scholarly journals The techniques of behavioral organization and of teaching of children with ASD used by teachers in primary school of Federal Resource Center of MSUPE

2017 ◽  
Vol 15 (4) ◽  
pp. 26-34
Author(s):  
M.I. Bereslavskaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Primary School ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Pedagogical Practice ◽  
Resource Center ◽  
Behavioral Organization ◽  
Children With Asd ◽  
Spectrum Disorders

Pedagogical recommendations and techniques of work with ASD children are described as the results of successful long-term pedagogical practice in the school for children with autism. Nowadays this is the school of the Federal Resource Center for Organization of Comprehensive Support to Children with ASD. Present paper is addressed to teachers of children with autism spectrum disorders.

scholarly journals The Technique of Teaching Children with ASD How to Work with Salted Dough

2018 ◽  
Vol 16 (3) ◽  
pp. 17-22
Author(s):  
T.V. Korotkaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Resource Center ◽  
Children With Asd ◽  
The World ◽  
Spectrum Disorders

Development of fine motor skills is an important part of corrective work with children with autism spectrum disorders. The salted dough is well suited for this purpose: the dough can be rolled, kneaded, rolled out with a rolling pin, wiped through a strainer and grated, which causes a lot of interest in children and motivates them to the lessons. The stages and techniques of teaching children at classes within the creative workshop “We Shape the World with Our Own” in the Federal Resource Center for Organization of Comprehensive Support for Children with Autism Spectrum Disorders are described. Recommendations are given on the use of techniques for working with salt dough.

scholarly journals «Kashenkin Lug»: Program for Consultative Psychological and Educational Support for Families Having Children with ASD. Evaluation of Efficiency

2021 ◽  
Vol 19 (4) ◽  
pp. 50-61
Author(s):  
S.N. Pantsyr ◽  
E.L. Krasnoselskaya ◽  
K.K. Danilina ◽  
E.Yu. Davydova ◽  
A.V. Khaustov
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Integrated Approach ◽  
Autism Spectrum ◽  
Educational Support ◽  
Resource Center ◽  
Children With Asd ◽  
Educational Pathways ◽  
The Family ◽  
Spectrum Disorders

The article presents current understanding of consultation of children with autism spectrum disorders (ASD) in Russia along with the typical contexts in which families looking for help. The necessity of an integrated approach to the organization of consultations shown. We introduce a three-component program of psychological and educational support developed at the Federal Resource Center for Organization of Comprehensive Support to Children with ASD of MSUPE. The program includes a comprehensive psychological and educational examination, the development of an educational route and the feedback receiving, aimed at the analysis of the dynamics of development. The results of the evaluation of the effectiveness of the implementation of the program shown, demonstrating positive dynamics in the development of the child and the emerging needs of the family. We registered change in educational pathways as well as improvement of adaptive behavior. Additionally, we analyzed typical difficulties in following recommendations as reported by parents

scholarly journals Implementation of Visual Timetable for Children with ASD in Center for Long-Term Rehabilitation of Children «Dobriy Sad»

2018 ◽  
Vol 16 (2) ◽  
pp. 21-28
Author(s):  
N.Yu. Guseva
Keyword(s):  
Autism Spectrum Disorders ◽  
Problem Solving ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Children With Asd ◽  
The Social ◽  
Spectrum Disorders ◽  
The City ◽  
Goals And Objectives

Adaptation of children with autism spectrum disorders to the social environment in the kindergarten is not an easy task, which covers comprehensive implementation of special techniques and methods. The effectiveness of the visual timetable as an auxiliary method in teaching and socialization of children with ASD is due to its variability and the possibility of its integration into various goals and objectives of teaching and rehabilitation of children. The work on the implementation of this method at the Center for Long-Term Rehabilitation of Children «Dobry Sad» in the city of Nizhny Novgorod is described. Specific examples of the effectiveness of the application of visual timetable in problem-solving situations in the conditions of a kindergarten are given. Part 1 of present article describes the stages of preparation and start of work on the implementation of timetable in a group of eight children diagnosed with F.84.

scholarly journals Challenges for Primary School Teachers in Ensuring Inclusive Education for Children with Autism Spectrum Disorders

Pedagogika ◽  
2020 ◽  
Vol 138 (2) ◽  
pp. 209-225
Author(s):  
Rita Raudeliūnaitė ◽  
Eglė Steponėnienė
Keyword(s):  
Autism Spectrum Disorders ◽  
Primary School ◽  
Inclusive Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
School Teachers ◽  
Primary School Teachers ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Education Support

The article presents the results of a qualitative study revealing the challenges faced by primary school teachers in ensuring inclusive education for children with autism spectrum disorders (hereinafter ASD) in mainstream classrooms. Teachers face the following challenges: problem behaviour of children with ASD, difficulty in engaging children with ASD in the classroom community and common activities, difficulties in collaborating with other teachers, education support professionals, and parents.

scholarly journals Medical aspects of support to children with autism spectrum disorders

2017 ◽  
Vol 15 (3) ◽  
pp. 3-8
Author(s):  
L.G. Borodina
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Medical Assistance ◽  
Resource Center ◽  
Children With Asd ◽  
Spectrum Disorders

A multiyears experience of medical assistance of children with autism spectrum disorders on the base of the Federal Resource Center for Organization of Comrehencive Support for Children with Autism Spectrum Dizorders is summed up in the article. The forms of psychiatrists’ co-work with teachers and psychologists are discussed, as well as the possibilities and effectiveness of farmacological intervention. The compliance questions are raised. A special accent on the importance of psychotherapy for families having children with ASD is made.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

Handedness in Children with Autism Spectrum Disorders

2017 ◽  
Vol 41 (S1) ◽  
pp. S214-S214 ◽  
Author(s):  
L. Kobylinska ◽  
C.G. Anghel ◽  
I. Mihailescu ◽  
F. Rad ◽  
I. Dobrescu
Keyword(s):  
Autism Spectrum Disorders ◽  
Training Programs ◽  
Hand Preference ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Left Handedness ◽  
Children With Asd ◽  
Hand Laterality ◽  
Spectrum Disorders ◽  
Competing Interest

Children with autism spectrum disorders (ASD) have a less definitive hand preference for certain actions as opposed to neurotypical children. Moreover, left-handedness in children with ASD has been associated with more echolalia. The objective was to conduct a screening of potential risk and associated features for autism spectrum disorders, among which the hand preference of the child. The current aim is to compare the perceived handedness of children with autism spectrum disorders with that of children with other psychiatric pathologies.MethodsEight hundred and forty-two parents completed our risk and associated features screening questionnaire. Out of these, 494 answered the question regarding handedness (209 had children diagnosed with ASD). This asked the parents to state how they perceived their child's handedness. An ADOS assessment has been conducted for 170 of the children whose parents were included in the study, based on clinical relevance for the case. The data were analysed using Excel and SPSS 22.0. For the comparisons, Chi2 and the Kruskal–Wallis test were used.ResultsChildren with ASD had more left-handedness (χ2(2) = 12.54, P = 0.002). There were no differences between boys and girls in terms of perceived handedness in any of the groups. There were no differences in the ADOS scores according to the perceived hand laterality (χ2(2) = 0.58, P = 0.74).ConclusionRightward-asymmetry in regions of corpus callosum has been reported to correlate with symptoms severity in ASD. The finding of different perceived handedness in children with ASD versus children with other psychiatric pathologies is useful for designing appropriate, individualized training programs for motor therapy.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Validation of Wearable Sensor Technology to Measure Social Proximity of Young Children With Autism Spectrum Disorders

2021 ◽  
pp. 108835762110282
Author(s):  
Sarah N. Douglas ◽  
Yan Shi ◽  
Saptarshi Das ◽  
Subir Biswas
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Sensor System ◽  
Sensor Data ◽  
Sensor Technology ◽  
Future Research ◽  
Social Proximity ◽  
Children With Asd ◽  
Spectrum Disorders

Children with autism spectrum disorders (ASD) struggle to develop appropriate social skills, which can lead to later social rejection, isolation, and mental health concerns. Educators play an important role in supporting and monitoring social skill development for children with ASD, but the tools used by educators are often tedious, lack suitable sensitivity, provide limited information to plan interventions, and are time-consuming. Therefore, we conducted a study to evaluate the use of a sensor system to measure social proximity between three children with ASD and their peers in an inclusive preschool setting. We compared video-coded data with sensor data using point-by-point agreement to measure the accuracy of the sensor system. Results suggest that the sensor system can adequately measure social proximity between children with ASD and their peers. The next steps for sensor system validation are discussed along with clinical and educational implications, limitations, and future research directions.

scholarly journals Parent-reported feeding and swallowing difficulties of children with Autism Spectrum Disorders (aged 3 to 5 years) compared to typically developing peers: a South African study

2020 ◽  
Vol 20 (1) ◽  
pp. 524-532
Author(s):  
Mari Viviers ◽  
Marguerite Jongh ◽  
Lindsay Dickonson ◽  
Roxanne Malan ◽  
Tamaryn Pike
Keyword(s):  
South Africa ◽  
Autism Spectrum Disorders ◽  
Young Children ◽  
South African ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Swallowing Difficulties ◽  
Spectrum Disorders

Background: Research on aspects of neurodevelopment such as feeding and swallowing difficulties in children with Autism Spectrum Disorders (ASD) is limited in low and middle income countries such as South Africa. Method: A descriptive comparative group design was used to investigate feeding and swallowing difficulties of young children with ASD in comparison to typically developing peers. The Brief Autism Mealtime Behavioural Inventory (BAMBI) was used. Results: Findings indicated a significant difference in the severity of feeding and swallowing difficulties between the two groups. Difficulties such as food selectivity, sensory processing difficulties, oral-motor difficulties and symptoms of dysphagia were iden- tified. The findings added to the existing global literature on feeding and swallowing difficulties in young children with ASD but provide a unique first perspective on these difficulties in South African children with ASD. Conclusion: Findings also highlighted the use of the BAMBI as an adjunct clinical tool to encourage comprehensive parental report during feeding assessment in this population. Cultural adaptation of the BAMBI for future use in African countries should be considered. A better local understanding of the parental perspective on the multidimensional nature of the feeding and swallowing difficulties displayed by young children with ASD was obtained. Keywords: Parent-reported feeding; swallowing difficulties; Autism Spectrum Disorders; South Africa. 

Relationships Between the Participation Levels of Children With Autism Spectrum Disorders and the Time They Spend in Resource Rooms in Taiwan

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512510287p1-7512510287p1
Author(s):  
Chiao-Ju Fang
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Significant Relationships ◽  
Children With Asd ◽  
Inclusive Settings ◽  
Spectrum Disorders ◽  
Resource Rooms ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. The aim of this study was to help educators and clinicians better understand how the amount of time children with autism spectrum disorder (ASD) spend in resource rooms affects their participation levels in inclusive educational settings in Taiwan. No statistically significant relationships were found. This study provides professionals with a model for assessing how resource rooms impact the participation levels of children with ASD in inclusive settings. Primary Author and Speaker: Chiao-Ju Fang

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