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Language Barriers Impact Access to Services for Children with Autism Spectrum Disorders / H. G. ST AMANT in Journal of Autism and Developmental Disorders, 48-2 (February 2018)
[article]
Titre : Language Barriers Impact Access to Services for Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : H. G. ST AMANT, Auteur ; Sheree M. SCHRAGER, Auteur ; C. PENA-RICARDO, Auteur ; M. E. WILLIAMS, Auteur ; D. L. VANDERBILT, Auteur Article en page(s) : p.333-340 Langues : Anglais (eng) Mots-clés : Access to services Autism spectrum disorder Health care disparities Individualized education plan Language barriers Index. décimale : PER Périodiques Résumé : Racial and ethnic disparities in accessing health care have been described in children with autism spectrum disorder (ASD). In a retrospective chart review of 152 children with ASD, children of parents whose primary language was English were significantly more likely to have both social skills and communication goals within their individualized education plan (IEP) compared to children of parents whose primary language was not English. Additionally, children of primary English speakers received significantly more hours of direct services from their state disability program. After controlling for demographic covariates, findings suggest that language barriers may negatively affect parents' abilities to access health care services for their child with ASD. Acculturation factors must therefore be considered when analyzing disparities in autism. En ligne : https://doi.org/10.1007/s10803-017-3330-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337
in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.333-340[article] Language Barriers Impact Access to Services for Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / H. G. ST AMANT, Auteur ; Sheree M. SCHRAGER, Auteur ; C. PENA-RICARDO, Auteur ; M. E. WILLIAMS, Auteur ; D. L. VANDERBILT, Auteur . - p.333-340.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.333-340
Mots-clés : Access to services Autism spectrum disorder Health care disparities Individualized education plan Language barriers Index. décimale : PER Périodiques Résumé : Racial and ethnic disparities in accessing health care have been described in children with autism spectrum disorder (ASD). In a retrospective chart review of 152 children with ASD, children of parents whose primary language was English were significantly more likely to have both social skills and communication goals within their individualized education plan (IEP) compared to children of parents whose primary language was not English. Additionally, children of primary English speakers received significantly more hours of direct services from their state disability program. After controlling for demographic covariates, findings suggest that language barriers may negatively affect parents' abilities to access health care services for their child with ASD. Acculturation factors must therefore be considered when analyzing disparities in autism. En ligne : https://doi.org/10.1007/s10803-017-3330-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337 Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success / H. J. NUSKE in Autism, 23-2 (February 2019)
[article]
Titre : Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success Type de document : Texte imprimé et/ou numérique Auteurs : H. J. NUSKE, Auteur ; E. MCGHEE HASSRICK, Auteur ; B. BRONSTEIN, Auteur ; L. HAUPTMAN, Auteur ; Courtney A. APONTE, Auteur ; L. LEVATO, Auteur ; A. STAHMER, Auteur ; D. S. MANDELL, Auteur ; Peter C. MUNDY, Auteur ; Connie KASARI, Auteur ; T. SMITH, Auteur Article en page(s) : p.306-325 Langues : Anglais (eng) Mots-clés : anxiety autism spectrum disorders home-school communication inter-school coordination interventions-psychosocial/behavioral language barriers parental advocacy school resources school transition transition planning Index. décimale : PER Périodiques Résumé : Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home. En ligne : http://dx.doi.org/10.1177/1362361318754529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383
in Autism > 23-2 (February 2019) . - p.306-325[article] Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success [Texte imprimé et/ou numérique] / H. J. NUSKE, Auteur ; E. MCGHEE HASSRICK, Auteur ; B. BRONSTEIN, Auteur ; L. HAUPTMAN, Auteur ; Courtney A. APONTE, Auteur ; L. LEVATO, Auteur ; A. STAHMER, Auteur ; D. S. MANDELL, Auteur ; Peter C. MUNDY, Auteur ; Connie KASARI, Auteur ; T. SMITH, Auteur . - p.306-325.
Langues : Anglais (eng)
in Autism > 23-2 (February 2019) . - p.306-325
Mots-clés : anxiety autism spectrum disorders home-school communication inter-school coordination interventions-psychosocial/behavioral language barriers parental advocacy school resources school transition transition planning Index. décimale : PER Périodiques Résumé : Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home. En ligne : http://dx.doi.org/10.1177/1362361318754529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383
[article]
Titre : Quality of Life of Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Liu ZHEN-HUAN, Auteur ; Xie QIAO-LING, Auteur ; Zhang YONG, Auteur ; Wang XIAO-ZHEN, Auteur Article en page(s) : 5 p. Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Neurodevelopmental disorders Quality of life Language barriers Social barriers Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) describes a range of conditions classified as neurodevelopmental disorders inDSM-5, which are characterized by social deficits and communication difficulties, stereotyped or repetitive behaviours and interests, sensory issues, and in some cases, cognitive delays. In the past, autism was considered a rare condition, but plenty of recent studies indicate that prevalence can be nearly 1% for the broader autism spectrum. The researchers searched the digital library database for articles related to the quality of life (QoL) of autistic children. It proved that more research on the quality of life for autistic children and their parent’s abroad However, the original study was flawed by ascertainment etiology, pathogenesis and early autistic symptoms. Domestic rare research reports on the quality of survival. Moreover, compared with other conditions there has been a lack of focus on quality of life (QoL).With the conversion of the biomedical model to the bio-psycho-social medical model, measuring for children and young people with Autism Spectrum Disorder (ASD), thinking about how to improve the quality of life is more and more attention. The most widely used diagnostic criteria for AD are those described in the revised text edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) of the American Psychiatric Association. This study examined Paediatric Quality of Life (PQOL) of autistic children, from a multidimensional perspective. The proposed model was based on the Cross-sectional survey, with Physiological function, emotional function, social function, and school performance as components. This study aimed to evaluate the validity of existing QoL questionnaires for use with children with ASD aged 8–12 years. Method: 200 autistic children (male: 118, female: 82; 2 ~ 4 years old: 80, 5 ~ 7 year old: 87, 8 ~ 12 years old: 33) and 120 normal children (control group) are brought into this study. Separate path analyses were performed to evaluate models of QOL and Intelligent evaluation. The PedsQL (Pediatric Quality of Life Inventory) as robust measures used with children with neurodevelopmental disorders. Results: In the study, the test group had lower scores on the PedsQL4.0 universality Core scale, in comparison with the control group. Behaviour problems had a negative indirect effect on Community adaptation, mental health and school performance and a lower intelligence-related quality of life for children with autistic disorder and clinically significant autistic symptoms in comparison with children and fewer symptoms. Conclusion: Results suggest greater impairment in adaptive functioning and emotional disorders. For high-functioning autism children, potential positive development played significant roles in rehabilitation, to achieve and maintain the best level of intervention. The severity of the disorder and social support coping strategies were related with Life self-care ability and adaptation, coping with intelligent obstacle seriously. Physicians are encouraged to evaluate for early treatment in the overall care plan. En ligne : https://dx.doi.org/10.4172/2165-7890.1000183 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Autism - Open Access > 6-3 [01/05/2016] . - 5 p.[article] Quality of Life of Children with ASD [Texte imprimé et/ou numérique] / Liu ZHEN-HUAN, Auteur ; Xie QIAO-LING, Auteur ; Zhang YONG, Auteur ; Wang XIAO-ZHEN, Auteur . - 5 p.
Langues : Anglais (eng)
in Autism - Open Access > 6-3 [01/05/2016] . - 5 p.
Mots-clés : Autism spectrum disorder Neurodevelopmental disorders Quality of life Language barriers Social barriers Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) describes a range of conditions classified as neurodevelopmental disorders inDSM-5, which are characterized by social deficits and communication difficulties, stereotyped or repetitive behaviours and interests, sensory issues, and in some cases, cognitive delays. In the past, autism was considered a rare condition, but plenty of recent studies indicate that prevalence can be nearly 1% for the broader autism spectrum. The researchers searched the digital library database for articles related to the quality of life (QoL) of autistic children. It proved that more research on the quality of life for autistic children and their parent’s abroad However, the original study was flawed by ascertainment etiology, pathogenesis and early autistic symptoms. Domestic rare research reports on the quality of survival. Moreover, compared with other conditions there has been a lack of focus on quality of life (QoL).With the conversion of the biomedical model to the bio-psycho-social medical model, measuring for children and young people with Autism Spectrum Disorder (ASD), thinking about how to improve the quality of life is more and more attention. The most widely used diagnostic criteria for AD are those described in the revised text edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) of the American Psychiatric Association. This study examined Paediatric Quality of Life (PQOL) of autistic children, from a multidimensional perspective. The proposed model was based on the Cross-sectional survey, with Physiological function, emotional function, social function, and school performance as components. This study aimed to evaluate the validity of existing QoL questionnaires for use with children with ASD aged 8–12 years. Method: 200 autistic children (male: 118, female: 82; 2 ~ 4 years old: 80, 5 ~ 7 year old: 87, 8 ~ 12 years old: 33) and 120 normal children (control group) are brought into this study. Separate path analyses were performed to evaluate models of QOL and Intelligent evaluation. The PedsQL (Pediatric Quality of Life Inventory) as robust measures used with children with neurodevelopmental disorders. Results: In the study, the test group had lower scores on the PedsQL4.0 universality Core scale, in comparison with the control group. Behaviour problems had a negative indirect effect on Community adaptation, mental health and school performance and a lower intelligence-related quality of life for children with autistic disorder and clinically significant autistic symptoms in comparison with children and fewer symptoms. Conclusion: Results suggest greater impairment in adaptive functioning and emotional disorders. For high-functioning autism children, potential positive development played significant roles in rehabilitation, to achieve and maintain the best level of intervention. The severity of the disorder and social support coping strategies were related with Life self-care ability and adaptation, coping with intelligent obstacle seriously. Physicians are encouraged to evaluate for early treatment in the overall care plan. En ligne : https://dx.doi.org/10.4172/2165-7890.1000183 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410