The integration of music and its influence on the inclusion of autistic children in educational activities of preschool institutions

The assessment of empathic understanding and control of emotions in parents of children with autism

Progress in Health Sciences ◽

10.5604/01.3001.0009.5133 ◽

2016 ◽

Vol 6 (1) ◽

pp. 108-115

Author(s):

A. Ślifirczyk ◽

E. Krajewska-Kułak ◽

A. Brayer ◽

M. Sobolewski ◽

E. Maciorkowska

Keyword(s):

Children With Autism ◽

Average Level ◽

Emotional Control ◽

Autistic Children ◽

Control Scale ◽

Educational Activities ◽

Empathic Understanding ◽

Potential Contact ◽

And Control

Introduction: Problems of families with autism are generally not visible or manifested, but without support, they become economically and educationally inefficient. Purpose: To assess the degree of empathic understanding of the child and the degree of emotional control by parents. Materials and methods: The study included 30 families from Poland, 25 from Belarus and 28 from France. We used Empathy Understanding Others questionnaire (KRE) and The Courtauld Emotional Control Scale (CECS). Results: The most common difficulty reported in the care of a child was gaining his/her independence (66.7% in Poland, 84% in Belarus, 78.6% in France). Parents from Poland more often (26.7%) than others (12% in Belarus, 3.6% in France) pointed out that the disability of a child caused that their friends turned their back to them. 40% of parents from Poland, 60% from Belarus and 57.1% from France claimed that the spouses accept the disability of the child. The disability induced in parents mainly fatigue (76.7% from Poland, 44% from Belarus, 71.4% from France). The level of empathy in Polish (64.2 ± 6.2) and French parents (64.8 ± 11.6) was almost identical, and the highest was among Belarusian parents (70.3 ± 8.3). Overall rate of CECS of the surveyed parents was at the average level (from Poland 47.4 ± 4.9; from Belarus 44.8 ± 6.1, from France 48.1 ± 6.0). Conclusions: Nurses evaluated their own preparation for educational activities usually very low. In the majority they would not want to take up the difficult role of educators of parents of autistic children. Due to a potential contact of a nurse with a child with autism and the child’s family, it is advisable to extend the knowledge of nurses in the care of a child with autism.

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THE PECULIARITIES OF PERSONAL MOTIVATION DEVELOPMENT IN PRESCHOOL CHILDREN WITH AUTISM

PSYCHOLOGICAL JOURNAL ◽

10.31108/1.2021.7.1.8 ◽

2021 ◽

Vol 7 (1) ◽

pp. 99-107

Author(s):

Natalia Zhygailo ◽

◽

Khrystyna Saiko ◽

Keyword(s):

General Education ◽

Children With Autism ◽

Autism Spectrum ◽

Educational Process ◽

Autistic Children ◽

Educational Activities ◽

Personal Motivation ◽

Motivation For Learning ◽

Spectrum Disorders ◽

External Motivation

The article solves the issues of psychological and pedagogical preconditions of correctional work with autistic children. The principles and methods of interaction with adults having children with autism spectrum disorders are substantiated. It is noted that correctional work with an autistic child should take place at all ages and in all spheres of their life. The importance of creating pedagogical conditions for correctional work aimed at autistic children’s education in the inclusive environment is revealed. The main difficulties of inclusion of children with such nosology into general education classes are determined. Stages of correctional work with autistic children within the offered innovative psychological-pedagogical conditions are offered. We have summarized the performed review of scientific and pedagogical literature. The learning motivation of children with autism includes many factors that are constantly changing and entering into new relations. According to their content, motives are divided into external and internal, social and cognitive, etc.; they play an important role in educational activities. External motives are related to factors that lie outside the educational activities; internal motives are directly related to educational activities and the course of an educational process. If external motivation predominates over internal one, internal motivation for learning should be formed. Successful activities require both types of motivation - internal and external - but, according to some authors, children are more likely to have external motivation than internal, which leads to the presence of motives that are "understood", but often not really act. Therefore, special attention should be paid to formation of internal (cognitive) motivation requires. The current stage of correctional care for children with autistic spectrum disorders in Ukraine is characterized by dynamic scientific and practical searches for optimal corrective ways and methods. We analysed theoretically the works by foreign and national scientists and showed the depth and comprehensiveness of the methods, technologies to overcome autism and develop such children.

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Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-19-00209 ◽

2020 ◽

Vol 29 (4) ◽

pp. 1783-1797

Author(s):

Kelly L. Coburn ◽

Diane L. Williams

Keyword(s):

Autism Spectrum Disorder ◽

Language Development ◽

Diffusion Tensor ◽

Autism Spectrum ◽

Language Intervention ◽

Spectrum Disorder ◽

Autistic Children ◽

Neural Structure ◽

Complex Information ◽

And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

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