自闭症谱系障碍儿童家长参与课题研究:影响因素和改进策略

近年来,人们越来越多地推动自闭症儿童家长有意义地参与科学研究.这种参与式研究能够更好地满足自闭症谱系障碍儿童及其家庭的评估和干预需求.从自闭症儿童自身特征、家庭因素、研究课题本身等方面分析影响家长参与课题研究的因素,基于对影响因素的综合分析,分别从家长及研究者层面提出相关对策建议,以促进家长更积极、更深入地参与课题研究...     

Do labels matter? Analysis of teachers' self-efficacy towards the autism spectrum disorder depending on the diagnostic label used (ASD or Asperger's)

Changes in the classification of autism and Asperger's syndrome led to changes in social perception of ASD. Since last criteria, studies indicate higher levels of stigma towards ASD than towards Asperger's. These prejudices are barriers to inclusive education. Thus, it is relevant (1) to evaluate pre-service teachers' self-efficacy towards the label of ASD; (2) to evaluate pre-service teachers' self-efficacy towards the label of Asperger's and (3) to compare those results to analyse whether the use of different diagnostic labels brings about different levels of self-efficacy. One hundred and eighty-six primary education pre-service teachers participated in the current study. Two adaptations of the Autism Self-Efficacy Scale for Teachers (ASSET) were used: a version with the label of ‘ASD’ (n = 96) and another for ‘Asperger's’ (n = 90). The scores obtained by the group asked about ASD were high according to the ASSET score range, while the scores obtained by the group asked about Asperger's were medium. After comparing the results, participants asked about the label ASD showed higher levels of self-efficacy than participants asked about Asperger's. These results could be a consequence of the consolidation of the ASD diagnosis among society and the higher presence of children with ASD in schools and cultural products, among other factors.     

高功能自闭症儿童沙盘干预的个案研究——基于自闭症谱系认知理论的分析

通过对一名高功能自闭症儿童进行为期8个月的沙盘干预,探讨沙盘对于高功能自闭症儿童的治疗效果,并用自闭症谱系认识理论进行分析。结果发现,个案使用的沙具由单一变得多样化,主动性言语增多,刻板重复言语等症状不同程度地减少。该个案的沙盘表现支持ToM及相关理论。     

The Development of Object Permanence in Children with Intellectual Disability,Physical Disability,Autism, and Blindness

This article presents a review of the literature on object permanence with an emphasis on research on children with severe disabilities. Object permanence is the realisation that objects continue to exist in time and place even when they are no longer visible. This understanding is achieved across Stages IV(VI of Piaget’s Sensorimotor Period. Children with intellectual disability, physical disabilities, blindness, and autism develop object permanence in a similar sequence although at a slower rate than children without disabilities. Challenges with regulation make it difficult for children with autism to demonstrate object permanence knowledge in Stage VI tasks. There is ample evidence that children with severe disabilities benefit from direct and systematic instruction of object permanence. Assessment‐based instruction, establishment of visual attention, consideration of the characteristics of the object to be hidden (including the impact on differential attention), repeated naming of the object, individually appropriate prompting procedures, and direct reinforcement have been found to support mastery of object permanence in children with disabilities.     

A qualitative study of specialist schools’ processes of eliciting the views of young people with autism spectrum disorders in planning their transition to adulthood

Government legislation and research literature highlight the importance of the participation of pupils with autistic spectrum disorders (ASD) in planning for their transition to adulthood. However, effective processes which enable their participation are under‐researched. In this study, nine teaching staff from two specialist schools in the north‐west of England were interviewed and a transition meeting was observed in one school to explore these processes. Analyses indicate that in both schools, enabling the participation of young people with ASD in the planning for their transition to adulthood involves three phases and is underpinned by a person‐centred ethos. Although the processes were perceived to be effective, the participation of pupils varied between schools. Final decisions still tend to be made by schools and the local authority due to limited external resources. The implications of these findings are discussed.     

自闭症儿童问题行为矫正个案研究

心身机能活性运动疗法是20世纪后新兴起的一种康复疗法,最初用于肢体障碍和心理障碍两大类人群。心身机能活性运动疗法对自闭症各个方面的影响目前还处于探讨阶段。本研究运用心身机能运动疗法对一名自闭症儿童进行为期三个月的训练,比较三方面问题行为的前后变化,证明了该方法对改善自闭症儿童问题行为和提高其社会交往能力是有效的,本文还对干预过程进行了反思。     

Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education

This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed.     

Young people with high‐functioning autism and Asperger's syndrome planning for and anticipating the move to college: what supports a positive transition?

For many young people in England, the move into continuing education involves a transfer from the school where they were educated to a further education college. For those with high‐functioning autism or Asperger's syndrome, this can be a challenging process. Past research has demonstrated some of the problems that these young people can encounter. This article by Wendy Mitchell and Bryony Beresford, both based in the Social Policy Research Unit at the University of York, adds to the evidence base by describing how best to support these young people, focusing specifically on ‘young person endorsed’ practice. Data are gleaned from qualitative interviews with 18 young people with high‐functioning autism/Asperger's syndrome. Findings reveal that young people welcomed the involvement of practitioners; however, specific forms of help and knowledge were particularly valued. In addition, it was parents, as opposed to professionals, who typically emerged as the most significant and valued source of support. Implications for practice are discussed, including the support needs of parents.     

Inclusion of preschool children with autism in Sweden: attitudes and perceived efficacy of preschool teachers

This pilot study examined the relations among preschool teachers' attitudes towards the inclusion of children with autism and perceived self‐efficacy, as well as demographic characteristics such as teachers' work experience and educational background. The cohort consisted of 21 participants who had degrees in preschool education and worked with children with autism in general preschool/kindergarten settings in central Sweden. Data were collected using the Autism Attitude Scale for Teachers, the Teacher Efficacy Scale and a demographic survey. In general, findings revealed that preschool teachers held positive attitudes towards children with autism, and this was significantly related to the number of credits in special education taken during pre‐service education. However, teachers showed neutral attitudes towards the inclusion of children with autism into general preschool classrooms. No relations were found between teachers' perceived self‐efficacy and attitudes towards inclusion, although a relationship was found between participation in in‐service training and efficacy to make decisions. Implications concerning early childhood education professional development and supervision are discussed.     

从神经可塑性角度探究自闭症早期干预的有效性

早期干预是国内外自闭症领域的研究热点,大量的实证研究表明早期干预能够有效改善自闭症的早期症状,特别是对于处在发展关键期的儿童。早期干预能够促进大脑沿着正常的轨迹发展,从而对早期发展中的大脑产生根本的影响。