An evaluation of the “FRIENDS for Life” programme among children presenting with autism spectrum disorder

“FRIENDS for Life” is a cognitive behavioural therapy (CBT) programme which aims to reduce anxiety and promote resilience among children. This study evaluated the “FRIENDS for Life” (FRIENDS) programme used as an intervention for seven children between the ages of 10 and 11 presenting with high functioning autism spectrum disorder (HFA) who attend mainstream schooling. The study adopts a mixed methodology, explanatory research design, which included pre- and post-quantitative anxiety scales, parental interviews completed post-intervention, narrative observation of FRIENDS sessions and a post-intervention children’s evaluation questionnaire. Quantitative findings from this study suggest that participation in the “FRIENDS” programme does not reduce anxiety levels to promote resilience. Such results are discussed with regard to the utility of using standardised self-report measures among children with HFA. Despite this, qualitative information indicates that “FRIENDS” can be made accessible for children with HFA. Recommendations and implications for future research and FRIENDS implementations are outlined.     

A comparison of parent and professional perceptions of children with autism spectrum disorder in Portugal

Improving early intervention in Portugal for children with autism spectrum disorder (ASD) requires parents and professionals to collaborate in assessing and planning intervention programmes. This article analyses parental and professional assessments of children with ASD, in the dimensions of social communication, repetitive behaviours and restricted interests, and sensory processing. The study presents contrasting perspectives from professionals and parents from a range of socio‐academic backgrounds. The sample consists of 136 Portuguese children (aged three to six years old) with ASD and involves children, parents and professionals from across the country. All children, at the time, were in preschool and receiving early special education intervention. Parents and professionals used the Assessment Scale for Children with ASD to complete the assessments. The results show that parents rate children's development and learning more positively compared to professionals; and that this difference is more significant in the field of social communication. Further, parents with higher academic qualifications showed statistically significant differences in comparison with professionals in the social communication dimension. These findings are discussed in relation to the literature and some suggestions are made regarding certain practices related to intervention in early childhood.     

Comparison of the effects of mainstream and special school on National Curriculum outcomes in children with autism spectrum disorder: an archive‐based analysis

The literature dealing with the inclusion of children with autism spectrum disorder (ASD) in mainstream schools has increased over recent years, propelled by the argument that it will improve the quality of life, educational performance and social development of ‘included’ children. This area of research is currently an important one for the development of policy and practice. The literature on inclusion dealing with the inclusion of children with ASD is limited, so the implementation of inclusion has preceded research. The current study investigated whether children in mainstream placements show enhanced performance, relative to those in specialist provisions. The study used a combination of primary and secondary data analysis to explore the impact of inclusion on children with ASD in four authorities in the south east of England. The results suggest that mainstream children have no greater academic success than children in specialist provision. The study suggests that a number of specific provisions are involved in promoting success, such as Speech and Language Therapy, and the impact of Learning Support Assistants, and these are also reviewed and discussed.     

北京市孤独症儿童早期干预中家长参与情况及其影响因素

本研究采用自编问卷调查北京市孤独症儿童早期干预中家长的参与态度和行为,并初步探讨其可能的影响因素。研究调查了三所有代表性的孤独症康复中心和一所医院的47名家长,结果表明,在孤独症儿童的早期干预中,家长参与态度较积极(M=3.77),但行为频率较低(M=1.75),参与效能感也比较低(M=1.81)。很多因素影响着家长的孤独症知识水平,但影响家长参与的因素较少;只有家长学历、家庭收入和孩子是否参与过ABA(应用行为分析)这三个因素。     

自闭症者颞上沟发育异常与其社会交往障碍探讨

自闭症谱系障碍中最为常见的临床症状是社会交往和交流障碍。已有研究发现,颞上沟在言语加工、生物运动和心理理论中发挥着重要作用,而自闭症者在这几方面都存在不同程度的缺陷。本文综合已有关于自闭症者颞上沟的结构异常和功能缺陷的研究,试图梳理出颞上沟在自闭症者的言语加工、生物运动和心理理论缺损中可能产生的作用机制。     

解析音乐疗法在自闭症儿童干预中的应用

儿童自闭症是严重的发育障碍性疾病,患后会严重影响一生。这已引起各国医学界、心理学界和教育界的强烈关注。在众多对自闭症儿童的干预方法和技术中,音乐疗法具有自身独特的优势。本文系统检索了Ovid—Medline／PubMed和FMIF数据库,主要分析了2000年以来的12篇采用音乐疗法对自闭症儿童进行干预的研究报告,分别从研究方法、可行性、干预目标、音乐疗法的类型等方面探讨了音乐疗法在自闭症干预中的应用价值及存在的问题,并对未来的实践工作提出了建议。     

It's not what you do; it's the way that you question: that's what gets results

Many professionals and carers who support people with the label of autism look to lecturers and 'trainers' in autism to provide the answers on how to 'manage' the 'condition'. This article describes how two lecturers in autism respond to this challenge by encouraging their students to focus on questions rather than answers. It is argued here that it is through the process of reflective thinking that people will find the most appropriate solutions to the issues that concern them. The article identifies some of the key questions that can support the reflective process and illustrates the applicability of these, beyond the limitations of labels, to every relationship between educator and learner.     

‘Why should I be like bloody Rain Man?!’ Navigating the autistic identity

This article explores the views of six higher education students with autism/Asperger syndrome. The research draws upon social identity theory to explore how participants made meaning of their label. There was consensus that information given at the point of diagnosis generally did not reflect their individual experiences. First‐hand accounts tended to be perceived as more personally relevant. The ‘Asperger’ identity was generally framed as fragile and inconsistent, leading some individuals to distance themselves from it. This may be problematic for a group that is already disadvantaged and isolated. However, participants conveyed strong self‐images regardless of how and whether they identified with their diagnosis, which was attributed to their relative privilege in achieving higher education and therefore experiencing success and achievement related to their personal strengths. In this article, Andrea MacLeod, Ann Lewis and Christopher Robertson, from the University of Birmingham, call for researchers and relevant services to involve autistic individuals directly in fostering a constructive ‘autism identity’.     

Designed by the pupils,for the pupils: an autism‐friendly school

There is growing interest in promoting autism‐friendly environments, especially in a school setting. Findings to date have generally advocated an accepted reductionist or generalist approach when providing an autism‐friendly built environment. However, previous studies, while very well intentioned, have rarely involved those with autism spectrum condition (ASC) to comment on and then instruct designers on what, for them, constitutes an autism‐friendly learning environment. If going to be truly inclusive, the authors contend that those who are most knowledgeable about ASC, those with ASC, should, whenever possible, be given the opportunity to comment on the design of our shared built environment. Hence this article first introduces some of the challenges faced by those with ASC in trying to cope with their surroundings, before proceeding to outline the development of a simple school design ‘jigsaw’ kit that helped pupils with ASC to communicate ideas for their perfect school. Used in four design workshops, secondary school aged pupils (aged 13 to 18) with ASC imparted their likes, dislikes and what was most important to them within the school environment. This facilitated comparison with current autism‐friendly guidelines and provides a valuable insight into the mind of the secondary pupil with ASC. It is hoped that by increasing awareness and then including those with ASC in describing what might constitute an autism‐friendly learning environment, it will help facilitate greater inclusion of the child with ASC into mainstream education and society at large.