Autism In Schools Research Articles

Manajemen Pendidikan Khusus di Sekolah Luar Biasa Untuk Anak Autis

This study aims to determine the implementation of special education management at Special School for Autism. This research is descriptive qualitative research. The speakers in this research are the principal and two teachers at Special School for Autism in Karanganyar. Data were collected by interview, observation, and documentation. Data analysis techniques using Miles and Huberman models. There are three steps in this model, namely data reduction, data display, and conclusion. The implementation of special education management at Special School for Autism in coordination by a principal. In planning educational programs, tailored to the ability of each autistic student using IEP (Individual Educational Program). The school has an organizational structure that works in accordance with its duties. The principal is in charge of coordinating school management, while the teacher is responsible for the management of the class. Special School for Autism is a recently established school. The condition of autistic students who have different characteristics, the location of the foundation's office with the school is very far away, and the entry of students with different disorder conditions with autistic students makes the implementation of education management in Special School for Autism not running optimally. Therefore, schools have made efforts to minimize these barriers.

SENSORY SPACES: SENSORY LEARNING – AN EXPERIMENTAL APPROACH TO EDUCATING FUTURE DESIGNERS TO DESIGN AUTISM SCHOOLS

Universities and design schools have a responsibility to ensure that the education of future designers enables design for special populations, in this case specifically children with autism. This paper presents a case study of an autism defined experimental teaching-led design project, within a first-year university Interior Architecture course, on which the author is a tutor. It draws on the author’s extensive working knowledge of autism issues, incorporating mediation between SEN schools and design students, and employing research informed teaching. The project involves a new local free school for autism, at a temporary site. The experiment is designed to challenge students, emphasising the importance of understanding how primary research, accessed directly from the end users, informs progressive design thinking. It attempts to influence their design work in subsequent years at university and in practice, and facilitate bridging the gap between academic research and real-life application. This paper seeks to identify how an autism defined project, focussed on student-centred learning and encompassing choosing sessions with children with ASD, can be taught in the first year of undergraduate study. Further, it aims to analyse how the teaching styles and content of a partially ‘live’ community design project impact on the participants. This is achieved by describing the details and challenges of the project together with the interactions between the students and the school. It concludes that the project adds value to the student experience, builds student confidence and eliminates pre-conceived ideas surrounding autism. It shows that design can be an interactive process between university and special schools. Equally, the pitfalls of a live project of this nature are highlighted, as is the need for modification before similar projects are reproducible as viable educational models.

The wrong kind of noise: understanding and valuing the communication of autistic children in schools

ABSTRACTAs a result of the association of autism with speech and language difficulties, autistic school children can be subject to interventions ostensibly intended to remedy these problems. However, my study, based in five mainstream primary schools in England, which incorporated the views and experiences of school staff (n = 36), autistic children (n = 10), their parents (n = 10) and a sample of autistic adults (n = 10), suggests that these inputs do not always provide the children with the help they require. Indeed, notwithstanding some examples of effective assistance, the more evident communication of the autistic children, in its various manifestations, might be ignored and their wishes denied, if deemed not to correspond with the expectations or intentions of the supporting adult. Furthermore, their communication was also found to intersect with the issue of noise in schools, a complex phenomenon which can be an exclusionary factor for autistic children. Indeed, if some forms of noise were tolerated in school, the sounds emanating from autistic children might be disdained, while the communicative value of their silence was not evidently recognised either. Therefore, whether speaking, making noises or remaining silent, autistic children can be deemed to be making the wrong kind of noise. Elucidated via empirical examples from my study, the implications for research and practice are discussed, providing alternative perspectives on how to support the communication of autistic children, leading to greater agency, well-being and educational inclusion on their part.

THE RECOMMENDATION OF SPACE LAY OUT ON CHILDREN AUTIS SCHOOL IN SURAKARTA

<p class="Abstract"><em>The number of autism sufferers worldwide is increasing, but not yet followed by optimal handling. The cost of autism therapy is unaffordable by the general public because of the need for a specific and expensive container. Need to improve the quality of handling, especially in space for activities that contribute to the process of autism therapy.</em></p><p class="Abstract"><em>In this study, an evaluation of the autism school in Surakarta and surrounding areas and made recommendations for solutions to the existing problems. The method used is qualitative rationalistic with post-occupancy indicative evaluation. Data obtained from field observation of research object, interview with related parties, and literature study. The data obtained is processed by emphasizing the meaning of empiri, understanding and intellectual ability to argue logically with supported empirical data and relevant theory. From the results of these evaluations, prepared spatial planning recommendations based on design criteria that are positively oriented towards increasing autism independence. From the results of the study known that the existing space can be used quite well, although technically inadequate, need improvement in order to function more optimally. The results of this study are expected to be used as a reference for autism school planning in the future.</em></p>

Analyzing the Status of the Autism Spectrum Disorder Amid Children with Intellectual Disabilities in Bangladesh

Autism spectrum disorders (ASDs) are a collection of conditions characterized by stereo typed behaviors and narrow interests and pervasive problems with communication and social interactions. Globally, researchers are working on identifying the root cause and management of ASD. Although research on autism is at nascent stage in Bangladesh but in terms of social epidemicity, it is currently an utmost important issue. The aim of the study is to analyze the effect of age, sex, birth weight, mother’s pregnancy duration, pregnancy time complicacy and genetic linkage on autism. The study also related, the socio-economic status of the autistic children and satisfaction of parent on government response in this issue. The study was conducted on 50 patients in 2 Autistic Schools (Bangladesh Protibondhi Foundation and Autistic Children Welfare Foundation, Bangladesh) of the Dhaka City from June 2010 to December 2010. Study related data were collected through a predesigned questionnaire In our study out of 50 children with autism 86% were male and 24% were in the age range between 73to 84 months. About 84% children with autism were lived in urban area and about 52% were belonging at the upper middle class. The main signs and symptoms observed, was prefer to play alone (i.e. 74%). Moreover 60% children with autism talks later than age 2 and 58% had poor eye contact. During our study we have observed that 14% children were linked by heredity and 10% have siblings with same problem. Rett syndrome (i.e. 40%) and autistic disorder (i.e., 32%) were more commonly observed. From the prescription, the study revealed, physicians diagnosed speech delay in 32% patient and 8% were diagnosed with attention deficit hyperactivity disorder. For treatment physicians mainly prescribes vitamins (i.e. 50%), antiepileptic drugs (i.e. 12%), and antipsychotic drugs (i.e. 4%). Besides most of the children were treated with physical and occupational therapy but no objection was found with vaccine. During our study we had observed that, 82% parents were not satisfied by the steps taken by the government yet. This study observed that, apart from alarming increase rate of autism in Dhaka City, modern diagnosis and medication facilities as well as therapies are deficit. Therefore, the new born babies and upcoming parents are at great risk due to insufficiency of awareness. So proper awareness programs and more facilities for autistic children should be introduced by both government and non-government sectors.

A Study to Evaluate the Effectiveness of Structured Teaching Programme on Knowledge Regarding Autism among Parents of Autistic Children in Selected Autistic Schools at Mysore

A Study to Evaluate the Effectiveness of Structured Teaching Programme on Knowledge Regarding Autism among Parents of Autistic Children in Selected Autistic Schools at Mysore

Perinatal and Childhood Outcomes Associated with Infertility

AbstractInfertility affects 11% of reproductive-age women in the United States and the number of live births from infertility treatment, both in vitro fertilization (IVF) and non-IVF fertility treatment (NIFT), continues to rise. Given this trend, the perinatal and childhood outcomes of children conceived with assisted reproduction are of critical importance. We provide a comprehensive overview of the current literature, consisting primarily of observational cohort studies focused on IVF children. The outcomes of interest include (1) perinatal outcomes of low birth weight and prematurity; (2) congenital birth defects; (3) childhood development to encompass autism spectrum disorders, development, and school functioning; (4) growth and puberty: and (5) childhood cancer. Overall, these data appear to be reassuring; however, further studies are needed to clarify the role of underlying parental infertility and to focus on NIFT conceptions. There remains a paucity of long-term data for these children as they progress to adulthood and long-term prospective registries will be the key to answering these questions.

Comparison of Gingival Health and Salivary Parameters among Autistic and Non-Autistic School Children in Riyadh.

Autism is a neuro-developmental disorder which is manifested as impairment of social interaction, communication and a repetitive behaviour. Autism can obscure dental treatment for the affected patients; furthermore, children with autism commonly have destructive oral habits. The aims of this study were to evaluate the Modified Gingival Index (MGI), Plaque Index (PI), salivary pH and buffering capacity of the saliva among autistic children compared to normal children in Riyadh City that may provide baseline data to enable comparison and future planning of dental services for autistic children. A total of 50 children diagnosed with autism (mean age 8.5 years) were selected from Azzam Autism School, Riyadh City. The control group consisted of 50 non-autistic school children (mean age 8.7 years), gender matched, selected from Outpatient Clinic, Riyadh Colleges of Dentistry and Pharmacy. MGI, PI, salivary pH and salivary buffer capacity tests were done for all participants. The buffering capacity of the stimulated saliva was grouped under 'very low', 'low' and 'normal'. Pearson's Chi square and one way ANOVA were used to find statistical significance if any among the autistic and the normal control group. The results of the study showed that the mean ± standard deviation of MGI, PI and pH of unstimulated resting saliva for autistic group were 1.82 ± 0.65, 1.92 ± 0.35 and 6.8 ± 0.5 respectively. Normal control group had values 1.35 ± 0.85, 1.44 ± 0.43 and 7 ± 0.4 respectively. A statistically significant difference between both groups for all parameters was found. Salivary buffering capacity was found to be normal for the majority among both groups. However, 60% children among the autistic group presented with normal buffering capacity of the stimulated saliva as compared to 70% among the normal control group. However, this difference was not statistically significant (p = 0.544). Children with autism appear to have higher gingival inflammation, poor oral hygiene and a slightly lower salivary pH as compared to healthy control group. Special oral health programmes regarding treatment and maintenance of good oral health should be taken in consideration for autistic children.

O autista e sua inclusão nas escolas particulares da cidade de Teresina – PI

Inclusion is the society movement which aims to produce equality and assist people to Build their own identity. The inclusion of students with autism spectrum disorder is a major challenge for school, considering the adequacy requirements: curriculum, environmental and methodological. This study aims to identify the reality of private schools in Teresina – PI and the inclusion of autistic children in such an environment. It is the result of the Project “Therapeutic monitoring and its influence on the social development interaction of the autistic school context”, carried out by undergraduate program PIBIC of Santo Agostinho College, in Teresina – PI, during the year 2014. As a tool for information gathering an interview was conducted, semi- organized, it is used as sample twenty (20) therapeutic companions (AT). It was proved the importance autistic children inclusion in mainstream schools, because this one will enable the development of various skills in the boy or girl, and provide to classmates and environmental professionals, learning with their differences. Furthermore, the importance of collaboration and commitment of parents, helping in the child’s social inclusion process and keeping solidary attitudes to the difficulties presented by the child, facilitating the school work and community. We found the need to conduct further research on the same subject, complementing it just to collaborate with growth of Psychology, Pedagogy, and other fields of study which are interested in a piece of special education.

Bullying-related behaviour in a mainstream high school versus a high school for autism: Self-report and peer-report.

This study examined the frequency of bullying, victimisation and defending behaviours among children with autism spectrum disorder and normal intelligence, using both self-report and peer-report information. Peer-report and self-report data were collected on a single classroom of 26 early adolescent boys attending a special school for children with autism and compared with 23 typically developing boys attending a single mainstream secondary school. Results showed that self- and peer-reported bully and victimisation rates did not differ between boys with autism spectrum disorder and typically developing boys. However, self-reported defending behaviour was less likely to be reported by boys in the autism spectrum disorder school compared to boys in the mainstream school, although there was no such difference for peer-reported defending.

Promoting Social Interaction Skills to Influence Employment for Older Youths With Autism Spectrum Disorders

Abstract Date Presented 4/18/2015 Qualitative research on the perspective of parents of youths with autism spectrum disorders (ASDs) and school staff suggests that needed social interaction skills and strategies to address these skills need to be included in transition programming to support future employment.

A Programmatic Description of an International Private Behaviorally Orientated Autism School

In Hong Kong, today’s students diagnosed with an Autism Spectrum Disorder (ASD) receive their educational intervention through the public school system. This paper describes an application of a behaviorally based model to the only privately funded autism school in Hong Kong that serves up to 70 students diagnosed with ASD. General information about the school, information about the students enrolled in the 2011 to 2012 school year, teacher recruitment, teacher training, classroom set up, curriculum, and preliminary results for the 2011 to 2012 school year will be provided. In addition, we will provide implications and recommendations for teachers and school administrators, as well as issues surrounding replicability of the school in the United States.

Knowledge, attitude and practice towards oral health care among parents of autism spectrum disorder children

Background: Parents, usually, are the primary decision makers on matters aff ecting their child’s overall health including oral health. Owing to the lack of cooperation, cooccurring disorders and its fi nancial burden on parents, oral health is often neglected in children with autism spectrum disorders (ASD). The aim of this study is to assess the knowledge, attitude and practice toward oral health care among parents of ASD children. Materials and Methods: A cross-sectional survey was conducted at an Autistic school for children, in North Bengaluru. The data were collected using a self-administered questionnaire, which was distributed to 60 parents. Oral examination of the children was done to record gingival status using dichotomous scale and dentition status was recorded using decayed missing fi lled teeth (DMFT)/dmft indices. Descriptive analysis was performed. The data were analyzed using the Statistical Package for Social Science Version 19.0 (IBM Corp. Released 2010. IBM SPSS Statistics for Windows, Version 19.0. Armonk, NY: IBM Corp.). Results: About 76.9% of the parents had the knowledge that oral health aff ects the overall health of the child. 40.4% thought that they should consult a pediatric dentist when the child had dental problems. 71.2% parents felt the importance of maintaining primary teeth. However 61.5% did not want any treatment for decay in primary teeth. 82.7% parents brushed their child’s teeth once daily. 94.2% of the parents used conventional toothbrushes for their children. Attitudes and practice of parents seemed to be governed by fi nancial restraints, and preconceived notions regarding co-operation of their child. Conclusion: The knowledge toward oral health was noted to be inadequate among majority of the parents. Furthermore, parents whose knowledge was adequate had not incorporated healthy daily practices. Parents of ASD children need to be educated about consequences of oral health neglect and importance of regular check-ups. Education of parents, access to dental care and aff ordability of oral health care services for this special group are critical factors for achieving optimal oral health in these patients.

An Architecture for Autism: Built Environment Performance in Accordance to the Autism ASPECTSS™ Design Index

Abstract It is estimated that 1 in every 100 (Bancroft, K., Batten, A., Lambert, S., Madders, T. 2012) to 1 in every 68 individuals (Centers for Disease Control and Prevention, 2014) fall within the spectrum of autism disorder in the United Kingdom and the United States, respectively. This places autism among the most prevalent of special needs in school children, as compared with the visually impaired, physically impaired, hearing impaired (LeRoy, B., Evans, P., and Deluca, M. 2000), and those diagnosed with Down's syndrome (Shin, M., Besser, L. M., Kucik, J. E., Lu, C., Siffel, C., Correa, A. et al. 2009). Despite these startling numbers, autism remains underrepresented in built environment research and inclusion literature and minimally discussed in accessibility codes and design guidelines (Mostafa, M. 2008). The Autism ASPECTSS Design Index was developed specifically to address this gap. The index is based on the sensory design theory, which hypothesizes that by altering the sensory environment using specific design interventions, as manifested through input from the built environment, autistic behavior can be altered positively (Mostafa, M. 2008). The index summarizes the seven design criteria conclusively recommended to facilitate and improve the user-built environment relationship for autistic individuals. These criteria are acoustics, spatial sequencing, escape space, compartmentalization, transition spaces, sensory zoning, and safety. The applications of the index include assessment of built environments, identification of autism inclusion performance issues, and consequent proposal of retrofit design solutions, as well as the development of new customized inclusive environments for autism. The objective of this paper is to demonstrate the use of the index as an assessment tool for existing built environments and to explore its correlation with design performance, as perceived by the designers, users, and critics of the building. Using five purpose-built autism schools as case studies, the alignment of perceived excellence in autism design and the respective Autism ASPECTSS Index score is assessed.

Increasing the Accuracy of EpiPen Administration With a Brief Behavioral Skills Training Package in a School for Autism

Behavioral staff at a school for children with autism investigated the effects of a brief behavioral skills training procedure to promote the appropriate administration of the EpiPen in an emergency situation by school staff. A 10-item task analysis was created outlining the steps required to use the EpiPen effectively and safely and was validated by the school’s registered nurse. Following a pretest in which members of both groups completed a minimal number of steps, the experimental group was trained via instructions, modeling, praise, feedback, and role playing to correctly use the EpiPen whereas the control group received no such training. Posttest scores indicated that the brief intervention was an effective means of teaching appropriate administration of the EpiPen with school staff.

Emotional and behavioural problems in children and young people with autism spectrum disorder in specialist autism schools

We investigated emotional and behavioural problems in a sample (N=615) of children and young people with autism spectrum disorders (ASD), most of whom also had intellectual disability (ID), attending specialist autism schools. High rates of parent- and teacher-reported problems were recorded. Teacher-reported levels of hyperactivity were higher in younger children. Teacher- but not parent-reported levels of conduct problems and hyperactivity were highest in children without phrase speech. Greater use of mental health services was associated with higher levels of emotional and behavioural problems, but only a minority of participants had accessed mental health services in the previous 6 months.

A Preliminary Investigation of the Spence Children’s Anxiety Parent Scale as a Screening Tool for Anxiety in Young People with Autism Spectrum Disorders

Despite high rates of clinically elevated anxiety difficulties in children and adolescents with autism spectrum disorders (ASDs), very few studies have systematically examined the usefulness of commonly used caregiver report anxiety screening tools with this population. This study investigated the use of the Spence Children's Anxiety Scale-Parent version (SCAS-P) as a screening tool for anxiety disorders when compared to a standardized DSM-IV-TR-based clinical interview, the Kiddie-Schedule for Schizophrenia and Affective Disorders-Present and Lifetime version (K-SADS-PL). Thirty-two caregivers of youth with a clinical diagnosis of ASD (mean age 10.3years) attending a specialist autism school participated in this study. They first completed the SCAS-P, a measure of adaptive functioning and a checklist of other emotional and behavioral difficulties. They were then interviewed with the K-SADS-PL. Internal consistency for the SCAS Total score was .88, but Cronbach's alphas were <.70 in three of the six SCAS-P subscales. The sensitivity, specificity, positive predictive value (PPV) and negative predictive value (NPV) of the SCAS-P against K-SADS diagnosis were .75, .71, .27, and .95, respectively. All values were >.70, except for the PPV. Evidence of convergent validity between the SCAS-P, K-SADS-PL and DBC anxiety subscale was also found. The high false positive rates notwithstanding, the preliminary data of acceptable to excellent sensitivity, specificity and NPV values tentatively suggest that the SCAS-P may be useful for screening non-help seeking young people with ASD for elevated anxiety symptoms. Further replication in larger studies is needed and ways in which the SCAS-P could be further developed and investigated for use with youth with ASD are discussed.

Pola Komunikasi Interpersonal Anak Autis Di Sekolah Autis Fajar Nugraha YOGYAKARTA

This research is motivated by the idea that humans are social creatures or people who can not live alone and will always be in touch with others in the surrounding environment. Humans can interact with one another to communicate with one another, or maybe by giving signs that can be understood by normal humans. However, is not the case with some people who have special needs, including in children with autism, because children with autism just busy with himself. Based on this background, the formulation of problems that researchers took is’’how interpersonal communication patterns children with autism in social interactions with the environment?’’ The method used in analyzing patterns of interpersonal communication in autistic children’s social interaction with the environment in the Autism School Fajar Nugraha Yogyakarta is a descriptive exploratory qualitative method, in which researchers tried to dig deeper when doing research. Based on these results, can be explained that the pattern of interpersonal communication in autistic children communicate and interact with the environment is way wrong if there is not the first approach to the child if the child is not a good mood, and if there is no eye contact with the children. Communication patterns can occur in both directions if there is al- ready the first approach to the child if the child is a good mood, and if there is eye contact with children. Communication process is always spontaneous, because autistic children can not concentrate for long periods of time. The children with autism to communicate with verbal and non verbal language. Non-verbal language such as screams, eye hand movements, and gestures. Children with autism are more likely to use non-verbal language of children with autism because they are children who have the disorder and difficulty in communicating orally.

The Effectiveness of Applying Behavior Therapy’s Techniques on Social Interaction of Autistic Children

This study was designed and implemented aimed to determine the efficacy of behavior therapy techniques on improving casting, social interaction in autism children. This study was semi-experimental and without controlled group. Sample included sixteen 7-14-year-old children who were selected by available sampling method from special autism school children in the city of Tehran. These children were participated for 2 months in therapy sessions with a psychologist specializing management. For the treatment, documented procedures were used by Ivar Lovas titled Treatment intervention by Applied Behavior Analysis . Garez test was used for data collection. For the analysis of data, T test of affiliated groups and the SPSS software were used. Results showed that the techniques of treatment behavioral cause to increase social interaction in autistic children. This confirms the fact that no child should be abandoned without an education program fit the children needs.

Commentary – bridging the research and practice gap in autism: The importance of creating research partnerships with schools

While the last 10 years have seen a significant increase in research published on early intervention and autism, there is a persistent disconnect between educational research and practice. Governments have invested significant funds in autism education, and a range of approaches have been implemented in schools, but there is limited research exploring whether these educational strategies are effective and a lack of involvement of teaching professionals in the research. Given that the majority of children and young people with autism spend most of their time in school and not in early or specialised intervention programmes, there is a compelling need to conduct better educational research and implement educational interventions in schools. We argue that building collaborative partnerships between researchers and school practitioners is central to achieving improved understanding of, and outcomes for, pupils on the autism spectrum. This commentary offers perspectives from teachers about their experiences of, and priorities for, research, and also presents a model of collaboration between autism school practitioners and researchers, which could support a more integrated approach to research. We reflect on the strengths and challenges of this as well as outcomes achieved so far.