ASD Knowledge Research Articles

Barriers to inclusive education of children with autism: Ghanaian teachers’ perspective

BackgroundAutism Spectrum Disorder (ASD), a neurodevelopmental condition, has become a major concern for both developed and underdeveloped countries since the condition is associated with significant caregiver, family, and financial burdens. Approaches to educating these children, especially in their preschool years, are burdensome and demanding for both parents and teachers. Although it is recommended that children with ASD receive inclusive, age-appropriate education in mainstream school settings, there are barriers in Ghana. This study explored barriers faced by preschool teachers in implementing and adhering to inclusive education for children with ASD.MethodsThe study employed an exploratory descriptive qualitative design to sample 17 participants in the Greater Accra Region using a purposive sampling technique. Data was collected through an in-depth virtual interview and analyzed using content analysis.ResultsThe study identified inadequate parental cooperation, poor ASD knowledge of the teachers, socio-cultural and political issues, and a lack of collaboration with other professionals as major barriers thwarting the success of inclusive education for children with ASD in Ghana.ConclusionThese barriers affect effective and successful adherence to inclusive education for children with ASD, and as such, we recommend orientation and special training for teachers, the provision of resources for effective child inclusion, and the creation of ASD awareness during the training of pre-school teachers.

De kennis van praktijk ondersteuners (POH-GGZ) over ASS bij meisjes/vrouwen

The general practitioner (GP) in the Netherlands is oft en the gatekeeper for individuals with autism spectrum disorder-related complaints. In recent years, GPs have made greater use of the expertise of mental health nurse practitioners. This study examined the extent of knowledge of mental health nurse practitioners about ASD in girls and women and their preferences for more information or education about the topic. The results of seven semi-structured interviews with mental health nurse practitioners indicate that the level of knowledge varied, but that in general knowledge of ASD and social communication, camouflaging techniques and intelligence level corresponds with what is known from literature. Less was known about the relationship between ASD and comorbid problems and the extent to which girls and women with ASD have special interests and can make eye contact. Information provision should therefore focus on these issues. This can be done through webinars, authorities in the field of ASD and articles and books, in which short information overviews were preferred.

Evaluation of the Lebanese Adults' Knowledge Regarding Autism Spectrum Disorder.

The daily functioning and overall well-being of people with ASD depends largely on understanding how the wider public views ASD. Indeed, an increased level of ASD knowledge in the general population may result in earlier diagnosis, earlier intervention, and better overall outcomes. The present study aimed to examine the current state of ASD knowledge, beliefs, and sources of information in a Lebanese general population sample, to identify the factors that could influence this knowledge. A total of 500 participants were involved in this cross-sectional study, which was conducted in Lebanon between May 2022 and August 2022 using the Autism Spectrum Knowledge scale, General Population version (ASKSG). Overall, the participants' understanding of autism spectrum disorder was low, with a mean score of 13.8 (6.69) out of 32, or 43.1%. The highest knowledge score was found for items related to knowledge of the symptoms and associated behaviors (52%). However, the level of knowledge regarding the etiology and prevalence, assessment and diagnosis, treatment, outcomes, and prognosis of the disease was low (29%, 39.2%, 46%, and 43.4%, respectively). Moreover, age, gender, place of residence, sources of information, and ASD case were all statistically significant predictors of ASD knowledge (p < 0.001, p < 0.001, and p = 0.012, p < 0.001, p < 0.001, respectively). The general public in Lebanon perceive a lack of awareness and insufficient knowledge regarding ASD. This results in delayed identification and intervention, leading to unsatisfactory outcomes in patients. Raising awareness about autism among parents, teachers, and healthcare professionals should be a top priority.

A data-driven validation of mobile-based care (mCARE) project for children with ASD in LMICs

In this study, we have validated the aims of the NIH project mCARE (mobile-based care for monitoring the milestone and behavioral parameters for children with ASD) by data-driven techniques. This project was developed and deployed for remote monitoring of the data on the development of children with ASD in the remote setting in the Low-and-Middle-Income-Countries (LMICS). mCARE was deployed for two years among 300 children with ASD in Bangladesh’s four specialist autism care centers. Initially, mCARE’s had three aims to monitor the development of children (with ASD) development: (a) develop and deployment the mCARE app, (b) develop and deployment the mCARE data management platform, and (c) increase the ASD knowledge among the caregiver of the children with ASD. In this paper, we will evaluate and describe these three aims based on the two years of data from the mCARE project. After analyzing the data, we can conclude that this mCARE project could apply both the LMICs and developed countries for remote monitoring the children with ASD and increasing collective knowledge among the caregivers. • Measures efficacy of the Mobile-based Care application (mCARE) by collecting behavioral and milestone data from 300 children with ASD. • Data-driven proof for mCARE’s aims. • Determines the participants’ satisfaction level in this study. • Suggests mCARE as an effective tool for monitoring children with ASD.

Psychoeducational group intervention for intellectually able adults with autism and their close relations (Prisma) – an open feasibility study

BackgroundAutism spectrum disorder (ASD) in adulthood is associated with severe impairments in functioning and poor health, while ASD is also affecting close relations. Accessible first-line interventions addressing the complex clinical needs and care coordination are lacking.MethodsThis study investigated the feasibility and preliminary effects of a new psychoeducational intervention (Prisma) developed for intellectually able adults with ASD and their close relations in an outpatient setting. The manualized Prisma intervention consist of four weekly group sessions guided by trained group leaders and providing information about autism, support, and services. Feasibility was examined through treatment completion rate and group-level comparisons between intervention completers and non-completers (Student’s t-test, Fisher’s exact test, and Pearson’s chi-squared test). Perceived treatment credibility was investigated by within-group comparisons of participant’s self-ratings from pre-intervention to post-intervention, as well as by group leaders’ ratings using an adjusted questionnaire. Treatment satisfaction was examined quantitatively regarding the session evaluations (Student’s t-tests), as well as by a qualitative thematic analysis of participants’ feedback. Preliminary efficacy was studied using paired t-tests (pre- and post-intervention).ResultsCompletion rate was 77% (n = 71 of the 92 adults with ASD) and 73% (n = 69 of the 94 close relations), respectively. Participants considered Prisma to be an acceptable intervention indicated by increases in treatment credibility and expectations from pre- to post-intervention. The group leaders reported treatment credibility in the same range as the participants. Both autistic adults and their close relations reported good treatment satisfaction for each session, while the qualitative thematic analysis indicated that Prisma could be improved by enhancing active participation. This participant feedback will be used to further improve the intervention for an upcoming RCT. Preliminary analyses of effects showed promising results with an increase in knowledge of ASD and some indications for improvements in relationship quality, mental health, quality of life, acceptance of diagnosis and burden of care.ConclusionsOverall, results indicate that the Prisma is a feasible and acceptable first-line intervention in outpatient services. Randomized controlled trials are needed to further corroborate the evidence base of this novel intervention.Trial registrationClinicaltrials.org NCT0446097, retrospectively registered July 8th 2020.

Mapping Knowledge and Training Needs in Teachers Working with Students with Autism Spectrum Disorder: A Comparative Cross-Sectional Investigation

Countries seek to implement sustainable policies for supporting professionals working with students with an autism spectrum disorder. These policies can advance more slowly in developing states like Romania and Greece. As such, this study aimed to investigate the reported knowledge and training needs of professionals working with ASD students to inform policymakers. Using a cross-sectional design, 475 Romanian and 211 Greek specialists completed an online questionnaire on the following dimensions: diagnosis and assessment of ASD, management of behavioural problems in ASD students, communication skills, technology, teaching, and e-learning platforms. The results showed that Greek professionals have higher levels of ASD knowledge compared to Romanian respondents (MGreece = 15.2, SDGreece = 4.22; MRomania = 13.7, SDRomania = 3.88; U = 39703, p &lt; 0.001). There is also a significant need for training on all the investigated dimensions in both countries, with greater training needs in Romania than in Greece (MGreece = 26, SDGreece = 2.98; MRomania = 27.2, SDRomania = 1.84; U = 35556, p &lt; 0.001). Both countries reported the lowest level of knowledge in innovative teaching technologies and high training needs using an e-learning platform. The results emphasise important gaps in the educational programmes for ASD professionals.

Urgency in Improving Child Health Care Workers' Awareness and Knowledge of ASD: Findings From a Cross-Sectional Study in Southwest China.

Objective: To evaluate the levels of awareness and knowledge of ASD among child health care workers in China, we conducted a cross-sectional, questionnaire-based study to assess the participants' awareness and knowledge of ASD.Methods: A total of 159 child health care workers from Southwest China participated in the survey and filled out the questionnaire.Descriptive analysis was conducted on the five parts of the questionnaire, including general knowledge, symptomology, screening and diagnosis, and intervention and treatment. Univariate analysis was used to assess impacts of the participants' basic demographic characteristics on the questionnaire scores. Multivariate analysis was used to analyze association of the participants' basic demographic characteristics and the questionnaire scores.Results: Less than 15% of the participants knew that ASD is a developmental, congenital and genetic disorder. Few participants knew that the symptoms include language disorder (38.4%) and social dysfunction (29.6%). A minority of the participants knew the diagnostic criteria (22.6%) and the age for early screening (14.5%). A total of 23.9% of the participants agreed that there are no effective drugs to treat ASD, and 6.3% agreed that ASD is incurable. A number of years in practice of ≥10 (OR = 0.3249, 95% CI: 0.1080–0.9189) was the main factor related to a high questionnaire score.Conclusions: Most participants had relatively low levels of awareness and knowledge of ASD, especially in terms of general knowledge as well as knowledge of intervention and treatment. Working for more than 10 years was a significant predictor of higher levels of awareness and knowledge of ASD. ASD-related training and knowledge dissemination are crucial for the early diagnosis and intervention of ASD. Child health care workers' awareness and knowledge of ASD needs to be improved to help build public awareness about ASD.

Awareness and Stigma of Autism Spectrum Disorders in Undergraduate Students.

Social stigma is a barrier for students with autism on college campuses. The purpose of this study is to examine the relationship between autism knowledge and autism stigma endorsement. 144 college undergraduate students were asked to complete the Autism Stigma and Knowledge Questionnaire as well as a brief demographic questionnaire. The relationship between stigma endorsement and ASD knowledge in the areas of diagnosis and symptoms, etiology, and treatment were evaluated using a multiple linear regression. Two independent-sample t-tests were conducted to investigate group differences between participants who know someone with autism and those who do not as well as between male and female participants. A significant regression equation was found (F(3,140) = 51.35, p = .000), with an R2 of .52. While Treatment and Etiology subscale scores significantly predicted Stigma subscale scores, Diagnosis/Symptom subscale score was not. In terms of knowing someone with an autism diagnosis, there was a significant difference in ASD diagnosis and symptom knowledge (t(142) = 4.16, p = .000), etiology knowledge (t(142) = 3.51, p = .001), treatment knowledge (t(62.99) = 3.54, p = .001), and stigma endorsement (t(142) = 3.03, p = .003). No significant differences were found between male and female participants. Contrary to past studies, gender was not associated with ASD knowledge or stigma endorsement. This study suggests that an intervention designed to increase ASD knowledge, particularly in the areas of etiology and treatment, and to increase contact with students diagnosed with autism would be effective in reducing ASD stigma.

Knowledge and Perception of Child Autism Among Preschool Teachers in the Ledzokuku-Krowor Municipal Assembly, Ghana

<i>Background</i>: Autism is increasing worldwide; however, preschool teachers, who are the primary caregivers beside parents in most situations are not able to accurately detect the symptoms of autism to respond appropriately as this is of utmost importance to help provide early healthcare to autistic children. The study assessed the knowledge and perception of preschool teachers towards child autism in the Ledzokuku-Krowor Municipality. <i>Methods</i>: A total of 210 preschool teachers (58% females) in 8 selected communities in the Ledzokuku Krowor Municipal Assembly, Ghana completed questionnaires relating to their demographic characteristics, level of knowledge in typical child development, child autism, perceptions and attitudes. A cross-sectional study design was employed using a quantitative technique. The association between dependent and independent variables and were examined using univariate and multivariable analyses. Statistical significance was set at p<0.05 and analysis was performed with Stata Version 15. <i>Results</i>: The findings of the study revealed that preschool teachers had low levels of knowledge in ASD. The results also showed that preschool teachers had positive attitudes and perceptions towards education of children with autism. Finally, there was a significant association between knowledge of ASD and, attitudes and perceptions towards ASD (p<0.05). <i>Conclusion</i>: Preschool teachers generally possess low levels of knowledge about autism spectrum disorder. Even though preschool teachers have positive attitudes and perceptions towards the provision of education for autistic children, increasing their knowledge will result in a more positive attitude and perception towards other needs of autism spectrum disorder and also help in early detection of autism.

VIEWS OF PARENTS WITH TYPICAL EDUCATION CHILDREN ABOUT INCLUSION OF CHILDREN WITH AUTISM IN GENERAL SCHOOL

&lt;p&gt;In recent decades, the debate over the successful implementation of accession policy has been growing. Teachers and parents are called upon to face a new reality. This paper discusses the views of parents with children in typical education regarding the inclusion of children with Autism Spectrum Disorder in the general school. Individual goals are to investigate parents' knowledge of ASD and factors that may affect parents' perceptions of inclusion. The research sample consists of 159 parents with children of typical education attending primary education (primary schools). Data were collected using a questionnaire with 10 questions on a Likert scale. The results showed that parents as a whole are positive about inclusion, but their views vary depending on some demographic features such as age, marital status, economic level and educational level.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0663/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Public knowledge and stigma of autism spectrum disorder: Comparing China with the United States.

Autism spectrum disorder in China differs considerably from autism spectrum disorder in the West in terms of prevalence estimates, education opportunities, and life outcomes of autistic people. The lack of autism spectrum disorder awareness could be a key factor underlying the disparities. To date, there has been no evaluation of autism spectrum disorder knowledge among the general public of China. Using the Autism Stigma and Knowledge Questionnaire developed for use in diverse cultural contexts, this study uncovered profoundly different public views about autism spectrum disorder in China compared with the United States. Determined by cognitive diagnosis modeling, 86%-91% of the surveyed U.S. citizens (N = 1127) achieved adequate autism spectrum disorder knowledge in diagnosis/symptoms, etiology, and treatment, whereas for the Chinese citizens (N = 1254) the percentages were only 57%-65%. Moreover, 14% of the participants from the United States were classified to endorse autism spectrum disorder stigma; in comparison, 38% of the Chinese participants endorsed autism spectrum disorder stigma. The Chinese citizens displayed knowledge deficits primarily in the areas of autism spectrum disorder core symptoms, comorbid intellectual impairment, and prognosis. Sociodemographic factors associated with the Chinese citizen's misconceptions included gender, ethnicity, social economic factors, among others. These results have important implications for increasing public awareness and promoting community participation for autistic individuals in China.Lay abstractASD in China differs considerably from ASD in the West in terms of prevalence estimates, education opportunities and life outcomes of autistic people. The lack of ASD awareness could be a key factor underlying these disparities. We asked 1127 U.S. citizens and 1254 Chinese citizens about their autism knowledge using the Autism Stigma and Knowledge Questionnaire (ASK-Q).The results indicated profoundly different public views about ASD in China compared to the U.S. Specifically, only 57%-65% of the Chinese citizens demonstrated adequate ASD knowledge compared to 86%-91% in the U.S. citizens. Fourteen percent of the U.S. citizens were shown to hold stigma beliefs towards ASD; in comparison, 38% of the Chinese citizens indicated ASD stigma. The Chinese citizens displayed misconceptions about ASD related to symptoms, causes, and possible long-term outcomes. In China but not in the U.S., male citizens and citizens with lower social economic status were more likely to have misconceptions about ASD than others were. The findings of this research can help increase public awareness about ASD and create a more inclusive environment for autistic people in China.

Validation of the ASKSG with a Parent Sample in the United States.

Parents play a critical role in the early identification of ASD because of their experiential knowledge and frequent observations of their children. Being knowledgeable about ASD may help parents recognize early signs and symptoms, know to which professionals to express their concerns, and better navigate systemsof care. An appropriate measure of ASD knowledge for parents is essential to further understand the importance of ASD knowledge in this population. This study sought to validate the Autism Spectrum Knowledge Scale-General Population Version (ASKSG) with a sample of parents with children under the age of 18years in the United States. Results indicate that the ASKSG is a valid and reliable measure for use with parents.

An Exploration of Law Enforcement Officers' Training Needs and Interactions with Individuals with Autism Spectrum Disorder.

Semi-structured interviews were employed to (a) characterize LEOs' knowledge of ASD, (b) understand interactions between LEOs and individuals with ASD, and (c) identify training needs to prepare LEOs for interactions with the ASD community. Researchers utilized a constructivist grounded theory approach to analyze data from 17 participants: (a) six LEOs, (b) six adults with ASD, and (c) five caregivers. Common themes included the (a) potential for misinterpretations of behavior of individuals with ASD; (b) helpfulness of an identification system/symbol for ASD; (c) need for interactive, mandatory training unique to LEOs' needs; and, (d) importance of building community connections between LEOs and individuals with ASD. Findings are discussed within the context of previous research related to law enforcement and ASD.

Raising Autism Awareness among Greek Teachers

A recent special education legislation reform in Greece puts emphasis on the inclusion of pupils with special educational needs into mainstream schools. The purpose of the present study was to investigate knowledge of ASD among 67 mainstream nursery and primary classroom teachers, and evaluate the effectiveness of a half-day ASD awareness seminar in increasing their knowledge of the disorder. A self-report ASD Knowledge Questionnaire (ASD-KQ), developed for the purpose of this study, was used before and after the ASD awareness seminar. The results indicated a significant shift from low to moderate/high level of ASD knowledge among teachers with no previous training in special education and/or autism (58.7%), whereas this shift did not reach significance level in the teacher’s group with previous training (16.7%) after the seminar. The present findings have important implications for the development of training programmes of practising teachers.

Development and Psychometric Evaluation of the Autism Stigma and Knowledge Questionnaire (ASK-Q)

ASD knowledge deficits contribute to disparities in the timing and quality of ASD services. To address the limitations with existing measures of ASD knowledge, we developed and examined the Autism Stigma and Knowledge Questionnaire (ASK-Q), which comprehensively assesses multiple subdomains of ASD knowledge while maintaining strong psychometric support and cross-cultural utility. ASK-Q items derived from the published research are organized into four subscales: (i) diagnosis, (ii) etiology, (iii) treatment, and (iv) stigma. ASK-Q items were selected based on ratings of face, construct, and cross-cultural validity by a group of 16 international researchers. Using Diagnostic Classification Modeling we confirmed the proposed factor structure and evaluated the statistical validity of each item among a lay sample of 617 participants.

Results of the AANS membership survey of adult spinal deformity knowledge: impact of training, practice experience, and assessment of potential areas for improved education: Clinical article.

Adult spinal deformity (ASD) surgery is increasing in the spinal neurosurgeon's practice. A survey of neurosurgeon AANS membership assessed the deformity knowledge base and impact of current training, education, and practice experience to identify opportunities for improved education. Eleven questions developed and agreed upon by experienced spinal deformity surgeons tested ASD knowledge and were subgrouped into 5 categories: (1) radiology/spinopelvic alignment, (2) health-related quality of life, (3) surgical indications, (4) operative technique, and (5) clinical evaluation. Chi-square analysis was used to compare differences based on participant demographic characteristics (years of practice, spinal surgery fellowship training, percentage of practice comprising spinal surgery). Responses were received from 1456 neurosurgeons. Of these respondents, 57% had practiced less than 10 years, 20% had completed a spine fellowship, and 32% devoted more than 75% of their practice to spine. The overall correct answer percentage was 42%. Radiology/spinal pelvic alignment questions had the lowest percentage of correct answers (38%), while clinical evaluation and surgical indications questions had the highest percentage (44%). More than 10 years in practice, completion of a spine fellowship, and more than 75% spine practice were associated with greater overall percentage correct (p < 0.001). More than 10 years in practice was significantly associated with increased percentage of correct answers in 4 of 5 categories. Spine fellowship and more than 75% spine practice were significantly associated with increased percentage correct in all categories. Interestingly, the highest error was seen in risk for postoperative coronal imbalance, with a very low rate of correct responses (15%) and not significantly improved with fellowship (18%, p = 0.08). The results of this survey suggest that ASD knowledge could be improved in neurosurgery. Knowledge may be augmented with neurosurgical experience, spinal surgery fellowships, and spinal specialization. Neurosurgical education should particularly focus on radiology/spinal pelvic alignment, especially pelvic obliquity and coronal imbalance and operative techniques for ASD.

Utahns' understanding of autism spectrum disorder

BackgroundThe general public has numerous misconceptions and a lack of awareness and understanding regarding some of the prevalence, characteristics, and treatments of autism. As a result, education and awareness activities to increase the general public's understanding and awareness of autism are important. This study was conducted throughout Utah to inform public education and awareness efforts being planned as part of Utah's State Plan for Improving Outcomes for Individuals with Autism Spectrum Disorders and Development Disorders. ObjectiveThe purpose of this study was to identify public awareness and knowledge of ASD in Utah, such as the public's understanding of the prevalence, characteristics, and treatments of autism, as well as the sources of this information. MethodsTo identify public perceptions and attitudes of autism spectrum disorder, 1001 Utah residents 18 years of age or older were surveyed using a 32-question statewide random-digit dialed telephone survey. ResultsThe percentages of responses for 15 of the 20 autism-related questions are presented by ethnicity (Hispanic or Latino), education level, and income level. ConclusionsThe study indicates that autism education efforts need to address the least understood aspects of autism; the causes of autism, how autism is diagnosed, and how autism is treated. Radio or TV outlets are more effective, particularly so with Hispanic or Latinos and populations with less education. Medical professionals are also an important resource for families with direct autism-related needs.

Adult ASD Knowledge Expands Rapidly

Adult ASD Knowledge Expands Rapidly

DUKUNGAN KELUARGA, PENGETAHUAN, DAN PERSEPSI IBU SERTA HUBUNGANNYA DENGAN STRATEGI KOPING IBU PADA ANAK DENGAN GANGGUAN Autism Spectrum Disorder (ASD)

The objective of study was to understand family support, mother’s knowledge and perception of ASD and its association with coping strategy of mothers with ASD children. The study used a cross-sectional study design and conducted at Sekolah Khusus AL-IHSAN in Tangerang and in Cilegon, Banten. The samples of the study were 31 mothers with ASD children who were participated at AL-IHSAN and were available to be interviewed. The study conducted at February until May 2008 which included data collecting, data processing, and data analyzing. Instrumen used in the study was a modification of Coping Health Inventory for Parents (CHIP) by McCubbin and Patterson (1987). Data analyzing used was descriptive statistics, paired sample T-test, Rank-Spearman correlation, and Chi-Square. Result of the study showed that family support was considered as low (45,2%) and high or very high (54,8%). Mother’s knowledge mostly good, which classified as moderate and high (93,5%), while those classified as low was only 6,5%. In term of mother’s perception there were 45,2% mothers who still had negative perception toward ASD child. There was differences in term of coping mechanism strategy which was mostly to maintain family stability, optimism and cooperation at present, while before were mostly to seek assistance for medical treatment. The younger age of mothers and fathers, the stronger family support they received. Mother’s perception of ASD children tend to be positive when the age of ASD children is younger and the length of therapy is shorter. The characteristics of family, family support, mother’s knowledge, and perception of ASD children had no significant correlation with coping strategy used by mothers as their effort to reduce some pressures in taking care of ASD children.

Autism Spectrum Disorder and the Inclusive Classroom: Effective Training to Enhance Knowledge of ASD and Evidence-Based Practices

The authors examine the influence of autism training sessions on a group of beginning teachers. The results of the study indicate that even a limited amount of professional development and/or train...