Autism Spectrum Disorder Students Research Articles

فـــاعلیـــة بـــرنـــامـــج تـــدریبــــــی لإکســــــاب مهــــــارات تقــــــریـــر المصـــیر للطلبــــــة ذوی اضطــــــراب طیــــــف التــــــوحـــد The Effectiveness of a Training Program on the Acquisition of Self-Determination Skills by Students with Autism Spectrum Disorder (ASD)

هدفت هذه الدراسة إلى التعرف على فاعلية برنامج تدريبي لإکساب مهارات تقرير المصير للطلبة ذوي اضطراب طيف التوحد، ولتحقيق هذا الهدف استخدمت الباحثتان المنهج شبه التجريبي، وتکونت عينة الدراسة من (22) من الطلبة ذوي اضطراب طيف التوحد، تراوحت أعمارهم ما بين (6- 10) سنوات، وتم تقسيم عينة الدراسة إلى مجموعتين بالتساوي: تجريبية وضابطة. وأظهرت النتائج فاعلية البرنامج التدريبي المقترح لإکساب مهارات تقرير المصير للطلبة ذوي اضطراب طيف التوحد، حيث تبين أن هناک فروق ذات دلالة إحصائية عند مستوى دلالة (0,05) ضمن القياس البعدي بين المجموعتين (التجريبية، والضابطة) على مقياس مهارات تقرير المصير لدى الطلبة ذوي اضطراب طيف التوحد الذي أعدته الباحثتان، وتبين من النتائج أن الفروق لصالح المجموعة التجريبية. وأشارت النتائج أن هناک تحسن إيجابي في مهارات تقرير المصير لدى الطلبة ذوي اضطراب طيف التوحد من وجهة نظر الأسر، حيث تبين أن هناک فروق ذات دلالة إحصائية عند مستوى دلالة (0.05) بين متوسطات درجات الطلبة في القياس القبلي والبعدي للمجموعة التجريبية على مقياس مهارات تقرير المصير لدى الطلبة ذوي اضطراب طيف التوحد وأبعاده وتبين من النتائج أن الفروق لصالح القياس البعدي. وفي ضوء هذه النتائج أوصت الباحثتان بإدراج برامج اکساب وتعليم مهارات تقرير المصير ضمن المقررات الجامعية لخريجي التربية الخاصة The study aimed to identify the effectiveness of a training program on the acquisition of self-determination skills by ASD students. To achieve this goal, the researchers used the quasi-experimental approach. The study sample consisted of (22) ASD students (6-10 years old) in two equal groups (experimental and control). The results proved the effectiveness of the proposed training program on the acquisition of self-determination skills by ASD students, as there were statistically significant differences at the level of 0.05 in the post-test between the experimental and control groups in favour of the experimental group on the scale of self-determination skills of ASD students developed by the researchers. The results indicated revealed a significant improvement in the self-determination skills of ASD students from the perspective of the families, as there were statistically significant differences at the level of 0.05 in the averages of the experimental group in the pre-and post-tests in favour of the post-test on the scale of self-determination skills of ASD students. In light of these results, the researchers recommended the inclusion of programs for teaching and acquisition of self-determination skills in the university courses for special education graduates

Determining the Teacher Education Needs for the Treatment of the Problem Behaviors of Students with Autism Spectrum Disorder

This study was carried out to test the effect of the training program developed for teachers who are involved in the education of students with ASD to enable them to provide quality education in the education and training process. To determine the teacher training needs for the treatment of problem behaviors that occur in students with Autism Spectrum Disorder (ASD) is the aim of this study. For this purpose, inter-views under four sub-headings were conducted. These titles are the determination of behavior, programming, program implementation, and Program Evaluation. In the research, a qualitative case study design was preferred. The data were obtained from 22 teachers working with ASD students through face-to-face interviews, audio and video recordings using semi-structured interview forms. The analysis of the data was done through the descriptive analysis technique. As a result of the research, most of the teachers stated that they did not find themselves sufficient regarding the problem behaviors and treatment of students with ASD. The in-depth results of the study were discussed in line with the teacher needs, relevant qualitative research, and implications for future research and applications were suggested.

Inkluzija učenika s poremećajem iz spektra autizma u redovna odeljenja u Jordanu - perspektiva nastavnika

Introduction. This study focuses on the relevance of inclusion for students with autism spectrum disorder (ASD) in the regular classroom. This issue has achieved international recognition with recommendations in most countries that students should be given the same opportunities as those without disabilities. The case of Jordanian teachers in Amman is selected in this study. Objectives. It specifically aims at investigating the teachers' perspectives on inclusion of students with ASD in Jordanian regular classrooms. Methods. The issue is evaluated using a qualitative study design where nine teachers were interviewed virtually. Results. The findings indicated the need for better training and skills development in specific aspects and needs of students with ASD. Providing teachers with training as well as materials and financial support is necessary for supporting inclusive learning. The teachers also report significant limitations in how inclusion of ASD students is supported in Jordan. The perspectives towards inclusion of ASD students in Jordan show that they have low confidence and self-esteem in dealing with these students and organizing inclusive classrooms due to inadequate training and experience. Conclusion. The findings of this study indicate the need for policymakers in Jordan to consider providing specific training to their general education teachers.

Mealtime Behaviors and Food Preferences of Students with Autism Spectrum Disorder.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by a lack of social communication and restrictive, repetitive behaviors or interests. This study aimed to examine the mealtime behaviors and food preferences of students with ASD. An online questionnaire on mealtime behavior and food preferences of ASD students was conducted by caregivers including parents, and the average age of ASD students was 14.1 ± 6.1. The analysis of mealtime behavior resulted in classification into three clusters: cluster 1, the “low-level problematic mealtime behavior group”; cluster 2, the “mid-level problematic mealtime behavior group”; and cluster 3, the “high-level problematic mealtime behavior group”. Cluster 1 included older students than other clusters and their own specific dietary rituals. Meanwhile, cluster 3 included younger students than other clusters, high-level problematic mealtime behavior, and a low preference for food. In particular, there were significant differences in age and food preference for each subdivided ASD group according to their eating behaviors. Therefore, the content and method of nutrition education for ASD students’ needs a detailed approach according to the characteristics of each group.

Exploratory spatial analysis of autism rates in New York school districts: role of sociodemographic and language differences

BackgroundLiterature on autism spectrum disorder (ASD) suggests lower ASD prevalence and higher age of diagnosis among children of color, from lower socioeconomic backgrounds, and from families with lower educational levels. These disparities have been attributed to factors such as limited access to diagnostic and treatment services, less opportunity for upward mobility to locales with ample resources, and linguistic barriers. However, few studies describe prevalence and geographic differences of ASD diagnoses by English Language Learner (ELL) status.ObjectivesThe primary objectives of this study are to (1) spatially explore the prevalence of ASD among New York State school districts and (2) examine differences of ASD prevalence rates between ELLs and native English-speaking peers.MethodsUsing the 2016–2017 district-level data on public and non-public school age students (3–21 years old) receiving special education services in New York, we analyzed sociodemographic trends among school districts with varying percentages (low, medium, and high ranges) of students with ASD and ELLs. To do this, we conducted exploratory spatial analyses using GIS software, analysis of school district level demographic data, and multivariate linear regression.ResultsIn contrast to prior research on ASD prevalence among minority groups, we found disproportionately higher rates of ASD among school districts with higher proportions of Black and Hispanic students. Geographic analysis revealed statistically significant clustering of school districts with high ASD rates in New York City and Albany. Higher proportions of ELLs tended to be concentrated in densely populated, urban, and geographically smaller school districts and had higher proportions of Black, Hispanic, and Asian students.ConclusionsSchools with higher rates of ASD and ELL students tend to be concentrated in urban regions throughout New York and have higher representation of Black and Hispanic/Latino students, as well as higher rates of learning disabilities in general. Further research is warranted to explore possible reasons for this phenomenon.

Social participation of students with autism spectrum disorder in general education settings

Abstract This article presents a systematic review of the recent literature from 2005 onwards on the social participation of students with Autism Spectrum Disorder (ASD) in inclusive elementary and secondary schools. These students may experience particular challenges in social interaction and communication within mainstream settings, due to the specific characteristics associated with ASD. In the context of this review, social participation has been defined as a multidimensional concept including four key aspects: (1) friendships/relationships, (2) contacts/interactions, (3) ASD students' social self-perception, and (4) acceptance by classmates. This multidimensional framework has been adopted to examine how the inclusion of students with ASD in general K-12 settings shapes their social participation status. We reviewed 24 studies in relation to the four key aspects of social participation for the students with ASD. Overall, the results are mixed. On the whole, students with ASD have been found to maintain a lower social participation status within their schools, but some encouraging findings have also been reported, especially at the elementary school level. In the secondary school level, students with ASD were found to face more challenges in regards to peer social participation and interactions. Implications for special and inclusive practice and research are being discussed.

Supporting Students with Autism in Tertiary Education: Malaysian Lecturers' Views and Experiences

The increasing pressure to provide inclusive and equitable education and promote lifelong learning for all has enabled a growing number of individuals with disabilities to engage in tertiary education. This article explores the experiences of lecturers supporting students with Autism Spectrum Disorders (ASD) in a Malaysian tertiary education institute. Their views are vital as they are the first point of contact when academic support is needed. Interviews were conducted with six lecturers who had experience in teaching students with ASD. Data were analyzed using thematic analysis. The main findings suggest that these lecturers were restricted in supporting students with ASD due to issues related to knowledge and awareness, the specific educational needs of students with ASD, and the importance of student peers. Lecturers have limited knowledge to draw on when making decisions to support the needs of the students. Nevertheless, they acknowledged that some of the students’ peers created a buddy system where they worked together with the lecturers to support the ASD students' needs in the absence of specialist personnel. The prospect of supporting and providing effective services to all students, regardless of background, ethnicity, gender and ability, is much anticipated by dedicated educators. This has implications for the way professionals are trained in the future.

Effects of an Inclusive Physical Activity Program on the Motor Skills, Social Skills and Attitudes of Students with and without Autism Spectrum Disorder.

This study investigated the effects of an inclusive physical activity (IPA) program on the motor and social skills and attitudes of students with and without autism spectrum disorder (ASD). The study sample consisted of 45 ASD and typical development (TD) students aged between 6 and 11years. The students were randomly divided into two groups: a training group consisting of 27 students (n = 13 with ASD and n = 14 with TD) and a control group consisting of 18 students (n = 9 with ASD and n = 9 with TD). In conclusion, the IPA program increased the motor and social skills of the ASD students and improved the motor skills of the TD students and positively affected their attitudes towards the ASD students.

US Pilot Curriculum for Transitioning Students with Autism Spectrum Disorders from High School to College and the Workforce

Objectives: Few, evidence-based programs have been developed to prepare social skills for students with autism spectrum disorder (ASD) transitioning to the workplace or college setting. This article describes a pilot curriculum developed for Tarrant County College (TCC) to address the transitional needs of high school students with ASD to a vocation or college. Methods: TCC enrolled 123 high school students across the ASD who were taught a 2-h, 2-semesters course on how to apply for college as well as employment applications, job interviews, and interpersonal skills. Work preparation and college preparatory skills such as communicating with professors regarding specific student learning accommodations were also included. Publicly available enrollment TCC data were utilized to describe the curricular program outcomes. Program Outcomes: No statistically significant success rate increase was identified among enrolled ASD students obtaining college acceptance by participating in the TCC program. However, 14 students were successful in attaining employment. TCC enrollment data also showed that 1 course addressing high school ASD students’ transitional needs to a vocation or college is not enough to ensure student success. Ongoing mentorship and advising should play a major role in the development of several semester long transitional courses to assist ASD students as they seek employment or a college program. Such a curriculum should include parental support and ongoing employer and college advisor communication regarding curriculum expectations for long-term success in the lives of ASD students, as they gain the skills requisite for independent living.

The Impacts of Mathematics Instructional Strategy on Students with Autism: A Systematic Literature Review

<p style="text-align:justify">Mathematics is one of the most challenging subjects for many students. A similar problem is faced by special needs students, such as students with Autism Spectrum Disorder (ASD). Various instructional strategies are implemented by specialists to help ASD students understand mathematics in schools. To explore the impacts of an instructional strategy of mathematics on ASD students, the authors conducted a review of literature from 2011 to 2017 using various databases including ProQuest Digital Dissertations and Theses Full Text, Google Scholar, and Science Direct. A total of 39 articles were found. Most of the instructional strategy aimed to assist ASD students in solving mathematics problems. The implications of the study are also discussed in this literature review, which indicates that teachers need to use the appropriate instructional strategy to meet the needs of students with ASD and maximize their mathematics learning outcomes in schools.</p>

Vocational Education for Autism Spectrum Disorder Students towards the Market Employment

Autism is the disability of complex childhood development that is usually realized within the first three years of neurological disorders that affect the functioning of the brain. Autism problems occur without the exception of ethnicity, the level of family income, lifestyle, and education level. The case study attempts to explore the knowledge and skills provided by private institutions to Autism Spectrum Disorder (ASD) students before they enter the job market. Five teachers at private institutions of vocational education were interviewed using a set of interview protocols. The interviewed teacher has over five years of teaching experience of ASD students. The interview data obtained was transcribed in verbatim form. Keywords or phrases have been extracted, grouped, and translated in the form of a theme. The themes are the basic skills, job-related skills and personal qualities. The findings show that teachers have applied the ability to work (marketability) to ASD students. This study has implications for the provision of appropriate workability capability based on the strengths and abilities of ASD students.

A Prototype of Augmented Reality Animation (ARA) E-Courseware: An Assistive Technology To Assist Autism Spectrum Disorders (Asd) Students Master In Basic Living Skills

The purpose of this study is to identify the e-courseware effectiveness and Special Education (SpeEdu.) Teacher perception in using Basic Living Skills (BLS) E-courseware prototypes, namely BLS (Augmented Reality Animation) & BLS (Static graphic). The study employed survey research design and experimental approaches. The survey design approach was conducted in identifying the usability of the prototype of Basic Living Skills e-courseware among Special education (SpeEdu) Teachers and for the experimental design approach was carried out to identify the ASD’s achievements between Basic Living Skills E-courseware (Augmented Reality Animation) & Basic Living Skills (Static graphic) for Autism Spectrum Disorders (ASD) students master in basic living skills. A total of five (5) practising SpeEdu teachers had participated in this study, and there was 4 total number of children involved in the study. The study used a pre-post experimental research design. The participating in-service teachers and ASD students were selected based on the criteria required. Pre-test and Post-test instruments were employed to gather ASD students’ achievement scores. Analysis descriptive was carried out to understand and compare the differences between control and treatment group. The result indicated that BLS (Augmented Reality Animation) is more effective to be used rather than BSL (Static graphic) and respondents are more dominant and satisfied with the BLS (Augmented Reality Animation) presentation. The implications of this study are significant contributions to the Ministry of Education Malaysia (MOE), teachers, parents and caregivers.

La formación docente ante el trastorno del espectro autista

La formación docente en trastornos del aprendizaje es vital para alcanzar una verdadera educación competencial e inclusiva y la actividad física adquiere especial significado. El objetivo del presente estudio fue valorar la formación que tienen los docentes en activo sobre el alumnado con Trastorno del Espectro Autista (TEA) y qué factores pueden influir en la mejora de la práctica docente. La muestra está formada por un total de 68 docentes de diferentes centros educativos públicos de la provincia de Toledo (CLM). Se utilizó un cuestionario ad hoc basado en la literatura científica y revisado por expertos. Los resultados muestran como existe una escasa formación respecto al tratamiento del alumnado con necesidades educativas especiales y alumnos TEA. Potenciar el apoyo dentro del aula al docente y disponer de mayor número y disponibilidad de programas de intervención adecuados a cada tipo de necesidad educativa, servirá para paliar las posibles carencias al respecto. Teacher training in learning disorders is vital to achieve a true competence and inclusive education and physical activity acquires special significance. The objective of this study was to assess the training that teachers have active on students with Autism Spectrum Disorder (ASD) and what factors can influence the improvement of teaching practice. The sample consists of a total of 68 teachers from different public schools in the province of Toledo (CLM). An ad hoc questionnaire based on scientific literature and reviewed by experts was used. The results show how there is little training regarding the treatment of students with special educational needs and ASD students. Enhance the support within the classroom to the teacher and have more number and availability of intervention programs appropriate to each type of educational need, will serve to alleviate the possible shortcomings in this regard.

The Use of Information Communication Technologies Among Children With Autism Spectrum Disorders: Descriptive Qualitative Study.

BackgroundThe prevalence of Autism Spectrum Disorder (ASD) appears to be increasing globally due to the complex interaction of multiple biopsychosocial and environmental factors. Mobile phones, tablets, and other electronic gadgets have transformed our means of communication, and have also changed both healthcare and how we learn. These technological enhancements may have a positive impact on the lives of children, but there is currently a global scarcity of information on how information technology influences the education of children with ASD.ObjectiveThis study was conducted in Rwandan schools and communities, and aimed to understand the perceptions of students with ASD, their parents, and their teachers, on the use of Information and Communication Technology (ICT) in the education of those with ASD.MethodsThis qualitative descriptive study was conducted from December 2017 to July 2018. Researchers conducted four focus group discussions (FGDs) with 54 participants from different backgrounds: teachers, parents, and students with ASD. Each of the FGDs took approximately two and a half hours. A predefined set of open-ended questions were selected to discover people’s perceptions regarding assistive technologies used in ASD, their effectiveness, the scope of using them in their context, and upcoming challenges during implementation. The interviews were recorded, transcribed, and analyzed.ResultsThe findings of the study revealed seven key themes: (1) the use of ICT for the education of children with ASD; (2) existing augmentative facilities for learning; (3) current patterns of use of ICT in education; (4) preferred areas of learning for ASD students; (5) integration of ICT into educational programs; (6) areas of interest outside the classroom; and (7) future opportunities and challenges in Rwanda. We found most of the study participants assumed that appropriate technology and related innovations might solve the challenges faced by learners with ASD in classrooms. Moreover, they thought that children with ASD more so enjoyed watching television, playing digital games, and drawing objects using gadgets than interacting with people or playing with other children.ConclusionsThe use of various low-cost technical devices can aid with teaching and the education of children with autism in Rwanda. However, this area requires further research to discover the impact ICT can have on the education of children with ASD, so this study may become a starting point for further research in the area.

There Can Be No Single Approach for Supporting Students with Autism Spectrum Disorder in Academic Libraries, but Sensory-Friendly Spaces and Clear Policies May Help

A Review of:
 Anderson, A. (2018). Autism and the academic library: A study of online communication. College & Research Libraries, 79(5), 645-658. https://doi.org/10.5860/crl.79.5.645
 Abstract
 Objective – To investigate how people with autism spectrum disorder (ASD) discuss their experiences in academic libraries in an online community of their peers.
 Design – Qualitative content analysis.
 Setting – Online discussion forum.
 Subjects – An unknown number of registered members of Wrong Planet (wrongplanet.net), who self-identify as having ASD and have posted about academic libraries on the public discussion board since 2004.
 Methods – Potentially relevant Wrong Planet public discussion board threads posted between 2004 and an undisclosed collection date were retrieved using an advanced Google search with the search strategy “library; librarian; lib; AND college; university; uni; campus” (p. 648). Each thread (total 170) was read in its entirety to determine its relevance to the study, and a total of 98 discussion threads were ultimately included in the analysis. Data were coded inductively and deductively, guided by the research questions and a conceptual framework which views ASD as being (at least partially) socially constructed. Coding was checked for consistency by another researcher.
 Main results – Wrong Planet members expressed a variety of views regarding the academic library’s physical environment, its resources, and the benefits and challenges of interacting socially within it. Many members discussed using the library as a place to escape noise, distraction, and social interaction, while other members expressed the opposite, finding the library, its resources, and its patrons to be noisy, distracting, and even chaotic. Social interaction in the library was seen both positively and negatively, with members appearing to need clearly defined rules regarding collaboration, noise, and behaviour in the library.
 Conclusion – While there is no one-size-fits-all approach to supporting students with ASD in academic libraries, the findings suggest it may be beneficial to provide sensory-friendly environments, designate defined spaces for quiet study and for collaboration, clearly state rules regarding noise and behaviour, and provide informal opportunities to socialize. The author also suggests libraries raise awareness of the needs of ASD students among the entire academic community by hosting events and seminars. The author plans to build on these findings by surveying and interviewing relevant stakeholders.

Background and enrollment characteristics of students with autism in higher education

BackgroundThe number of students with Autism Spectrum Disorder (ASD) entering Universities is growing. Recent studies show an increased understanding of students with ASD in higher education. Yet, current research generally relies on small samples, lacks information about student characteristics prior to enrollment, and does not compare students with ASD to other students. MethodBackground and enrollment characteristics of students with ASD (n = 97) were compared to students with other disabilities (OD; n = 2252) and students with no recorded disabilities (ND; n = 24,794) based on administrative data of first-year bachelor enrollments (n = 27,143). ResultsFrom 2010 to 2016 the proportion of students with ASD significantly increased from 0.20% to 0.45%. The characteristics of ASD students at enrollment were similar to other students, but it took ASD students more time to reach higher education compared to ND students, and they were at heightened risk of comorbidity compared to OD students. No difficulties were found with participation in preparatory activities, and goal setting. ConclusionsThese quantitative insights are a valuable addition to the more qualitative evidence so far. For parents of children with ASD and individuals with ASD, these findings could help to adjust lower expectations. As this kind of administrative data is available to most institutions in higher education in day-to-day information systems, this study is promising for institutions to gain better insights in the enrollment of their students with ASD, and improve transition support.

Transition to College for Students with Autism Spectrum Disorder: Needs and Facilitation Strategies. Is Virtual Reality a Useful Tool in the Transition Process?

The number of Autism Spectrum Disorder (ASD) postsecondary students going to University is increasing. Nonetheless, these students face more difficulties than their neuro-typical peers, due to their communication and behaviour impairments. This fact is widely recognized worldwide, and there is an increasing concern in providing them with adequate support both in their transition and beyond. The purpose of this paper is twofold. Firstly, to provide an overall summary of the general requirements of ASD students in the postsecondary education transition with strategies for facilitation, and, secondly, to analyse the possibilities of Virtual Reality (VR) as a support instrument in the transition process. We rely on a brief review of the literature to summarize the main needs and current strategies. In spite of the increasing concern, there is room for establishing general protocols to help the transition process. The use VR in fulfilling this task appears limited, but it seems to be promising.

Does theatrical play promote social skills development in students with autism? A systematic review of the methods and measures employed in the literature

This systematic review cites a number of programs and critically analyzes methods and measures used to develop social skills in young students with Autism Spectrum Disorders (ASD). Social skills are interpreted through a ToM theory lens, emphasizing interactions such as understanding, explaining, predicting, and manipulating the behavior of themselves and the others. The aim of this review is to study the role of the theatrical play programs and its effect on social interactions and social skills on students with ASD. An online search through Proquest and First Search resulted in twelve studies of diverse methodologies. All these studies support the value of theatrical play as a means of social skill development. More specifically, the qualitative, as well as the quantitative data, indicate the benefits of these programs on ASD students’ social skills such as cooperation, communication, and social awareness. More longitudinal studies are needed to develop and test pedagogical strategies for social skills development of ASD students in light of theatrical play activities. In addition, studies should be geared towards the teacher’s ability to teach theatrical play and thus promote social interaction between students with and without ASD in integrated school environments. Synchronizing theory with art and cooperative play seems to be the key to answer such assumptions positively.

Autism Spectrum Disorder and the Implications For Higher Education: A Literature Review

This literature review focuses on the experiences of Autism Spectrum Disorder (ASD) students in higher education. We pay particular attention to how ASD students transition from high school into post-secondary education and what supports are beneficial to their educational careers. Our purpose is to understand how autistic students can experience greater success in higher education. Guiding questions for our review are: 1) What factors might contribute to how autistic students learn in the context of higher education? 2) How do autistic students experience post-secondary education? The literature was selected through various sources, including Proquest, Google Scholar, ERIC, eduCAT, and CLIO. Search terms guiding the review included: autistic, autism, high-functioning, student, higher education, college, policies, and leadership. Findings of the literature review point to transition plans; person-centred supports; and innovative leadership, policies, and actions as factors that contribute to ASD students’ learning in higher education.

Young Adults with Autism Spectrum Disorder: Intervention to Psychosomatic Symptoms of Childhood is the Key Preventing Maladjustment of the Youth

Objective: Most young college students with autism spectrum disorder (ASD) who consult psychiatrists for the first time have problem of comorbidities and maladjustment. We investigated the presence and transition from childhood of mental problems of ASD students to clarify the sign of maladjustment before adolescence. Methods: We could obtain detailed childhood information from 62 cases (35 males and 27 females) of 97 students with ASD who visited the psychiatrists between 2005 and 2016. We investigated the incidences of past symptoms, consultations, and treatment. Results: 55% of subjects had psychosomatic symptoms in their childhood. Females had significantly many psychosomatic symptoms in childhood than males. The symptoms changed for mood disorder in many cases. Many cases treated in the past showed good adaptation for college life after consultation and treatment. Conclusion: Finding psychosomatic symptoms during childhood and intervening at an early time may prevent secondary psychiatric symptoms in their adolescence.