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Article
Publication date: 30 November 2022

Ensiyeh Jenabi, Niloofar Rabiei, Mahdieh Seyedi, Mohammad Rezaei, Ali Reza Soltanian, Saeid Bashirian and Amir Mohammad Salehi

This study aims to investigate the psychometric properties of the social communication questionnaire (SCQ) in Iran by identifying children with autism spectrum disorder (ASD) who…

Abstract

Purpose

This study aims to investigate the psychometric properties of the social communication questionnaire (SCQ) in Iran by identifying children with autism spectrum disorder (ASD) who had Persian-speaking parents.

Design/methodology/approach

A case–control study was performed from June to August 2021 in Hamadan, Iran. The case group consisted of children who were examined by clinicians who used a coding scheme based on the DSM-V criteria for ASD by a psychiatrist. The control group consisted of non-ASD children who were asked to participate in the study. This study conducted the reliability, content and face validity to evaluate the psychometric properties of the tool. In the first step, Kaiser–Meyer–Olkin and Bartlett’s test were used to determine sampling adequacy and appropriateness of correlation matrix. In the second step, the exploratory factor analysis approach was used. The method of extracting the factors is done by using the varimax rotation method and selecting the number of factors using an eigenvalue and scree plot. Statistical analysis was performed using Software Package for Social Sciences 21 with the statistical significance set at level less than 0.05.

Findings

The quantitative content validity analysis revealed that the mean of content validity ratio and content validity index were 0.92 and 0.91, respectively. Mean score ± standard deviation in the two groups of ASD and control were 14.23 ± 3.84 and 7.83 ± 4.80, respectively. With cut-off point >12.5, sensitivity, specificity and misclassification error values were 73.33%, 80.0% and 23%, respectively.

Research limitations/implications

The results showed that the internal consistency of the SCQ is desirable. Also, the internal consistency of its five subscales was obtained between 0.700 and 0.87. The findings showed that SCQ questionnaire is highly reliable in reciprocal social interaction (Factor 1) and the total score, while other factors were relatively reliable.

Originality/value

To the best of the authors’ knowledge, this is the first paper on psychometric properties of SCQ in ASD children in Iran.

Details

Advances in Autism, vol. 9 no. 2
Type: Research Article
ISSN: 2056-3868

Keywords

Article
Publication date: 21 June 2023

Alexandra Eleftheria Broupi, Dimitrios Kokaridas, Vasileios Tsimaras and Panagiotis Varsamis

Individuals with autism spectrum disorders (ASD) present challenges in their social and communication skills such as difficulties in developing interpersonal relationships and…

Abstract

Purpose

Individuals with autism spectrum disorders (ASD) present challenges in their social and communication skills such as difficulties in developing interpersonal relationships and verbal and nonverbal communication; repetitive and restricted behaviors concerning resistance to environmental change, stereotyped movements and unusual reactions to sensory stimuli; and significant delays in motor development and performance. The purpose of this study was to investigate the effect of a combined visual arts and exercise program on the communication and social behavior skills of people with ASD.

Design/methodology/approach

The research was conducted in a Creative Employment Center of People with Disabilities, and the sample consisted of 18 participants with ASD divided randomly into a control group (CG) (n = 8) and an experiment group (EG) (n = 10). The Social Communication Questionnaire (SCQ) was used prior and after the implementation of the intervention program. EG participants attended an intervention program, whereas CG individuals followed their daily routine activities, and they only completed the SCQ prior and after the program.

Findings

EG demonstrated statically significant improvements in communication skills and social behavior, compared to the results of the CG. Furthermore, participants with Asperger’s syndrome showed a higher improvement rate compared to participants with autism, while no statistically significant differences were noticed concerning gender and age of the participants.

Originality/value

To the best of the authors’ knowledge, this is the first paper to investigate the effect of a combined visual arts and adapted physical activity program on the social and communication skills of people with ASD.

Details

Advances in Autism, vol. 9 no. 4
Type: Research Article
ISSN: 2056-3868

Keywords

Article
Publication date: 17 August 2022

Joseph Sakdalan and Yvonne Maxwell

Despite some advances in the assessment and treatment of autism spectrum disorder (ASD), there remains a paucity of intervention and research literature in treating adults with…

Abstract

Purpose

Despite some advances in the assessment and treatment of autism spectrum disorder (ASD), there remains a paucity of intervention and research literature in treating adults with ASD. There is growing evidence supporting a relationship between the core features of ASD and emotion dysregulation. There is an overlap between ASD and borderline personality disorder (BPD) characteristics such as emotional dysregulation, sensory issues and social skills deficits. This paper aims to explore the applications of dialectical behaviour therapy (DBT) concepts and skills in treating ASD individuals who display challenging or offending behaviours. The similarities in characteristics between ASD and BPD and the core issue of emotion dysregulation hold promise in the utility of DBT with ASD.

Design/methodology/approach

This is a conceptual paper that includes a case vignette.

Findings

A DBT-informed treatment approach using the adaptations and reconceptualization, i.e. risky mind–wise mind outlined in this paper, can be considered promising in addressing issues for ASD individuals, particularly those with challenging and/or offending behaviours. DBT incorporates different elements of applied behaviour analysis, cognitive behavioural therapy, mindfulness skills, sensory-based treatments, psychosocial interventions and emotion regulation skills, which makes it a more cohesive and integrated approach to treatment. The authors assert that DBT can be considered a more integrated, strengths-based, habilitative and trauma-informed approach which can be promising in its application to address challenging behaviours or offending in ASD individuals.

Research limitations/implications

It is recommended that research be carried out to evaluate the effectiveness of adapted DBT programs in treating ASD individuals presenting with challenging and/or offending behaviours. Future research can focus on evaluating the effectiveness of the different DBT concepts and skills and the different DBT modules to determine which components of the program are particularly useful for this client group.

Practical implications

Treatment manuals have already been developed for clients with intellectual disability and developmental disabilities who exhibit challenging and/or offending behaviour; hence, it is recommended that modifications be made to make it more applicable and appropriate for ASD individuals. Modifications should address ASD-specific issues (e.g. black and white thinking, cognitive rigidity, sensory issues, impaired theory of mind, emotion dysregulation issues, social skills deficits and anxiety issues). The use of DBT has much wider implications regarding addressing comorbid mental health conditions and personality issues in this client group.

Originality/value

There are limited psychological interventions that prove to be useful for individuals with ASD with complex presentations and challenging or offending behaviours. This paper discusses the application of adapted DBT concepts and skills that appear to be promising in the treatment of this client group.

Article
Publication date: 16 December 2022

Javad Alaghband-rad, Maryam Ardeshir, Elham Hakki Kazazi and Mahtab Motamed

The prevalence of children with autism spectrum disorder (ASD) is rising. As children with ASD become adults, the need for appropriate physical and mental health care becomes more…

Abstract

Purpose

The prevalence of children with autism spectrum disorder (ASD) is rising. As children with ASD become adults, the need for appropriate physical and mental health care becomes more evident. Lack of knowledge and inadequate training about adult ASD can lead to discomfort in management and service delivery to this population. This study aims to assess knowledge, attitude and practice of health-care providers for patients with adult ASD and to determine the needs of health-care staff to provide convenient care to adult patients with ASD.

Design/methodology/approach

This cross-sectional study was conducted in 2019–2020 among health-care professionals in Iran using an online questionnaire.

Findings

In this study, 182 health-care professionals (67.6% mental health professionals) participated. A minority of participants mentioned having excellent or very good knowledge about autism (10%) or acceptable access to clinical tools and guidelines (27%). Around 67% of professionals believed that patients with ASD are not cooperative. The most preferred training was training on effective communication strategies with ASD patients (64.8%).

Practical implications

The authors found a gap in knowledge and training of adult ASD diagnosis and management among health-care providers.

Originality/value

This study highlights the significance of empowering professionals with better training to manage adult autism.

Details

The Journal of Mental Health Training, Education and Practice, vol. 18 no. 3
Type: Research Article
ISSN: 1755-6228

Keywords

Article
Publication date: 6 March 2023

Meredyth Goldberg Edelson

The purpose of this paper is to educate forensic interviewers about autism spectrum disorder (ASD) and tools for interviewing youth with ASD when there are concerns of child…

Abstract

Purpose

The purpose of this paper is to educate forensic interviewers about autism spectrum disorder (ASD) and tools for interviewing youth with ASD when there are concerns of child sexual abuse (CSA).

Design/methodology/approach

Research is reviewed to discuss risk factors for CSA in youth with ASD, why CSA is often not recognized and research-based strategies for forensically interviewing youth with ASD.

Findings

Youth with ASD are at increased risk of CSA compared to neurotypical peers, but recognition of CSA in youth with ASD can be difficult. Forensic interviewing strategies can help interviewers obtain reports of CSA from youth with ASD.

Practical implications

Given the increase in prevalence of ASD and the increased risk of CSA, forensic interviewers need to have information about ASD, about why CSA may not be recognized, about risk factors for CSA and, especially, about how to accommodate for ASD when conducting forensic interviews.

Originality/value

This paper provides a novel framework for considering evidence-based practices for forensically interviewing youth with ASD when there are concerns of CSA. Specifically, this paper includes multiple, but related areas, in one article including research related to ASD, risk factors for CSA in those with ASD, obstacles to identifying CSA and the implications of this research for specific strategies regarding how to forensically interview youth with ASD when there are concerns of CSA.

Open Access
Article
Publication date: 24 July 2023

Magda Mostafa, Marlene Sotelo, Toby Honsberger, Christine Honsberger, Erin Brooker Lozott and Nate Shanok

The objective of this paper is to study the efficacy of the ASPECTSS Design Index's concepts as drivers of design intervention for educational environments for students on the…

1742

Abstract

Purpose

The objective of this paper is to study the efficacy of the ASPECTSS Design Index's concepts as drivers of design intervention for educational environments for students on the autism spectrum. Based on the seven principles of acoustics, spatial sequencing, escape spaces, compartmentalization, transitions, sensory zoning and safety, ASPECTSS formed the basis for a preliminary post-occupancy evaluation (POE) and survey of an existing school environment.

Design/methodology/approach

Concepts drawn from the review of other strategies for autism spectrum disorder (ASD) friendly design were integrated with the seven ASPECTSS principles to create a design framework and consequent design retro-fit for a Pre-K-12th grade public school for students on the autism spectrum. The following design interventions were proposed: colour-coding based navigation; acoustical treatments in key circulation spaces; introduction of transition alcoves; classroom reorganisation using compartmentalization principles and the introduction of escape spaces for de-escalation. Specifically, a classroom template of modules of ASPECTSS-compliant layouts was provided to all staff. The efficacy and impact of these interventions were assessed using a whole campus online staff survey with further probing using classroom observations and subsequent interviews.

Findings

The results show alignment between the implementation of the ASPECTSS informed design interventions and responses to nine of the Likert scale items were all significantly lower than the middle response, indicating a high degree of satisfaction from survey respondents. These questions and responses related to the colour scheme facilitating ease of navigation for visitors of the school, the acoustics of the building successfully mitigating sound magnification and subsequently student distractibility, the organisation of the classrooms enhancing learning and the de-escalation zones allowing improved management of disruptive behaviours in the classroom.

Research limitations/implications

This study focuses primarily on the Autism ASPECTSS Design Index as a framework for assessing classroom efficacy. Other tools and frameworks may produce different insights. A single school site was studied. Validation of these findings in other school environments is necessary before generalising these strategies at scale. The use of qualitative tools, primarily teacher and staff surveys, provides one lens into the efficacy of these design strategies. Further research using measurable biometric indicators such as heart-rate and stress levels measured through wearable technology could provide a first step towards the triangulation of these findings.

Practical implications

These findings could help provide more standardised best practices for designing learning environments for autism, potentially providing supportive strategies with real impact on learning quality, skill development and knowledge acquisition in school environments. This could potentially have economic implications by supporting more efficient progress for autistic students through their school curriculum.

Social implications

Similar to economic impact, if validated and generalised, these findings could help with sense of accomplishment, general mental health improvement, alleviation of family stress and potential reduction of stigma in the autism community.

Originality/value

There is a slowly emerging field of design guidance for autism schools, but very little empirical evidence on the measurable efficacy of these strategies. This research provides one type of such evidence, as measured by the perceived impact from the point of view of staff and teachers at the school.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2631-6862

Keywords

Article
Publication date: 8 August 2023

Mary Carlson, Wendy Krueger and Amy Van Hecke

This paper discusses the elements of successful university-level, cross-disciplinary course development using best practices to foster richer relational networks and to meet the…

Abstract

Purpose

This paper discusses the elements of successful university-level, cross-disciplinary course development using best practices to foster richer relational networks and to meet the complex demands of education and treatment for children with autism spectrum disorder (ASD).

Design/methodology/approach

The three authors created and taught a class on best practices in autism nine times. The authors assessed the knowledge base and attitudinal changes of undergraduates (most in psychology, speech pathology and audiology, and education) for two of the nine cohorts who were being prepared to work with individuals with ASD.

Findings

Pre- and postmeasures indicated significant improvement in knowledge and a predisposition to working in interdisciplinary teams. Anecdotally, a number of students indicated in course evaluations that this was their best undergraduate course.

Practical implications

The program development and research have pertinent implications for faculty who are preparing students for professions in which teamwork will be expected, for faculty preparing students to work with individuals with ASD and for any faculty who wish to engage in cross-disciplinary, collaborative teaching.

Originality/value

This is a unique look at best practices of college course development and best practices of the multiple professional fields for which students were being prepared. It was done across three different colleges within a university.

Article
Publication date: 11 May 2023

Noor Ismael, Khader Almhdawi, Ala’a Jaber, Saddam Kana'an and Sana'a Al Shlool

This study aims to investigate the differences in participation patterns between children with autism spectrum disorders (ASD) and children with typical development (TD) in Jordan.

Abstract

Purpose

This study aims to investigate the differences in participation patterns between children with autism spectrum disorders (ASD) and children with typical development (TD) in Jordan.

Design/methodology/approach

The study used a cross-sectional comparative design and convenient and snowball sampling. The sample consisted of 60 children (30 ASD and 30 TD), mean age (nine years), who completed the Children’s Assessment of Participation and Enjoyment and the Preferences for Activities of Children (CAPE/PAC) via interview. Analyses consisted of descriptive statistics and Mann-Whitney U tests.

Findings

Children with ASD had significantly lower participation Diversity (U = 24.00, p < 0.000) and Intensity (U = 110.00, p < 0.000) than children with TD. In addition, children with ASD had significantly lower participation preference in Physical (U = 145.50, p < 0.000), Self-Improvement (U = 163.50, p < 0.000), Skill-Based (U = 281.00, p = 0.01), Social activities (U = 307.50, p = 0.03) and total PAC scale score (U = 246.50, p = 0.003). However, children with ASD had significantly higher Enjoyment (U = 274, p < 0.000) than children with TD.

Originality/value

Children with ASD have restricted participation patterns due to certain ASD features like extreme sensory processing patterns. However, limited research compared participation patterns between school-aged children with ASD and children with TD. This study concluded that participation patterns in children with ASD are different from children with TD.

Details

Journal of Children's Services, vol. 18 no. 2
Type: Research Article
ISSN: 1746-6660

Keywords

Article
Publication date: 31 August 2022

Katie Warner, Saskia Keville, Jemma Hockley and Amanda Ludlow

This research indicates females with autism spectrum disorders (ASDs) have a diverse clinical presentation compared to males. Furthermore, females with ASD are often diagnosed…

Abstract

Purpose

This research indicates females with autism spectrum disorders (ASDs) have a diverse clinical presentation compared to males. Furthermore, females with ASD are often diagnosed later and typically experience greater levels of mental health difficulties. Evidence suggests that clinic-based verbal interventions for ASD have limited efficacy; therefore, alternative therapies, such as equine-assisted therapies (EATs), are gaining recognition. The purpose of this study was to directly explore the experiences of females with an ASD who have undertaken EAT.

Design/methodology/approach

Five female participants with a diagnosis of ASD were recruited from two equine therapy centres. Participants were aged between 15 and 30 years and undertook semi-structured interviews, which were analysed using interpretative phenomenological analysis.

Findings

Three superordinate themes emerged: the difficult experience of the social world, the process of EAT and the emotional impact of horses.

Originality/value

Directly exploring the experiences of females with ASD highlights benefits from engaging therapeutically with horses, building confidence and independence to transferring this into more effective social communication with other people. Offering emotion-focused therapeutic complementary interventions for females with ASD should be forefronted to help remediate the impact of difficult and sometimes traumatic earlier experiences in the social world. This requires increased funding for EAT, combined with larger-scale research projects to evaluate this.

Details

Advances in Autism, vol. 9 no. 2
Type: Research Article
ISSN: 2056-3868

Keywords

Article
Publication date: 22 May 2023

Minje Kim, Kyong-Mee Chung and Eun-Sun Chung

The purpose of this study is to examine the effectiveness of two intervention strategies – identifying the global letter of Navon letters and verbally describing a face – in…

Abstract

Purpose

The purpose of this study is to examine the effectiveness of two intervention strategies – identifying the global letter of Navon letters and verbally describing a face – in improving face recognition abilities of adolescents with autism spectrum disorder (ASD).

Design/methodology/approach

A total of 15 adolescents with ASD and 15 typically developing (TD) adolescents participated in this study, which consisted of three experimental conditions: verbalization, Navon and control. Participants were presented with a target face for a short period of time, then completed a task specific to the condition in a counterbalanced order, followed by a face recognition task.

Findings

The results of this study showed no significant interaction effects between groups and conditions, either in accuracy or reaction time. However, TD adolescents performed better than ASD adolescents in terms of accuracy. In addition, the verbalization condition resulted in better performance with slower response times compared to the control condition.

Originality/value

These findings suggest that verbalization may be a useful strategy to enhance face recognition abilities in ASD and TD individuals.

Details

Advances in Autism, vol. 9 no. 4
Type: Research Article
ISSN: 2056-3868

Keywords

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