scholarly journals Bullying Prevalence in Students With Autism Spectrum Disorder

2017 ◽  
Vol 41 (2) ◽  
pp. 101-122 ◽  
Author(s):  
Marilyn Campbell ◽  
Yoon-Suk Hwang ◽  
Chrystal Whiteford ◽  
Julie Dillon-Wallace ◽  
Jill Ashburner ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Traditional Bullying ◽  
Methodological Issues ◽  
Bullying Perpetration ◽  
Students With Autism ◽  
And Gender ◽  
Bullying Experiences

All forms of bullying, physical, verbal, social, and cyber, are prevalent among youth worldwide. An especially vulnerable population for involvement in bullying is students with an autism spectrum disorder (ASD). Although there are some studies that have investigated bullying in these students, many of these are beset by methodological issues. We surveyed 104 students with ASD on their bullying experiences in all 4 forms of bullying and examined their roles as victim, perpetrator, and bully-victim, comparing them with a group of typically developing students matched for age and gender. It was found that students with ASD reported significantly more traditional victimisation (physical, verbal, and social) than their typically developing peers. Cyberbullying victimisation was similar for the 2 groups. There were no differences between the groups on traditional bullying perpetration; however, typically developing students reported more cyberbullying perpetration behaviours. Implications for prevention and intervention are discussed.

scholarly journals Pitch Pattern Analysis in Speech of Children with Autism Spectrum Disorder

2019 ◽  
Vol 9 (1) ◽  
pp. 4209-4212
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Voice Pitch ◽  
Pitch Pattern ◽  
Speech Database ◽  
Comparison Groups ◽  
And Gender

Autism Spectrum Disorder (ASD) is a multifaceted neurodevelopmental condition. Atypical communication mostly occurs in tandem with ASD. We compared voice pitch of 16 Marathi children and adolescents with ASD of age of 7 to 18 with 27 Typically Developing (TD). Speech samples have been recorded and stored in .wav format with sampling frequency of 48000 Hz. For analysis we used PRAAT, a program for speech analysis, manipulation and synthesis. We divided the ASD and TD group into total 4 groups on basis of age and gender for comparison. We found that differences in voice pitch are present in these comparison groups, and male ASD group have more pitch variation than respective comparison groups. In future we look forward to include more ASD participants in study to increase the Marathi speech database for ASD.

scholarly journals Learning by observation in children with autism spectrum disorder

2014 ◽  
Vol 44 (11) ◽  
pp. 2437-2447 ◽  
Author(s):  
F. Foti ◽  
L. Mazzone ◽  
D. Menghini ◽  
L. De Peppo ◽  
F. Federico ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Trial And Error ◽  
Learning By Observation ◽  
Correct Sequence ◽  
Error Learning ◽  
And Gender ◽  
Positive Effect

BackgroundObserving another person performing a complex action accelerates the observer's acquisition of the same action and limits the time-consuming process of learning by trial and error. Learning by observation requires specific skills such as attending, imitating and understanding contingencies. Individuals with autism spectrum disorder (ASD) exhibit deficits in these skills.MethodThe performance of 20 ASD children was compared with that of a group of typically developing (TD) children matched for chronological age (CA), IQ and gender on tasks of learning of a visuomotor sequence by observation or by trial and error. Acquiring the correct sequence involved three phases: a detection phase (DP), in which participants discovered the correct sequence and learned how to perform the task; an exercise phase (EP), in which they reproduced the sequence until performance was error free; and an automatization phase (AP), in which by repeating the error-free sequence they became accurate and speedy.ResultsIn the DP, ASD children were impaired in detecting a sequence by trial and error only when the task was proposed as first, whereas they were as efficient as TD children in detecting a sequence by observation. In the EP, ASD children were as efficient as TD children. In the AP, ASD children were impaired in automatizing the sequence. Although the positive effect of learning by observation was evident, ASD children made a high number of imitative errors, indicating marked tendencies to hyperimitate.ConclusionsThese findings demonstrate the imitative abilities of ASD children although the presence of imitative errors indicates an impairment in the control of imitative behaviours.

School Experiences of Students With Autism Spectrum Disorder Within the Context of Student Wellbeing: A Review and Analysis of the Literature

2016 ◽  
Vol 40 (1) ◽  
pp. 59-78 ◽  
Author(s):  
Joanne Danker ◽  
Iva Strnadová ◽  
Therese M. Cumming
Keyword(s):  
Autism Spectrum Disorder ◽  
School Experiences ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Student Wellbeing ◽  
Students With Autism

There has been an increasing body of research on student wellbeing in recent years. Despite this, there is much debate on the notion of student wellbeing, along with a lack of studies focusing on the wellbeing of students with autism spectrum disorder (ASD). A total of 12 studies on the wellbeing of typically developing students were used to identify the domains that comprise student wellbeing. Four studies on the school experiences of students with ASD were also included to investigate how the school experiences of students with ASD relate to the domains of student wellbeing. These articles were located through electronic and hand searches. Eight domains of student wellbeing were identified, along with 8 themes derived from the school experiences of students with ASD. Results support several recommendations for schools to promote the development of the domains of student wellbeing for students with ASD.

Site as a tool for pedagogical support of parents of students with autism spectrum disorder

2020 ◽  
pp. 46-51
Author(s):  
M. V. Kolmakova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Organization ◽  
Education Environment ◽  
Students With Autism ◽  
A Site

The article considers an innovative form of interaction between an educational organization and parents of students with autism spectrum disorder in inclusive education environment. A site developed by the author is presented, on the basis of which it is planned to implement pedagogical support for parents of students with autism spectrum disorder. The structure and approximate content of such a site are described. Each section of the site corresponds to certain areas of activity within the framework of pedagogical support of parents.

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