scholarly journals PARENT-TEACHER COMMUNICATION ABOUT CHILDREN WITH AUTISM SPECTRUM DISORDER: AN EXAMINATION OF COLLABORATIVE PROBLEM-SOLVING

2016 ◽  
Vol 53 (10) ◽  
pp. 1071-1084 ◽  
Author(s):  
Gazi F. Azad ◽  
Mina Kim ◽  
Steven C. Marcus ◽  
Susan M. Sheridan ◽  
David S. Mandell
Keyword(s):  
Autism Spectrum Disorder ◽  
Problem Solving ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Collaborative Problem Solving ◽  
Teacher Communication ◽  
Collaborative Problem

scholarly journals Validation of Family Functioning Questionnaire (FFQ) with a Sample of Parents of Children with Autism Spectrum Disorder in Addis Ababa

2021 ◽  
Vol 58 (2) ◽  
pp. 6655-6665
Author(s):  
Tadele Zebrea, Belay Tefera, Bhatara Mohit
Keyword(s):  
Autism Spectrum Disorder ◽  
Factor Analysis ◽  
Problem Solving ◽  
Family Functioning ◽  
Internal Consistency ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Principal Component Factor Analysis ◽  
Personal Goal

Contextually validated measures of family functioning of parents with special needs are unavailable in Ethiopia. This study was aimed to validate the Amharic version of the Family Functioning Questionnaire (FFQ) with evidence from community samples of families of children with Autism Spectrum Disorder (n=72). Having translated the FFQ into Amharic, then the validation processes of assessing the psychometric properties (validity and reliability) of the instrument were conducted using experts’ judgments, factor analysis, and internal consistency measures. The face and content validity assessments resulted in a measure that lends itself to the construct it intends to measure. The principal component factor analysis brought out two factors ( problem-solving and personal goal) with the majority of items demonstrated a factor loading above 0.5. The convergent validity of the FFQ was demonstrated via the Dyadic Adjustment Scale in which the observed significant intercorrelations suggested a strong construct validity of the Amharic FFQ. The internal consistency of the scale was also good, with a Cronbach’s alpha of 0.82 for the whole scale and 0.91 and 0.82 for the problem-solving and personal goal sub-scales respectively. Hence, the Amharic version of the FFQ can be used for measuring the quality of family functioning in families of children with developmental disorders in the Ethiopian context. 

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Sign in / Sign up

Export Citation Format

Share Document