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1 – 4 of 4Parents whose children have undergone an autism assessment often describe the process as extremely stressful. This affects how parents engage with services post-diagnosis, meaning…
Abstract
Purpose
Parents whose children have undergone an autism assessment often describe the process as extremely stressful. This affects how parents engage with services post-diagnosis, meaning less likelihood of using subsequent service support despite struggling to cope. Since parents already report many barriers to accessing services, e.g. long waiting lists, lack of co-ordination and limited resources (Sapiets et al. 2023), negative experiences during assessment should not pose another potential barrier to engagement. This study aimed to address how families’ needs can be better met during the assessment process.
Design/methodology/approach
In this qualitative study, the author conducted semi-structured interviews with 11 parents whose child had undergone an autism assessment in the last five years. Thematic analysis determined key themes.
Findings
The six themes were: clarity and communication, access to support and resources, aftercare, recognition of parent concerns, personalisation of the assessment process and concerns around the use of personal protective equipment/online assessments. These themes led to criteria to assess the quality of autism assessment services in line with parent perspectives.
Practical implications
These parent-informed criteria could facilitate the consideration of parents’ views into service evaluations of autism assessment services across the UK.
Originality/value
Previous research indicates that the autism assessment experience is often extremely stressful and overwhelming for families (Crane et al., 2016). Despite this, guidance to improve autism services rarely prioritises the opinions and experiences of service-users and their families. The criteria presented here were derived from themes identified by interviewing parents on their experiences of the autism assessment process, thus shifting the focus onto service-users.
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İbrahim Efe Efeoğlu and Ömür Kılınçarslan
In studies considering the employment of individuals with autism, the organisational context – which consists of the behaviours and attitudes of employees – has frequently been…
Abstract
Purpose
In studies considering the employment of individuals with autism, the organisational context – which consists of the behaviours and attitudes of employees – has frequently been neglected. This study investigates the employment of workers with autism, who have an intellectual disability (AID) in Türkiye. The study aims to understand the perspectives of managers and co-workers with regard to the employment of individuals with AID.
Design/methodology/approach
The authors conducted interviews with 23 people who were the co-workers, managers and parents of workers with AID. They also reviewed performance documents concerning employees with AID and analysed the data using qualitative content analysis.
Findings
The employment of individuals with AID has caused concern amongst employees within organisations. However, training activities have raised awareness of autism amongst those employees. This new awareness has overcome initial negative judgements about the employment of individuals with AID, turning these instead into positive ones. Thus, social interaction between workers with AID and their co-workers has increased.
Practical implications
This research provides evidence of the positive impact of employees with AID on companies and shows that employing individuals with AID in inclusive contexts improves their quality of life. It also provides guidance for the design of training programmes for employees and the adaptation processes of people with disabilities in the workplace.
Originality/value
This study emphasises the role of the organisational context in the successful employment of people with AID in supported employment settings. It could contribute to changing attitudes and negative expectations and guide interventions in these contexts.
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Emily Goyen, Corinna Grindle, Vaso Totsika and Suzi Jayne Sapiets
Children with developmental disabilities (e.g. learning disability and autism) often struggle with handwriting skills. This study aims to implement an adapted handwriting…
Abstract
Purpose
Children with developmental disabilities (e.g. learning disability and autism) often struggle with handwriting skills. This study aims to implement an adapted handwriting programme for children with developmental disabilities to improve their handwriting skills.
Design/methodology/approach
Six children with developmental disabilities aged 9–15 years received an adapted Handwriting Without Tears® (HWT) programme in small groups over eight weeks. The programme was delivered by typical teaching staff (i.e. paraprofessionals) at a special education school following a brief training session and with ongoing supervision. A range of measures assessed the children’s handwriting and related skills. Social validity interviews were conducted with school staff following the intervention to evaluate the programme’s acceptability.
Findings
Typical teaching staff implemented the handwriting programme with 92.3% average fidelity and delivered a minimum of three sessions per week. Social validity interviews demonstrated the acceptability of the intervention to school staff. After eight weeks of intervention, all children improved their handwriting on various assessments. Improvements were only partially maintained at follow-up.
Originality/value
This study supports the feasibility of using an adapted HWT programme to teach handwriting to children with developmental disabilities in special education settings. Typical teaching staff can be trained to support the delivery of the programme to children in small groups.
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Rebecca Day, Luke Simmons, Elizabeth Shade, Jo Jennison, Clare S. Allely and Raja A.S. Mukherjee
Recent research has proposed a specific female phenotype within autism spectrum disorder (ASD). It suggests females exhibit differences in social communication styles with higher…
Abstract
Purpose
Recent research has proposed a specific female phenotype within autism spectrum disorder (ASD). It suggests females exhibit differences in social communication styles with higher levels of camouflaging and compensatory strategies, as well as variance in restrictive repetitive behaviours (RRBs); however, many existing studies have been based on either small, disproportionate or child and adolescent samples, leaving questions about the specific phenotype. This study aims to explore the sex difference and phenotype in a clinic sample of individuals diagnosed with autism.
Design/methodology/approach
A service evaluation of sex/ gender differences on 150 historical ASD assessment reports (75 males, 75 females) using a 103-item questionnaire developed from a quantitative review of existing literature was undertaken.
Findings
Females camouflaged more significantly than males in five different areas (thinking how to act next, preparing conversation in advance, making lists of prompts/social responses, wearing a mask/acting, less monotone voice); however, these were not maintained in post-analysis correction.
Originality/value
This study points the evidence towards a different phenotype of Autism that is more common in women than men rather than a unique female phenotype.
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