CHARACTERISTIC OF PARENTS’S ACCEPTANCE IN GETTING CHILD DIAGNOSIS AS AUTISM

Background: Autism is a child development disorder which usually late in case finding and intervention. It used to done in 30 month old of child. In Dr. Saiful Anwar Malang Regional Hospital, it was found that the average of case finding in 48 month of child. This study aims to determine how the acceptance of parents while getting diagnosis of their child and their action to give their child autism intervention. Method: This study used a qualitative research design with a phenomenological approach. Data colleted by in-depth interviews with 6 informants. Data analysis used Collaizi's (1978) Nine Steps method. Results: Most informants were late in recognizing the symptoms of autism in children, but they had a positive perception of the received diagnosis. All informants have felt bad feelings due to the diagnosis received, but have had coping methods for these feelings and have given autism interventions to children. Factors that influence parental acceptance include the level of education, knowledge, age, occupation, household harmony, social support, economic conditions, ethnicity, interaction between informants and experts, the clarity of symptoms shown by the child and the presence of siblings. Conclusion: Parental acceptance is a process from refusing, getting angry, bargaining, to accepting. In the process of being accepted, parents continue to make efforts to save children

Study of the Development of Dialogue Speech in Preschoolers with Autistic Spectrum Disorders

The article analyzes the research on the diagnosis of speech development among children with autism spectrum disorders. It is taken into account that a comprehensive idea of the state and features of a child's formation speech as a means of communication can be obtained only in the process of a comprehensive examination and analysis of his or her speech activity. It is proved that the majority of diagnostic techniques are not suitable for use in diagnosing of the level of speech and communication development of autistic children. It is noted that to assess the formation of dialogic speech of preschool children with autism, there are very few methodological developments, they are not perfect, and they should be adapted to the characteristics of each child. Diagnosis of the level of development of dialogic communication is to determine the level of formation of actual dialogic skills: the initiation of a communicative act, the ability to support and complete the conversation, coherence and logic of expression, intonation of dialogue; ability to communicate in pairs, groups, teams; ability to address with a request, a message, a demand, a greeting, to meet, to apologize, to thank, to say goodbye, to attract attention; an ability to use non-verbal means of communication; ability to ask questions, to use replica-stamps in speech, knowledge of dialogue etiquette and grammatical correctness. In accordance with the outlined indicators, a selection of diagnostic techniques aimed at determining the state of development of dialogic speech in children with autism spectrum disorders was carried through. The levels of development of dialogic speech in preschoolers with autism spectrum disorders are described: low, medium, sufficient (which was not recorded among the respondent. All children have had echolalia, speech stereotypes, autodialogues recorded, which indicates a lack of understanding of what they are told, misunderstanding of requirements, disability to form answers or reluctance of communication in general. Analysis of the results of the study showed that misunderstanding of speech, of the meaning of nonverbal means of communication by children with autism spectrum disorders and the inability to initiate conversation leads to refusal to interact with other people, and their alienation.

Parental locus of control and the failure to obtain a child diagnosis: a longitudinal cohort study

Background: Data from the Avon Longitudinal Study of Parents and Children (ALSPAC) were analysed to investigate associations between parents’ locus of control (LOC) and their use of their children’s symptoms to pursue a diagnosis of autism. Methods: Comparison of parental LOC obtained prenatally with various aspects of the child’s (<12 years) development, used the prevalence of four autistic traits, to ascertain the likelihood that they qualified for an autism diagnosis. Results: Parents with an external LOC had children who were more likely to demonstrate extreme levels of each of the four autistic traits (e.g. for social communication 8.9% of offspring of internal LOC versus 12.3% of external LOC mothers; P<0.0001). However, the rate of autism diagnosis was considerably greater if the mother was internal compared to external (13.3 v 9.6 per 1000). To determine whether the difference was autism specific, we compared parental LOC with children diagnosed with dyslexia and those with reading impairments. Although externals’ children had more reading impairment indicators than internals, this was not reflected by them being more likely to be diagnosed as dyslexic. Conclusions: We conclude that children of parents with an externally oriented LOC may be less likely to be diagnosed appropriately than children of internally oriented parents. Interventions to increase parental internality may improve the likelihood of appropriate diagnoses and hence an improvement in child well-being.