Autism in the Western Cape province of South Africa: Rates, socio-demographics, disability and educational characteristics in one million school children / Sarosha PILLAY in Autism, 25-4 (May 2021)  

Public ISBD [article]  inAutism > 25-4 (May 2021) . - p.1076-1089 Titre : Autism in the Western Cape province of South Africa: Rates, socio-demographics, disability and educational characteristics in one million school children Type de document : Texte imprimé et/ou numérique Auteurs : Sarosha PILLAY, Auteur ; Madeleine DUNCAN, Auteur ; Petrus J. DE VRIES, Auteur Article en page(s) : p.1076-1089 Langues : Anglais (eng) Mots-clés : autism education  autism spectrum disorder  low- and middle-income countries Index. décimale : PER Périodiques Résumé : There is very little information about autism spectrum disorder in South Africa and not much is known about children with autism spectrum disorder and their educational needs. In this study, we searched for all children with autism spectrum disorder attending schools in the Western Cape province of South Africa and compared our findings with the profile of people living in the province. We found fewer children with autism spectrum disorder in schools than expected (0.08%) and co-occurring conditions (intellectual disability?=?22.2%, attention-deficit/hyperactivity disorder?=?2.6% and epilepsy?=?0.7%) were reported at lower rates. More children were from White racial groups and from English-speaking homes compared with the Western Cape population demographics. Most of the children (89%) attended schools for children with Special Educational Needs and only 10% were in Ordinary/Mainstream schools. Eighty-three percent attended schools in urban areas and 17% in rural areas. There was a 76.03% increase in children with autism spectrum disorder in schools between 2012 and 2016. Our findings support the need for better identification and reporting of children with autism spectrum disorder in the education system. We propose urgent review and strengthening of education systems for children with autism spectrum disorder in the Western Cape province and in other parts of South Africa. En ligne : http://dx.doi.org/10.1177/1362361320978042 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Autism in the Western Cape province of South Africa: Rates, socio-demographics, disability and educational characteristics in one million school children [Texte imprimé et/ou numérique] / Sarosha PILLAY, Auteur ; Madeleine DUNCAN, Auteur ; Petrus J. DE VRIES, Auteur . - p.1076-1089. Langues : Anglais (eng) in Autism > 25-4 (May 2021) . - p.1076-1089 Mots-clés : autism education  autism spectrum disorder  low- and middle-income countries Index. décimale : PER Périodiques Résumé : There is very little information about autism spectrum disorder in South Africa and not much is known about children with autism spectrum disorder and their educational needs. In this study, we searched for all children with autism spectrum disorder attending schools in the Western Cape province of South Africa and compared our findings with the profile of people living in the province. We found fewer children with autism spectrum disorder in schools than expected (0.08%) and co-occurring conditions (intellectual disability?=?22.2%, attention-deficit/hyperactivity disorder?=?2.6% and epilepsy?=?0.7%) were reported at lower rates. More children were from White racial groups and from English-speaking homes compared with the Western Cape population demographics. Most of the children (89%) attended schools for children with Special Educational Needs and only 10% were in Ordinary/Mainstream schools. Eighty-three percent attended schools in urban areas and 17% in rural areas. There was a 76.03% increase in children with autism spectrum disorder in schools between 2012 and 2016. Our findings support the need for better identification and reporting of children with autism spectrum disorder in the education system. We propose urgent review and strengthening of education systems for children with autism spectrum disorder in the Western Cape province and in other parts of South Africa. En ligne : http://dx.doi.org/10.1177/1362361320978042 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

A comparative feasibility study of two parent education and training programmes for autism spectrum disorder in a low-resource South African setting / John-Joe DAWSON-SQUIBB in Autism, 24-8 (November 2020)  

Public ISBD [article]  inAutism > 24-8 (November 2020) . - p.2269-2284 Titre : A comparative feasibility study of two parent education and training programmes for autism spectrum disorder in a low-resource South African setting Type de document : Texte imprimé et/ou numérique Auteurs : John-Joe DAWSON-SQUIBB, Auteur ; Petrus J. DE VRIES, Auteur Article en page(s) : p.2269-2284 Langues : Anglais (eng) Mots-clés : *autism  *evaluation framework  *implementation outcomes  *intervention outcomes  *low-resource environments  *parent education  *parent training Index. décimale : PER Périodiques Résumé : After a diagnosis of autism, it is an important first step to give families information about autism and skills to help them support their child. These interventions are called Parent Education and Training programmes. Little is known about these programmes or if they can make a difference to families, particularly in countries with few autism resources. In this study, we compared two Parent Education and Training programmes in South Africa. EarlyBird/EarlyBird Plus was developed in the United Kingdom, and Autism Cares in South Africa. We wanted to know if parents found the programmes useful, and if any changes were required. We collected information from parents through questionnaires and interviews before and after the group. We also asked a panel of experts (including parents) to compare the programmes. In total, 18 parents attended the EarlyBird/EarlyBird Plus group and 11 attended the Autism Cares group. Parents found both programmes helpful and made suggestions for improvements. Parents showed less stress, more knowledge of autism, and saw improvements in their children. The expert panel rated EarlyBird/EarlyBird Plus as better because it was more supportive of parents and was seen as easier to run in the country. Our study showed that Parent Education and Training programmes are important, but that researchers must study not only the outcomes but also the implementation needs of these programmes. En ligne : http://dx.doi.org/10.1177/1362361320942988 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] A comparative feasibility study of two parent education and training programmes for autism spectrum disorder in a low-resource South African setting [Texte imprimé et/ou numérique] / John-Joe DAWSON-SQUIBB, Auteur ; Petrus J. DE VRIES, Auteur . - p.2269-2284. Langues : Anglais (eng) in Autism > 24-8 (November 2020) . - p.2269-2284 Mots-clés : *autism  *evaluation framework  *implementation outcomes  *intervention outcomes  *low-resource environments  *parent education  *parent training Index. décimale : PER Périodiques Résumé : After a diagnosis of autism, it is an important first step to give families information about autism and skills to help them support their child. These interventions are called Parent Education and Training programmes. Little is known about these programmes or if they can make a difference to families, particularly in countries with few autism resources. In this study, we compared two Parent Education and Training programmes in South Africa. EarlyBird/EarlyBird Plus was developed in the United Kingdom, and Autism Cares in South Africa. We wanted to know if parents found the programmes useful, and if any changes were required. We collected information from parents through questionnaires and interviews before and after the group. We also asked a panel of experts (including parents) to compare the programmes. In total, 18 parents attended the EarlyBird/EarlyBird Plus group and 11 attended the Autism Cares group. Parents found both programmes helpful and made suggestions for improvements. Parents showed less stress, more knowledge of autism, and saw improvements in their children. The expert panel rated EarlyBird/EarlyBird Plus as better because it was more supportive of parents and was seen as easier to run in the country. Our study showed that Parent Education and Training programmes are important, but that researchers must study not only the outcomes but also the implementation needs of these programmes. En ligne : http://dx.doi.org/10.1177/1362361320942988 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

COVID-19 and Autism Research: Perspectives from Around the Globe / David G. AMARAL in Autism Research, 13-6 (June 2020)  

Public ISBD [article]  inAutism Research > 13-6 (June 2020) . - p.844-869 Titre : COVID-19 and Autism Research: Perspectives from Around the Globe Type de document : Texte imprimé et/ou numérique Auteurs : David G. AMARAL, Auteur ; Petrus J. DE VRIES, Auteur Article en page(s) : p.844-869 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1002/aur.2329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427 [article] COVID-19 and Autism Research: Perspectives from Around the Globe [Texte imprimé et/ou numérique] / David G. AMARAL, Auteur ; Petrus J. DE VRIES, Auteur . - p.844-869. Langues : Anglais (eng) in Autism Research > 13-6 (June 2020) . - p.844-869 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1002/aur.2329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427

Parental perspectives of functioning in their children with autism spectrum disorder: A global scoping review / Marisa VILJOEN in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.176-198 Titre : Parental perspectives of functioning in their children with autism spectrum disorder: A global scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Marisa VILJOEN, Auteur ; Soheil MAHDI, Auteur ; James SHELLY, Auteur ; Petrus J. DE VRIES, Auteur Article en page(s) : p.176-198 Langues : Anglais (eng) Mots-clés : Disability and Health  International Classification of Functioning  autism spectrum disorder  disability  functioning  parental perspectives Index. décimale : PER Périodiques Résumé : No paper to date has summarized parents' views on the functional challenges and/or strengths of their children with autism spectrum disorder. In this review we set out to perform a scoping review aiming to (a) find and compare existing research from around the globe on parental perception of functioning and (b) summarize results from these papers using the International Classification of Functioning Disability and Health-Child and Youth version framework. Since we know that the place and circumstances we live in can have a significant influence on our functioning in daily life, we were specifically interested in comparing perceptions from high-income countries and low-/middle-income countries. Two researchers conducted a comprehensive search of English studies published between 1990 and June 2016. Papers were summarized and key findings were linked to International Classification of Functioning Disability and Health-Child and Youth categories. Thirty-three studies were identified, of which most were conducted in high-income countries (n?=?25/33, 76%) with only six studies in low/middle-income countries (n?=?6/33, 18%). Two studies compared views from low/middle-income and high-income countries (n?=?2/33, 6%). Functional themes from high-income countries included a range across the International Classification of Functioning Disability and Health-Child and Youth framework while functional themes from low-/middle-income countries were mostly focused on environmental factors. It was difficult to directly compare studies from low/middle-income and high-income countries because they investigated and discussed such different parts of functioning. We suggest that future research should use an approach that will allow researchers to directly compare functional categories in order to get a more accurate impression of the impact of context on functioning. En ligne : http://dx.doi.org/10.1177/1362361320950055 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Parental perspectives of functioning in their children with autism spectrum disorder: A global scoping review [Texte imprimé et/ou numérique] / Marisa VILJOEN, Auteur ; Soheil MAHDI, Auteur ; James SHELLY, Auteur ; Petrus J. DE VRIES, Auteur . - p.176-198. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.176-198 Mots-clés : Disability and Health  International Classification of Functioning  autism spectrum disorder  disability  functioning  parental perspectives Index. décimale : PER Périodiques Résumé : No paper to date has summarized parents' views on the functional challenges and/or strengths of their children with autism spectrum disorder. In this review we set out to perform a scoping review aiming to (a) find and compare existing research from around the globe on parental perception of functioning and (b) summarize results from these papers using the International Classification of Functioning Disability and Health-Child and Youth version framework. Since we know that the place and circumstances we live in can have a significant influence on our functioning in daily life, we were specifically interested in comparing perceptions from high-income countries and low-/middle-income countries. Two researchers conducted a comprehensive search of English studies published between 1990 and June 2016. Papers were summarized and key findings were linked to International Classification of Functioning Disability and Health-Child and Youth categories. Thirty-three studies were identified, of which most were conducted in high-income countries (n?=?25/33, 76%) with only six studies in low/middle-income countries (n?=?6/33, 18%). Two studies compared views from low/middle-income and high-income countries (n?=?2/33, 6%). Functional themes from high-income countries included a range across the International Classification of Functioning Disability and Health-Child and Youth framework while functional themes from low-/middle-income countries were mostly focused on environmental factors. It was difficult to directly compare studies from low/middle-income and high-income countries because they investigated and discussed such different parts of functioning. We suggest that future research should use an approach that will allow researchers to directly compare functional categories in order to get a more accurate impression of the impact of context on functioning. En ligne : http://dx.doi.org/10.1177/1362361320950055 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

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