Awareness Of Autism Spectrum Disorder Research Articles

The incidence of diagnosed autism spectrum disorders in Finland

Background: Previous reports indicate an increase in incidence of autism spectrum disorders (ASD). Aims: First, to assess the incidence of diagnosed ASD in children born between 1996 and 1998, based on nationwide inpatient and outpatient register information. Second, to investigate the incidence rate over time of diagnosed ASD and specifically childhood autism, Asperger's syndrome and pervasive developmental disorder (PDD-NOS) in children born between 1987 and 1998. Methods: This is population-based cohort study with children born in Finland between 1 January 1987 and 31 December 2005; a total of more than 1.2 million children. Children were identified in the Finnish Hospital Discharge Register, and the reported diagnoses were based on the International Statistical Classification of Diseases (ICD-10, ICD-9). Results: The annual incidence rate of diagnosed ASD based on inpatient and outpatient register data was 53.7 per 10,000 (95% CI 50.4–57.2). Incidence was 82.6 per 10,000 in boys and 23.6 per 10,000 in girls, yielding a sex ratio (boys:girls) of 3.5:1. We report an eightfold increase in the incidence rates in children of diagnosed ASD and specifically in childhood autism, Asperger's syndrome and PDD-NOS and born between 1987 and 1992 based on inpatient register information. Conclusions: Increased awareness of ASD, more precise diagnostic criteria and changes in practice for diagnosing autism may have had a substantial effect on the increased incidence of inpatient treated ASD cases from 1987 to 1992. Between 1992 and 1998, the incidence rate based on inpatient and outpatient service use remained rather stable.

Awareness and knowledge of autism and autism interventions: A general population survey

Recent figures show that autism spectrum disorder (ASD) affects at least 1 in 88 of the population, yet for years, international public awareness of ASD was limited. Over the past 5–10 years intense efforts have been made to raise autism awareness in the general population in countries such as UK and US. In this paper we report data from a large-scale general population survey (N=1204) in which we assessed autism awareness, knowledge about autism, and perceptions about autism interventions in Northern Ireland. We found high levels of autism awareness, in fact over 80% of the sample were aware of ASD and over 60% of these respondents knew someone with ASD in their own family, circle of friends or work colleagues. Generally, knowledge of strengths and challenges faced by individuals with ASD was relatively accurate. However, perceptions of interventions and service provider responsibilities were vague and uncertain. Results show that local and international autism awareness campaigns have largely been successful and that the focus should shift towards disseminating accurate information regarding intervention and service provider responsibilities.

“At a moment, you could collapse”: Raising children with autism in the West Bank

Abstract The current qualitative study examined knowledge, attitudes, burdens and coping strategies related to caring for a child with an autism spectrum disorder (ASD) in the West Bank. Based on a sample of 24 Palestinian parents, the study found that parents struggled with financial stressors, child behavioral and medical challenges, and depression. Few parents were aware of ASDs prior to their children's diagnoses. Furthermore, discrimination and stigma from extended family members and the larger community intensified parents' feelings of shame and experiences of social isolation. While some parents coped by withdrawing from the community or denying the diagnosis, others aimed to increase social interactions and access information. Religious coping was found to be partly adaptive for some of the participants. The study underscored the vital need to increase community awareness of ASDs and increase social support for parents in the West Bank.

Assessment of Knowledge about Childhood Autism among Paediatric and Psychiatric Nurses in Ebonyi State, Nigeria

Background: There is increasing public and professional awareness of autism spectrum disorders with early recognition, diagnosis and interventions that are known to improve prognosis. Factors that influence knowledge about childhood autism among these nurses are not known. This study assessed knowledge about childhood autism among paediatric and psychiatric nurses.

Autism Spectrum Disorders

According to Healthy People 2020, one population confronted with health disparities is that of individuals living with disabilities. Among these individuals are children living with autism spectrum disorders (ASDs). Increasing numbers of children in the United States have been diagnosed with ASDs, a group of developmental disorders for which no specific cause or cure has been conclusively identified. Increasing media exposure as well as legislation addressing ASDs reflects the increasing awareness of ASDs as a significant public health issue. However, whereas ASDs have become an issue of great interest to the general public, the amount of health education literature addressing autism spectrum disorders is extremely limited. This paper provides health educators with a review of literature concerning autism spectrum disorders, specifically its background, prevalence, possible causes, symptoms and diagnostic methods. Furthermore, the potential roles played by health educators in serving individuals (e.g., parents, educators, medical providers) who support children with ASDs is suggested through the application of National Commission for Health Education Credentialing, Inc. responsibilities and competencies for health educators.

Caregiver-Directed Approaches for Facilitating Social Communication Competencies in Children On and Off the Autism Spectrum

Caregiver-Directed Approaches for Facilitating Social Communication Competencies in Children On and Off the Autism Spectrum

School factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorders (ASDs) in mainstream secondary schools

Growing numbers of pupils with autism spectrum disorders (ASDs) are attending mainstream schools, and increasing numbers of teaching assistants (TAs) are being deployed into classrooms to support them. Evidence suggests, however, that pupils who have a TA may underperform academically, receive less attention from their teachers and be isolated from their peer group. Issues relating to the deployment and training of these staff, and their relationships with class teachers have been raised as contributing to the negative impact of TAs. However, school factors – such as inclusive school culture and teacher training – have been overlooked. In light of this, the objectives of the current study were to (1) develop understanding of the aspects of school culture that TAs feel contribute to the development of inclusion, and (2) identify aspects of school culture, policies and practices that facilitate or hinder their ability to effectively support pupils with ASD. Fifteen TAs supporting pupils with ASD in four mainstream secondary schools were interviewed. Thematic analysis identified positive attitudes towards pupils with special educational needs, school leadership support for inclusion, collaboration and respect as components of an inclusive school culture. The factors perceived as facilitating or hindering the ability of TAs to effectively include pupils with ASD included access to expertise, communication within school and teaching staff awareness of ASD. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.

Assessment of knowledge about childhood autism among paediatric and psychiatric nurses in Ebonyi state, Nigeria

BackgroundThere is increasing public and professional awareness of autism spectrum disorders with early recognition, diagnosis and interventions that are known to improve prognosis. Poor knowledge about childhood autism among paediatric and psychiatric nurses who are members of multidisciplinary teams that care for such children may be a major barrier to early interventions that could improve quality of life and prognosis in childhood autism. Factors that influence knowledge about childhood autism among these nurses are not known. This study assessed knowledge about childhood autism among paediatric and psychiatric nurses in Ebonyi state, Nigeria and determined the factors that could be influencing such knowledge.MethodsForty specialist paediatric and forty psychiatric nurses, making a total sample of eighty, were randomly selected from all the health care facilities in Ebonyi state, Nigeria. A socio-demographic questionnaire and knowledge about childhood autism among health workers (KCAHW) questionnaire were administered to them and the study was a point survey.ResultsThe total mean score on the KCAHW questionnaire among the nurses that participated in the study was 12.56 ± 3.23 out of a total of 19 possible. The mean score for the paediatric nurses was 11.78 ± 3.64 while psychiatric nurses had mean score of 13.35 ± 2.58. The mean scores in Domain 1 were 6.17 ± 1.75 for the paediatric nurses and 6.52 ± 1.43 for the psychiatric nurses. The mean scores in Domain 2 were 0.65 ± 0.48 for the paediatric nurses and 0.80 ± 0.41 for the psychiatric nurses. Domain 3 showed mean scores of 1.97 ± 1.25 for the paediatric nurses while psychiatric nurses scored 2.62 ± 1.23. Domain 4 yielded the mean scores of 2.97 ± 1.54 and 3.42 ± 0.98 for the paediatric and psychiatric nurses respectively.There was significant relationship between the total mean score on the KCAHW questionnaire for the two groups and the area of specialisation of the nurses (t = -2.23, df = 78, p = 0.03) and there was also significant relationship between previous involvement in managing children with childhood autism as a specialist paediatric or psychiatric nurse and the total mean score on the KCAHW questionnaire (t = 6.90, df = 78, p = 0.00).ConclusionThe scores reflect deficits in knowledge about childhood autism among the study cohorts. Paediatric and psychiatric nurses as members of multidisciplinary teams that care for children with childhood autism are expected to provide holistic care and adequate counselling to the families of these children. Unfortunately in this environment, they are not fully equipped with enough knowledge about childhood autism. Education on childhood autism is therefore needed and can be provided through continuing medical education and emphasizing childhood autism in their training curriculum. This will enhance early identification and diagnosis of childhood autism with early interventions that are known to improve prognosis.

Assessing Diverse Students With Autism Spectrum Disorders

Assessing Diverse Students With Autism Spectrum Disorders

Evolution of Autism Support and Understanding Via the World Wide Web

Internet technology has radically changed society, widely affecting communication and the availability of information. The digital age holds unique significance for autism spectrum disorder. In this article I explore the interface between autism and the World Wide Web by reviewing evolving virtual communities pioneered by individuals with autism, exploring the online growth of advocacy organizations, and considering the positive and negative consequences that arise from autism’s fledgling voices.

Autism spectrum disorder diagnoses in Stockholm preschoolers

The aims of this study were to estimate prevalence rates of children with autism spectrum disorder (ASD) diagnoses in a cohort of 6-year-old children with birth year 2002, referred to the Autism Centre for Young Children, serving the whole of Stockholm county and on the basis of the available data discuss clinical aspects of assessment, habilitation and follow-up. Records of 142 of a total of 147 (123 boys and 24 girls) identified children with ASD diagnoses were scrutinised with respect to type of diagnosis, cognitive level, other developmental disorders and medical/neurological disorders. The overall prevalence of such disorders was 6.2/1000 (95% confidence interval 5.2–7.2/1000). The rates of learning disability/mental retardation, developmental delay without a specified cognitive level and normal intelligence constituted about one third, respectively. AS and atypical autism tended to be diagnosed more often at age 5–6 years while AD with learning disability/mental retardation was more often diagnosed at age 3–4 years. The awareness of ASDs has resulted in increasing numbers of children being diagnosed at young ages. We conclude that it is important to take into account these children's broader developmental profiles, need for repeated assessment of cognitive functions and follow-up over time and also the requirement for medical/neurological consideration and work-up.

Tracing the Origins of Autism: A Spectrum of New Studies

Tracing the Origins of Autism: A Spectrum of New Studies