Children with Autism Spectrum Disorders in Low-Resource Settings: Reported Experiences and Needs of Parents in Mongolia / J. D. LEE in Journal of Autism and Developmental Disorders, 51-10 (October 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3586-3599 Titre : Children with Autism Spectrum Disorders in Low-Resource Settings: Reported Experiences and Needs of Parents in Mongolia Type de document : Texte imprimé et/ou numérique Auteurs : J. D. LEE, Auteur ; H. MEADAN, Auteur Article en page(s) : p.3586-3599 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Mongolia  Parents  Children with autism  Low-resource settings  Parent perceptions Index. décimale : PER Périodiques Résumé : Although it is well-documented that families of children with autism in developed nations report hardships, few researchers have focused on families who live in less-developed, low-resource settings. Using five focus groups with 30 parents of children with autism in Mongolia, a low- resource setting, the purpose of this study was to provide detailed accounts of their experiences, challenges, and needs. Participants reported severe challenges related to raising their children with autism in their country. Parents shared barriers related to the limited availability of services and support, exacerbated financial burdens, and a lack of enforcement of relevant laws. Parents also shared their perceived needs including more services for their children, more sustainable training and coaching programs for parents, and parents' collective advocacy. En ligne : http://dx.doi.org/10.1007/s10803-020-04818-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Children with Autism Spectrum Disorders in Low-Resource Settings: Reported Experiences and Needs of Parents in Mongolia [Texte imprimé et/ou numérique] / J. D. LEE, Auteur ; H. MEADAN, Auteur . - p.3586-3599. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3586-3599 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Mongolia  Parents  Children with autism  Low-resource settings  Parent perceptions Index. décimale : PER Périodiques Résumé : Although it is well-documented that families of children with autism in developed nations report hardships, few researchers have focused on families who live in less-developed, low-resource settings. Using five focus groups with 30 parents of children with autism in Mongolia, a low- resource setting, the purpose of this study was to provide detailed accounts of their experiences, challenges, and needs. Participants reported severe challenges related to raising their children with autism in their country. Parents shared barriers related to the limited availability of services and support, exacerbated financial burdens, and a lack of enforcement of relevant laws. Parents also shared their perceived needs including more services for their children, more sustainable training and coaching programs for parents, and parents' collective advocacy. En ligne : http://dx.doi.org/10.1007/s10803-020-04818-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

A Longitudinal Analysis of the Relationships Between Social, Communication, and Motor Skills Among Students with Autism / W. C. CHEUNG in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4505-4518 Titre : A Longitudinal Analysis of the Relationships Between Social, Communication, and Motor Skills Among Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : W. C. CHEUNG, Auteur ; H. MEADAN, Auteur ; Y. XIA, Auteur Article en page(s) : p.4505-4518 Langues : Anglais (eng) Mots-clés : Autism  Communication  Motor  Seels  Social Index. décimale : PER Périodiques Résumé : Many students with autism have difficulties engaging with their classroom environments and forming friendships, which are mostly affected by deficits in social, communication, and motor skills. The Special Education Elementary Longitudinal Study (SEELS, 2000) data set was used, focusing on elementary age students with autism, to explore the longitudinal relationships between social, communication, and motor skills and the mediating role of motor skills in between communication and social skills by using structural equational modeling analyses. Results show that (a) motor skills mediate the relationship between communication and social skills in elementary school, (b) there are significant longitudinal relationships among these skills in elementary school. Increased motor skills may improve social skills for students with autism in elementary school. En ligne : http://dx.doi.org/10.1007/s10803-021-05328-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] A Longitudinal Analysis of the Relationships Between Social, Communication, and Motor Skills Among Students with Autism [Texte imprimé et/ou numérique] / W. C. CHEUNG, Auteur ; H. MEADAN, Auteur ; Y. XIA, Auteur . - p.4505-4518. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4505-4518 Mots-clés : Autism  Communication  Motor  Seels  Social Index. décimale : PER Périodiques Résumé : Many students with autism have difficulties engaging with their classroom environments and forming friendships, which are mostly affected by deficits in social, communication, and motor skills. The Special Education Elementary Longitudinal Study (SEELS, 2000) data set was used, focusing on elementary age students with autism, to explore the longitudinal relationships between social, communication, and motor skills and the mediating role of motor skills in between communication and social skills by using structural equational modeling analyses. Results show that (a) motor skills mediate the relationship between communication and social skills in elementary school, (b) there are significant longitudinal relationships among these skills in elementary school. Increased motor skills may improve social skills for students with autism in elementary school. En ligne : http://dx.doi.org/10.1007/s10803-021-05328-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

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