Relationship transitions for parents of children with autism spectrum disorder: types,turbulence, and transition processing communication     

Kellie St.Cyr Brisini  Denise Haunani Solomon 《Journal of Applied Communication Research》2018,46(4):447-468

This study surveys transitions specific to parents of children with autism spectrum disorder (ASD), examines how aspects of relational turbulence vary based on the type of transition experienced, and explores the transition processing activities couples use to navigate marital transitions in this context. The study examined the transition experiences of 298 parents of children with ASD who were currently married. Participants detailed an important transition throughout the life span of their child with ASD using open-ended questions. They completed scales assessing qualities of the relationship during the transition and transition processing communication used to navigate the experience. Results demonstrate significant differences in experiences of relational turbulence based on the type of transition described. In particular, the initial diagnosis received the highest ratings for transition magnitude and relational turbulence compared to other common transitions. Engagement in transition processing communication predicted relational uncertainty and facilitation from a partner, which predicted relational turbulence.  相似文献   

The deployment,training and teacher relationships of teaching assistants supporting pupils with autistic spectrum disorders (ASD) in mainstream secondary schools     

Wendy Symes  Neil Humphrey 《British Journal of Special Education》2011,38(2):57-64

Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north‐west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.  相似文献   

家长问卷区分自闭症谱系障碍儿童功能的探索     

周念丽  方俊明 《中国特殊教育》2011,(11)

通过家长问卷筛查自闭症谱系障碍儿童是为常见,然运用问卷来区分功能则,本研究欲探索其可能性.结合我国社会文化编制了用于甄别自闭症谱系障碍儿童和区分其功能的家长访谈问卷,并运用该问卷对全国11个城市的2901名1-6岁普通儿童和119名自闭症谱系障碍儿童家长进行了实际调查.调查结果表明,运用该问卷既可甄别又可有效地区分自闭症谱系障碍儿童不同功能.说明运用家长问卷甄别与区分自闭症谱系障碍儿童的功能具有可行性.  相似文献   

自闭症儿童装扮游戏能力的研究进展     

郭家俊 《中国特殊教育》2011,(6)

20世纪80年代以来,国内外的学者在自闭症儿童的装扮游戏能力的研究方面取得 了很多有价值的成果.在分析了最新的研究成果之后,本文得出结论:装扮游戏能力缺陷 是自闭症儿童特有的障碍之一;心理表征及元表征缺陷、执行功能缺陷在一定程度上解释 了造成自闭症儿童装扮游戏困难的原因.此外,本文还介绍了针对自闭症儿童在装扮游戏 方面的评估以及干预措施.  相似文献   

自闭症谱系障碍儿童睡眠问题的研究:回顾及思考     

卢茜  邓猛  梁焕萍 《中国特殊教育》2011,(3)

睡眠问题在自闭症谱系障碍儿童中有高发生率,与他们的核心特征存在错综复杂的关联.睡眠问题属于失眠症的范畴,潜在病原包括神经生物学、心理及行为和家庭环境等因素,对儿童的影响体现在社会交往与沟通、行为表现及认知和个人成长及家庭等方面,现有治疗措施主要有行为干预、药理治疗和其他疗法,最后对自闭症谱系障碍儿童教育与康复提出几点建议.  相似文献   

Unexpected changes of itinerary – adaptive functioning difficulties in daily transitions for adults with autism spectrum disorder     

Ewelina Rydzewska 《欧洲特需教育杂志》2016,31(3):330-343

Adaptive functioning skills, also known as adaptive behaviours, refer to a multifaceted concept defined as behaviours necessary for age-appropriate, independent functioning in social, communication, daily living or motor areas. In light of the growing population of children with ASD who will eventually become adults, increased understanding of adaptive functioning during the transition to adulthood is of importance, but current research in this area lacks first-hand evidence presenting adaptive skills difficulties among older adolescents and adults with ASD. This article focuses on adaptive functioning skills in daily transitions for adults with Asperger’s syndrome (AS) or high-functioning autism (HFA). It draws on evidence from 12 interviews with individuals on the autism spectrum age 16–43, and 2 focus groups with 8 family members of people affected by ASD. Particular emphasis is placed on impact of adaptive functioning difficulties on well-being and quality of life for adults with ASD. Grounded theory approach has been used to analyse the gathered data. Interviewees reflected on daily challenges associated with unexpected changes in routine, sensory difficulties and social interactions. These in turn had an impact on their adaptive functioning skills by introducing complications in the process of making transitions between different contexts and decreasing interviewees’ ability to tackle challenges of daily life. Importance placed on societal expectations towards meeting bespoken standards and conforming to norms ruling the structure and interactions of daily life were also widely discussed. Frequently such expectations did not allow for factoring in the developmental nature of ASD and related difficulties, which as a result triggered additional complexity in managing daily transitions for adults on the spectrum. Further research addressing adaptive functioning skills in daily transitions for adults with ASD is needed.  相似文献   

孤独症相关脑机制的研究现状   总被引：1，自引：0，他引：1  

孙永珍  傅根跃 《中国特殊教育》2006,(2):56-61

从脑生理机制的角度对孤独症进行研究已成为当前孤独症研究的热点。脑生理机制研究方面,以LYNN WATERHOUSE等人提出的思辨模型最具有代表性和概括性,能够较全面系统地对孤独症的行为特征作出解释,后继的研究也较好地支持了他们的模型。通过分析,对今后孤独症研究的趋势提出了一些展望。  相似文献   

Transforming engagement: a case study of building intrinsic motivation in a child with autism          下载免费PDF全文

Jackie Dearden  Anne Emerson  Tom Lewis  Rebecca Papp 《British Journal of Special Education》2017,44(1):8-25

This longitudinal case study of a 10‐year‐old girl with autism and severe communication impairment measures the impact of the MORE (Means, Opportunities, Reasons and Expectations) approach to enhancing engagement and communication. Through detailed observation of video data over a period of 28 months, engagement behaviours including interaction with adults and following adult directions increased, while resistant behaviours such as kicking, hitting and pushing adults away decreased. Fluctuation between different ‘states’ demonstrated that the frequency and duration of engagement was influenced by the MORE approach and an emphasis on developing intrinsic motivation. In order to enable further efficacy research, core features of the intervention and the changes in engagement over time are described.  相似文献   

江西省孤独症儿童社会支持体系构建的研究     

郭德华 《宜春学院学报》2011,33(7):66-70

孤独症是一种广泛发展障碍性疾病,其主要特点是社会功能障碍、人际交流障碍、行为和兴趣刻板,是严重危害儿童身心健康,并影响家庭、社会功能的一种新型疾病。国内外经验提示,对抗孤独症,仅仅靠孤独症患者及其家庭努力远远不够,必须要有政府和社会各方面的参与和重视,并尽快构建有效的社会支持体系。在广泛调查分析基础上,结合江西省实际情况,提出了孤独症儿童社会支持体系构建的策略和方法,首次提出"孤独症儿童三级立体式社会支持体系模型",这一开创性研究成果对孤独症康复事业的发展有积极的理论、实践和政策参考意义。  相似文献   

Teaching science skills and knowledge to students with developmental disabilities: A systematic review     

Magdalena M. Apanasionok  Richard P. Hastings  Corinna F. Grindle  Richard C. Watkins  Andreas Paris 《科学教学研究杂志》2019,56(7):847-880

A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted.  相似文献