The Effectiveness of Family-Centered Teaching in Developing Self-Care Skills for Children with Autism Spectrum Disorder

Children with Autism Spectrum Disorders: Three Case Studies

Purpose Parents or primary caregivers of children with Autism Spectrum Disorder (ASD) have important role in early recognition of the disorder as well as in the management of the disorder. Knowledge, attitude and practice of primary caregivers towards children with ASD are important factors in promoting health and wellness of such children. The purpose of this paper is to evaluate the effectiveness of video-assisted teaching regarding care of children with ASD on knowledge, attitude and practice among primary caregivers. Design/methodology/approach Quasi-experimental research design with one group pre-test post-test was adopted. A total of 60 primary caregivers were selected through stratified random sampling technique. Video-assisted teaching was given to 60 primary caregivers. Data collection was done before and after the video-assisted teaching programme using structured questionnaire which consists of 57 questions. Findings The result of the study showed that the post-test level of knowledge attitude and practice among primary caregivers of children with ASD was significantly high (p<0.0001) when compared to pre-test level by using Wilcoxon Signed Rank Test. The study finding revealed that video-assisted teaching was effective in enhancing the knowledge, developing a positive attitude and good practice among primary caregivers regarding care of children with ASD. Social implications Findings of this study will help mental health nurses, psychologists, intellectual disability nurses, teachers, public health, social workers, etc. to know the importance of video-assisted teaching programme regarding care of children with ASD and to motivate the primary caregivers to participate in such teaching programme. The community mental health nurse can plan video-assisted teaching programme in a community regarding care of children with ASD. Originality/value Results of this study indicate that the video-assisted teaching is effective and helps the primary caregivers to enhance the knowledge, attitude and practice regarding care of children with ASD. So continuous awareness in primary health centre and community area is necessary to improve the knowledge, attitude and practice of primary caregivers.

Introduction: Self-care skills are among the basic skills required to support the independent living skills of children diagnosed with Autism Spectrum Disorder (ASD). It was observed that there are a limited number of studies in the literature that include programs used in this context (e.g. Behavioral Intervention Program for Children with Autism, [OÇİDEP]). Thus, it was aimed to overcome this limitation and examine the effect of the "Portage Supported Mother Education Program" on the self-care development of the child with ASD. In line with this purpose, the effects of the program on the behaviours of washing hands with liquid soap, eating with a fork, and wearing a jacket with zipper of the child with ASD were examined, the generalisability and permanence levels of the behaviours were examined, and the mother's opinions were taken. Method: Inter-behaviour multiple baseline model, one of the single-subject research models, was used. Participants were a 4-year-old 5-month-old boy with ASD and his 38-year-old mother. Dependent variables were washing hands with liquid soap, eating with a fork, and wearing a jacket with zipper. Independent variable was "Portage Supported Mother Education Program". Findings: The data were analysed and transferred to line graphs. When the findings were examined, it was seen that the program had a positive effect on the behaviours of washing hands with liquid soap, eating with a fork, and wearing a jacket with zipper, the child was able to generalise the behaviours, the effect was permanent and the program was feasible. Discussion: The findings were discussed within the framework of the literature. Studies similar to the findings of the study were found in the literature. According to the findings, the program is effective, permanent and feasible for the self-care development of children with ASD. Conclusion and Recommendations: The program was found to be effective for the self-care development of the child with ASD and feasible for the mother. Therefore, it can be recommended to extend this study by studying with more children with ASD and their mothers, and conduct other studies with the participation of the father.

AIMThis study aimed to determine the nutrition, self-care skills, and health professional support of children with autism spectrum disorder.METHODThis is a descriptive and cross-sectional study. The parents of 82 children with autism spectrum disorder agreed to participate as part of a study group in 8 special education schools in 3 districts. The schools were selected on the basis of their levels of sociodemographic development. The data were collected and analysed between September 2016 and July 2017 using a two-section questionnaire developed after a literature review.RESULTSThe majority of the parents (63.4%) had sufficient knowledge with regard to autism spectrum disorder, but the issues that were most lacking in terms of education were care, nutrition, and skills related to daily living (36.2%). The parents wanted to be educated on “nutrition problems,” and “activities of daily living.” The majority of the children lacked self-care skills (82.9%).CONCLUSIONThe most frequently observed nutrition problem in children with autism spectrum disorder was selective eating. In line with the literature, the majority of the children in this study were found to be unable to care for themselves. School nurses can provide support in terms of nutrition and self-care skills in these schools. School health education programmes for parents can be developed to allow for the more rapid and effective resolution of nutrition and self-care problems.

This research aims to explore the awareness of parents of children with autistic spectrum disorder about rehabilitation services developing self-care skills. A quantitative research method was used in this work, which allows to form knowledge based on precise logic, mathematical-statistical calculations. The study included an online and paper-based questionnaire survey where 35 parents of children with autistic spectrum disorder have participated. The use of the quantitative method for data collection and analysis made it possible to rigorously adhere to the aim and the objectives of the study as well as to obtain objective results, test the accuracy of the hypothesis, and establish causation. The summary of the results showed that the majority of parents of children with autistic spectrum disorder (81.8%) have a clear idea of ​​the services aimed at improving self-care activities and realize the importance of performing them independently. For 6.7% of parents, it was important that their children can perform self-care activities independently, but they did not take steps in that direction, and only 26.7% wanted to seek professional help. However, as parents of children with autistic spectrum disorder, select rehabilitation services for enhancing their children’s skills, being aware of appropriate services, and suitable intervention approaches were considered to be important points for approving children’s future independent life.

Caregiver rating scales often give an unclear picture of the actual self-care performance of preschool children with autism spectrum disorder (ASD). To assess self-care performance among preschool children with ASD using two standardized instruments. Cross-sectional study. Clinics, hospitals, and early intervention centers in Tainan, Taiwan. Sixty children with ASD (ages 48-71 mo). Outcomes and Measures: The Standard Version of the Childhood Autism Rating Scale-Second Edition, the Assessment of Motor and Process Skills (AMPS), and the Chinese version of the Pediatric Evaluation of Disability Inventory (PEDI-C). About 53.3% of children with ASD scored below 1.5 logits for AMPS motor skills and below 1 logit for AMPS process skills, indicating difficulties performing activities of daily living tasks. The average PEDI-C self-care normative standard scores were moderately low (between -1 and -2 SDs), indicating poor self-care performance. The correlations between the two measures were also low (rs = .27-.44). Overall, the results for 36 children were consistent with AMPS and PEDI-C scores; however, those for 24 children (40.0%) were discrepant. These findings have implications for how preschool children with ASD perform their self-care activities and suggest that more than half of preschool children with ASD have a need for occupational therapy interventions that target self-care skills. Occupational therapy practitioners can work with preschool children with ASD and their families to help them improve their self-care performance. What This Article Adds: Many children with ASD need occupational therapy interventions that target self-care skills. Both the AMPS and the PEDI-C provide valuable information from different perspectives on the self-care performance of preschool children with ASD.

In this study, the researchers aimed to investigate the effectiveness of Discrete Trial Teaching utilizing visual arrow supports on reducing the use of echolalia in children with autism spectrum disorders. The study participants included three children with autism spectrum disorders who exhibited echolalic speech. The research design employed a multiple baseline across subjects design. The intervention consisted of two phases: in Phase 1, participants were taught to respond to cues with arrow visual supports for labeling, while in Phase 2, participants were taught to respond to cues using arrow motion cards as visual supports to understand and replace echolalic utterances with relevant responses. The results of the study indicated that the echolalia usage of all three children decreased during intervention and this reduction was maintained and generalized across sessions. These findings suggest that individual interventions utilizing visual arrow supports can be an effective method to reduce echolalia in children with autism spectrum disorders who are characterized as visual learners.

In this study, the researchers aimed to investigate the effectiveness of Discrete Trial Teaching utilizing visual arrow supports on reducing the use of echolalia in children with autism spectrum disorders. The study participants included three children with autism spectrum disorders who exhibited echolalic speech. The research design employed a multiple baseline across subjects design. The intervention consisted of two phases: in Phase 1, participants were taught to respond to cues with arrow visual supports for labeling, while in Phase 2, participants were taught to respond to cues using arrow motion cards as visual supports to understand and replace echolalic utterances with relevant responses. The results of the study indicated that the echolalia usage of all three children decreased during intervention and this reduction was maintained and generalized across sessions. These findings suggest that individual interventions utilizing visual arrow supports can be an effective method to reduce echolalia in children with autism spectrum disorders who are characterized as visual learners.

The primary objective of this study was to investigate the effectiveness of an intervention program implemented in Saudi Arabia, aimed at equipping children diagnosed with autism spectrum disorder (ASD) with essential self-care skills. The research employed a quasi-experimental design, encompassing both an intervention group and a non-intervention group. The results of the study revealed that following the implementation of the intervention, the experimental group exhibited a noteworthy enhancement in their self-care capabilities in comparison to the control group. The results of the study revealed a noteworthy disparity in the post-test scores between the experimental group and the control group, thus providing compelling evidence for the effectiveness of the training program in fostering the development of self-care skills. The findings align harmoniously with previous research endeavors that have explored effective strategies for enhancing self-care skills among children diagnosed with autism spectrum disorder (ASD). The intervention demonstrated a commendable display of cultural sensitivity by duly considering the intricacies of Saudi Arabian culture, which places great value on the significance of familial and communal bonds. The efficacy of the intervention can be attributed to its astute consideration of cultural norms and its inclusive approach involving parents and other caretakers. The results of this study suggest that the integration of culturally appropriate modifications to evidence-based interventions holds promise in facilitating the development of self-sufficiency and improving the overall quality of life for children diagnosed with autism spectrum disorder (ASD). The study's limitations, including its modest sample size and absence of extended follow-up, warrant further inquiry into strategies to enhance the study's robustness and applicability.

Studies report that different aspects of the family structure can be affected when a family has a child who has been diagnosed with Autism Spectrum Disorder (ASD). This study aims to determine the experiences of Turkish parents of children with ASD before, during and after the diagnosis, and how this situation affects both their individual and family lives. In the study, the data were collected using a phenomenological approach that involved the semi-structured interview method. The study sample consisted of 10 parents of children with ASD, including five fathers and five mothers. The data were analyzed using the content analysis technique, from which nine themes were identified. The themes and sub-themes identified constituted the main findings of this study. Accordingly, most of the participants stated that the ASD diagnosis of their children was late as a result of being misled, and that their children were able to develop daily life and self-care skills from the trainings they had received. Participants further reported that they had endured negative experiences, including being forced to take on part-time jobs or to go into early retirement, because of having children with ASD. Yet, in contrast to these drawbacks, the participants also stated that they had experienced positive emotions due to their children’s special situation, such as looking at life from a different perspective, feeling stronger and developing different methods of dealing with ASD-related difficulties. From the results of this study, it can be suggested that additional research involving different approaches be planned to gain a better understanding of the experiences that both children with ASD and their parents face as a result of being labeled (stigmatized).

Blueprints for the Assessment, Treatment, and Future Study of Catatonia in Autism Spectrum Disorders

Adolescents with ASD who are living in dormitory with only the assistance of caregivers and without the presence of parents are demanded to be more independent in self-care. Complex disorders that occur in children with Autism Spectrum Disorder (ASD) affect the child's self autonomy to fulfill self-care needs. This study aims to identify the description of self-care agency in adolescents with ASD who are living in dormitory of SLB “X” in Bandung District.This research used a quantitative descriptive design. The sample in this study was adolescents with ASD who are living in dormitory, used total sampling technique with the total of 35 people. The instrument of this study was Kenny Self Care Evaluation (KSCE) which was analyzed and presented in tabular form using frequency distribution in percentage.The results showed that in personal hygiene (74.3%) and toileting (71.4%) of respondents experienced total dependence. In transfer activities (77.1%), dressing (65.7%), and feeding (82.9%) of respondents needed minimal assistance or supervision. However, in activities in bed and locomotion all respondents were independent. The conclusion from this study shows that adolescents with ASD experienced the lowest level of independence where they needed total support in carrying personal hygiene and toileting activities. Thus, it is essential for school and dormitory managers to work closely with community nurses to improve adolescent's skills in self-care by providing education to both adolescents and caregivers.

Purpose: The aim of this study was to develop scales to determine the self-efficacy perceptions of parents of children with autism spectrum disorder (ASD) and their views on the developmental and behavioral problems of their children with ASD during the coronavirus disease (COVID-19) pandemic. Design/Methodology/Approach: This study used a relational screening model; data were collected online from 390 parents. The research conducted in the relational screening model has two stages; The first stage is the development of three separate scales that will enable the determination of the self-efficacy perceptions of parents who have children with ASD during the COVID-19 pandemic, and the development and behavioral problems of their children with ASD through parental views. The second stage is the relationship of the scores obtained from these scales with each other and the comparison with various variables. Findings: Based on parental views, the findings of this study showed that stereotypic and self-injurious behaviors of children with ASD increased, while their communication, social interaction, daily living, and self-care skills were negatively affected. Highlights: Despite these results, most parents reported considering themselves moderately, very, or completely competent in behavior management, application of different teaching methods and techniques, as well as skill/concept teaching during the COVID-19 pandemic.

Individuals with Autism Spectrum Disorder (ASD) may exhibit social interaction and communication problems and demonstrate limited and repetitive behaviors. Individuals affected by this complex neurodevelopmental disorder can require different educational arrangements from those of typically developed individuals when developing communication skills, self-care skills, and other daily living skills. Many interventions have been developed for individuals with ASD to acquire social skills and other independent living skills. Social stories represent one of these treatments. The purpose of this research was to determine whether the single and multiple presentations of social story interventions in teaching individuals with ASD behaviors differed in terms of effectiveness and efficiency. The adapted alternating treatments design was used in this research, whose participants were composed of four boys between 9 and 17 years old who had been diagnosed with ASD. The dependent variables of this research were the acquisition level of skills of expressing thanks and participating in the invited activity. The study’s independent variables were the single social story intervention, which involved writing and presenting one story for one target behavior, and the multiple social story intervention, which included writing and presenting more than one story for one target behavior. According to the findings regarding effectiveness, all four participants learned the skills of expressing thanks and participating in the invited activity through single and multiple social story intervention at a level that met the criteria. All participants were observed to demonstrate the skills that were acquired in both interventions and generalized them to the other situations. No difference was determined in terms of follow-up and generalization. When the findings of the two instructional interventions were compared, it was observed that the results didn’t recur consistently for all participants. For two participants, it was determined that the single social story intervention was more efficient, while the multiple social story intervention was more efficient for one participant. For the other participants, two instructional interventions were found to be equally efficient. In this study, data about social validity were gathered from participants, their parents, and their teachers. The findings regarding social validity showed that the participants, their parents, and their teachers expressed positive opinions about the study.

Un programme d’éducation thérapeutique destiné à des parents d’enfant avec un TSA : résultats préliminaires concernant l’efficacité du programme ETAP