Clinical and social predictors of quality of life in children and young adults with autism spectrum disorder

2020 ◽  
Vol 83/116 (4) ◽  
pp. 382-393
Author(s):  
Pavlína Danhofer ◽  
Hedvika Dušková ◽  
Lenka Knedlíková ◽  
Nela Nováková ◽  
Ondřej Horák ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorder ◽  
Young Adults ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adults With Autism ◽  
Social Predictors ◽  
Children And Young Adults ◽  
Young Adults With Autism

scholarly journals Optics and Spatial Vision in Children and Young Adults With Autism Spectrum Disorder

2010 ◽  
Vol 10 (7) ◽  
pp. 464-464
Author(s):  
R. J. Adams ◽  
C. N. Dove ◽  
J. R. Drover ◽  
M. L. Courage ◽  
Y.-Z. Wang ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Adults ◽  
Spatial Vision ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adults With Autism ◽  
Children And Young Adults ◽  
Young Adults With Autism

iPad® use in children and young adults with Autism Spectrum Disorder: An observational study

2013 ◽  
Vol 30 (2) ◽  
pp. 159-173 ◽  
Author(s):  
Amie M King ◽  
Melissa Thomeczek ◽  
Grayce Voreis ◽  
Victoria Scott
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Adults ◽  
School Environment ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adults With Autism ◽  
Education Professionals ◽  
Children With Asd ◽  
Children And Young Adults ◽  
Young Adults With Autism

This exploratory study was conducted to describe how children and young adults with autism spectrum disorder (ASD) are currently using iPads® and applications, to explore the role of education professionals on iPad® and application use, and to determine potential research needs regarding iPad® use in children with ASD. Naturalistic observations were conducted on six individuals (ages 6;6 to 20;8) with ASD while they were using iPads® in their school environment. The data suggest that (1) the participants used iPads® and applications for a variety of purposes, (2) there was considerable variability regarding whether or not the application was used consistent with its intended function, and (3) the presence of an education professional and the type of application impacted the variability in functional use of the application. Pertinent lines of research that are needed to expand the base of evidence regarding effective iPad® use in children with ASD are discussed.

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