Weight status, diet quality, perceived stress, and functional health of caregivers of children with autism spectrum disorder

2017 ◽  
Vol 23 (1) ◽  
pp. e12205 ◽  
Author(s):  
Xiaoyin Sara Li ◽  
Jennifer A. Pinto-Martin ◽  
Aleda Thompson ◽  
Jesse Chittams ◽  
Tanja V.E. Kral
Keyword(s):  
Autism Spectrum Disorder ◽  
Perceived Stress ◽  
Diet Quality ◽  
Weight Status ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Functional Health

Development of an Indigenous Parental Perceived Stress Scale for Children with Autism Spectrum Disorder

2019 ◽  
Vol 34 (2) ◽  
pp. 433-456
Author(s):  
Noreena Kausar ◽  
Bushra Akram ◽  
Saima Dawood ◽  
Fayyaz Ahmad
Keyword(s):  
Autism Spectrum Disorder ◽  
Factor Analysis ◽  
Perceived Stress ◽  
Sampling Technique ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Perceived Stress Scale ◽  
Stress Scale ◽  
Children With Asd

The major aim of this study was to develop an indigenous Parental Perceived Stress Scale in Urdu for parents of children with Autism Spectrum Disorder (ASD). The research was divided into two phases: In Phase-I, indigenous Parental Perceived Stress Scale was developed and in Phase-II, psychometric properties of the scale were established. An item pool of 46 items was generated based on the Lazarus and Folkman’s (1984) stress model and interviewing the parents having children with ASD. A purposive sampling technique was used to select the sample of 502 parents from different special educational institutes. Generated items were evaluated by a panel of experts and were pilot tested on 25 parents. Exploratory factor analysis fixed to seven factor structure with 42 items. Confirmatory factor analysis yielded 32 item scale revealing Cronbach alpha of .95 indicating the scale as a reliable and valid scale for the measurement of parental perceived stress for parents of children with ASD. Clinical implications of the study indicate its use for counseling and clinical services.

scholarly journals Diet Quality in Children with Autism Spectrum Disorder

2018 ◽  
Vol 50 (7) ◽  
pp. S125-S126
Author(s):  
Acadia Webber ◽  
Chantell Robinson ◽  
Heewon L. Gray
Keyword(s):  
Autism Spectrum Disorder ◽  
Diet Quality ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

scholarly journals Perceived Stress among Caregivers of Children with Autism Spectrum Disorder: A State-Wide Study

2019 ◽  
Vol 16 (8) ◽  
pp. 1468 ◽  
Author(s):  
Nik Aida Nik Adib ◽  
Mohd Ismail Ibrahim ◽  
Azriani Ab Rahman ◽  
Raishan Shafini Bakar ◽  
Nor Azni Yahaya ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Perceived Stress ◽  
Children With Autism ◽  
Cross Sectional Study ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Treatment Center ◽  
Cross Sectional ◽  
Tertiary Hospitals ◽  
Set Up

Background: Caregivers of children with autism spectrum disorder (ASD) experience increased stress and more significant negative caregiving consequences than those with typically developing children. There is a lack of studies specifically focusing on stress among caregivers with ASD children in Asian countries. The current study examines levels of perceived stress and factors associated with it among caregivers in Kelantan, Malaysia. Methods: In a cross-sectional study, the Malay version of the Perceived Stress Scale (PSS) was administered to 227 caregivers of children with ASD. The caregivers were recruited from ASD databases in four tertiary hospitals in Kelantan and a meeting was set up during the child’s follow-up in the clinic. Multiple linear regression analyses were applied to determine the predictors of perceived stress. Results: The mean total perceived stress score was 20.84 (4.72). This was considered higher than average. Higher perceived stress was significantly predicted among caregivers who live far from the health institution, caregivers who do not own transportation to bring the child to the treatment center, and caregivers who have an ASD child with a learning disability. Conclusion: Caregivers of an ASD child perceived significant stress while taking care of their children. Institutions should alleviate the factors that were predicted to increase the caregivers’ perceived stress to improve the quality of the lives of children and ASD families as a whole.

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.

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