of Inclusive Education》2018,22(3):235-251
In this study, the pre-service teachers’ attitudes towards the educational inclusion for students with Autism Spectrum Disorder (ASD) were investigated to identify their attitudinal patterns and predictors. An attitudinal survey was conducted with 264 pre-service teachers in a teacher training programme in Malaysia. The study involved 151 special education pre-service teachers and 181 pre-service teachers in Special Education, Sciences, and in English teacher training programmes, in order to identify the effects of teaching specialisations and societal attitude on their inclusive education attitudinal measures. The findings revealed that the special education pre-service teachers were less in favour of the total inclusion of students with ASD in the mainstream, when compared with the non-special education pre-service teachers. The findings also revealed the combined effects of societal attitude and a categorical teacher training model in shaping the pre-service teachers’ attitudes towards inclusive education for the students with ASD in Malaysia. Such combined effects offered a perspective to explain the delay in the implementation of inclusive education, and also the prospect of its future development in the Southeast Asian region. 相似文献
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Hinke Endedijk Eddie Denessen Angélique W. Hendriks 《Learning and individual differences》2011,21(6):765-770
Despite the fact that homework forms an important cornerstone of student development, many students fail to capitalize on the long-term benefits of doing homework. Several executive skills, including cognitive flexibility, monitoring and planning are suggested as prerequisites for the completion of homework. It follows that homework difficulties may relate to such executive functions. A group of particular interest in this respect is students with Autism Spectrum Disorder (ASD), as they are known to suffer from executive dysfunction. The present study examines the extent to which differences in homework difficulties of seventh and eighth grade students with (N = 100) and without ASD (N = 86) may relate to their level of executive functioning. Homework difficulties were examined with student and parent versions of the Homework Difficulties Questionnaire (HDQ) and executive functioning was examined with the Behaviour Rating Inventory of Executive Functioning (BRIEF). In contrast to students with ASD themselves, parents of students with ASD perceived their children to suffer from more homework problems than students without ASD. For both groups, the level of executive functioning was related to the degree of homework difficulty experienced. 相似文献
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Sara Freitag Sandra Dunsmuir 《International Journal of Disability, Development & Education》2015,62(4):405-421
This study used the Theory of Planned Behaviour to explore the attitudes, behavioural intentions and behaviour of 318 mainstream primary school children in an urban East London borough towards peers with Autism Spectrum Disorders (ASD). Pupils were presented with a vignette about a hypothetical peer with ASD then completed self-report questionnaires and peer socio-metric measures. The results showed that children’s attitudes, the social pressure they felt from others and the amount of control they felt they had over their own behaviour, significantly predicted their behavioural intentions to befriend a peer with ASD. The strongest association was between perceived behavioural control and behavioural intentions. A significant association was also found between children’s behavioural intentions and actual behaviour towards an included peer. Support was therefore found for the use of the Theory of Planned Behaviour as a valuable tool by which to explore the social inclusion of children with ASD. 相似文献
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Autism Spectrum Disorder (ASD) is a lifelong disability for which prevalence rates continue to increase. Persons with ASD vary widely in both severity of disability and services required. Therefore it is important to identify trends in research and evaluate progress in the field. The current study uses a journal analysis to evaluate research over a 12 year period in three prominent autism focused research journals: Focus on Autism and Other Developmental Disabilities, Autism: The International Journal of Research and Practice, and Journal of Autism and Developmental Disorders. Findings include identification of trends in research designs, sample characteristics, and interventions. 相似文献
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Vicki Bitsika 《International Journal of Disability, Development & Education》2017,64(4):391-403
The association between aberrant behaviour and depression was examined in a sample of 150 young males with Autism Spectrum Disorder via parent ratings on the Aberrant Behavior Checklist (ABC) and the Major Depressive Disorder subscale of the Child and Adolescent Symptom Inventory (CASI-4-D). Although several subscales of the ABC were significantly correlated with CASI-4-D scores, only the Irritability subscale was a significant predictor of CASI-4-D, but with different patterns of association across younger (6–12 years) and older (13–18 years) participants. When examined at an individual ABC item level, adolescents’ depression was primarily predicted the presence of temper tantrums that were associated with the introduction of variability or frustration at not getting his or her own way. 相似文献
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This study reviews recent research related to the neurobiology of Autism Spectrum Disorders (ASDs) an provides an empirical analysis of current assessment practices. Data were collected through a survey of 117 school psychologists. The Childhood Autism Rating Scale (CARS), Gilliam Autism Rating Scale (GARS), and Gilliam Asperger's Disorder Scale (GADS) were the most frequently used measures. Among the less popular, but more intensive instruments, the Autism Diagnostic Observation Schedule (ADOS) appears to be gaining popularity within school‐based evaluations. Generally, respondents approached the assessment of ASDs from a traditional psychoeducational perspective and reported the use of a very narrow range of ASD‐specific instruments. Concerns are raised regarding the inconsistent inclusion of developmental questionnaires, parent/guardian interviews, and medical professionals in the ASD evaluation process. Implications for practice and the training of school psychologists are discussed. © 2008 Wiley Periodicals, Inc. 相似文献
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《Support for Learning》2006,21(2):110-112
Teaching Assistant's Handbook Janet Kay Making It a Success – Practical Strategies and Worksheets for Teaching Students with Autism Spectrum Disorder Sue Larkey Dyslexia and Inclusion: Classroom Approaches for Assessment, Teaching and Learning Gavin Reid Resources: BSL Dictionary (2nd Edition) A Virtual Guide to British Sign Language for Young People The Big Book of Blobs Pip Wilson and Ian Long 相似文献
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共同注意是孤独症儿童的核心缺陷,在孤独症儿童群体中具有基础性、典型性与普遍性。共同注意与儿童的语言、模仿、游戏及社会互动等能力关系密切,积极地对孤独症儿童的共同注意进行干预对其生涯发展意义重大。本文利用PROQUEST和EBSCO两大数据库,搜索了国外2000-2019年间发表的有关孤独症儿童共同注意干预的文献,从研究设计、干预方法及干预结果等方面对相关干预研究的特征进行了分析,并在此基础上为后续干预的展开提出了反思与展望。 相似文献
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Brenda Peters 《Journal of Research in Special Educational Needs》2016,16(2):89-101
Children with a diagnosis of Autism Spectrum Disorder may find the social aspects of learning particularly challenging because of the traits of diffculty with social communication and interaction. This paper evaluates the impact of an interactive model designed to support social communication and interaction for twelve students with ASD, who attend three international primary schools in Hong Kong. Using an exploratory mixed‐methods approach, the study investigates the children's participation and engagement when a Social Communication and Interaction model is in operation. The model is built around the concept of mediation and the use of tools, which were intended to encourage children with ASD to be engaged in high‐level participation activities. Attention is drawn towards the children's growth of self‐confidence, a reduction of adult support and the children's increased participation with others in the activity sessions. 相似文献
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《Support for Learning》2006,21(3):163-164
Book reviewed in this article: Developing Emotional Literacy with Teenage Girls: Building Confidence, Self‐esteem and Self‐respect Tina Rae, Lorna Nelson and Lisa Pederson Formative Assessment in Action: Weaving the Elements Together Shirley Clarke Homespun Remedies ‐ Strategies in the Home and Community for Children with Autism Spectrum and other Disorders Dion E. Betts and Nancy J. Patrick 相似文献
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ABSTRACTChildren with Autism Spectrum Disorder (ASD) perform poorly in complex fine motor skills and recognition, and they have difficulties in learning complex and multistep motor skills. Gestures-based games, which enable users to get timely feedback, to learn from failure, to engage in games at every moment, and to interact with computers intuitively have become promising tools. However, relevant empirical research on using gesture-based games to assist the learning of children with ASD is limited. With a case study method, we aim to examine the effects of using gesture-based games on the learning of children with ASD. Two gesture-based matching games were developed to improve the performance of children with ASD with respect to fine motor skills and recognition, and three young children with ASD participated in a three-week experiment. By comparing the participants’ performance before and after the treatment, we found that the participants’ performance in playing the gesture-based games improved greatly during the intervention, and intervention helped improve their performance regarding fine motor skills and recognition. Also, they were able to transfer the rules and skills they had learnt from the first game to completing the tasks in the second game. The findings above suggest the usefulness of using gesture-based games in assisting the learning of children with ASD. Some suggestions and implications for the development of the gesture-based games and future work are also discussed. 相似文献