[pt] vidências de validade da Phone Screening Interview (PSI-TEA) para rastreio do Transtorno do Espectro Autista em um serviço de psiquiatria infanto-juvenil. O estudo teve como objetivo ampliar a validação da Phone Screening Interview (PSI-TEA), uma triagem telefônica para rastreio de sintomas de TEA. No primeiro estudo, foi verificada a confiabilidade comparando as médias da pontuação total da aplicação presencial (4,03) e telefônica (3,95), sem diferença significativa (t(59)= -0,52; p= .600). A análise de concordância entre os itens apontou três itens com valores muito baixos, levando à modificação de algumas perguntas. Diante desta discordância, foi verificado que a ordem de aplicação das entrevistas não impactaria nos resultados, com fortes correlações (r=.822 e r= .825). No segundo estudo, foi investigado o poder discriminativo da PSI para diferenciar crianças com e sem diagnóstico de TEA, apresentando sensibilidade de 1,00, especificidade 0,52. O instrumento mostrou-se confiável, podendo ser utilizado de forma remota, por diferentes avaliadores, sem impacto em sua eficiência na detecção de sintomas de TEA quando comparada a sua forma presencial. / [en] The study aimed to extend the validation of the Phone Screening Interview (PSI-TEA), a telephone screening for symptoms of ASD. In the first study, reliability was verified by comparing the mean total scores of the face-to-face (4.03) and telephone (3.95) application, with no significant difference (t(59)= -0.52; p= .600). . The agreement analysis between the items indicated three items with lower values, leading to the modification of some questions. In view of this disagreement, it was verified that the order in which the interviews were applied would not impact the results, with strong correlations (r=.822 and r= .825). In the second study, the discriminative power of the PSI to differentiate between children with and without a diagnosis of ASD was investigated, presenting a sensitivity of 0.91, specificity 0.73. The instrument proved to be reliable and can be used remotely, by different evaluators, with no impact on its efficiency in detecting ASD symptoms when compared to its face-to-face form.

This diploma thesis on the topic Benefits and risks of home sharing in the care of children with autism spectrum disorders is focused on children with autism spectrum disorders, their families and especially on the new home sharing service. This is a form of relaxation stay, which regularly takes place in the household of the so-called host. The work is divided into two parts. The first chapter of the theoretical part summarizes the existing historical facts from the description of autism spectrum disorders by Leo Kanner and Hans Aspergerm. It also presents current knowledge in the field of aetiology, diagnostics and classification options. The third chapter is devoted to a family and a child with ASD. The last chapter of the theoretical part presents shared care home sharing. It describes its beginnings in Ireland and its gradual expansion to other countries around the world, including the Czech Republic. The course of pairing and individual phases, without which this service cannot get along, is also described in more detail. The practical part is based on qualitative research. The original intention of the author was to map the experience with the benefits and risks of the home sharing service directly in the primary and host families. However, both of these groups are parts of the Home sharing...

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One population with challenges in learning to read is children with autism spectrum disorder (ASD). The purpose of this study was to examine the effects of using Systematic and Engaging Early Literacy (SEEL) intervention activities to improve phonological awareness and phonics skills with three children with ASD. Previous studies have looked at the effectiveness of using SEEL with other young children with diverse backgrounds; however, this is the first study to focus on using SEEL intervention with children with ASD. The study used a single-subject, multiple-baseline-across-behaviors design to compare performance on phonic patterns before and after intervention. Three young, male students who had a diagnosis on the autism spectrum and delays in literacy skills participated in the study. A number of different, yet comparable literacy targets were selected for each of the participants and assessment tasks were created to probe the participants’ ability to demonstrate reading and phonological awareness for these target patterns. Baseline assessment data were collected prior to participants receiving individualized intervention, and performance on each task was monitored using the same assessment each subsequent session. SEEL instruction focusing on one target at a time was used to teach participants to read or decode the target words and give appropriate responses to phonological awareness tasks. Intervention sessions were held once a week and lasted approximately 30-45 minutes. Each SEEL lesson was adapted to meet the needs of the individual child; however, all sessions contained SEEL principles of contextualized play, frequent auditory and visual exposures to the targets, explicit teaching using the target words, and engaged and reciprocal participation with opportunities to create original oral and written phrases. An analysis of the results show marked improvement in performance with the selected targets for two of the participants. This study provides further insight into the efficacy of using SEEL with different populations in need of early literacy intervention, especially those with multiple behavioral and skill-based variables to consider. It also discusses some additional factors and challenges to consider for future research in using SEEL with children with ASD.

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The purpose of this study is to investigate the effectiveness of music-based peer mediation interventions to enhance the quality of social interaction for high school students with Autism Spectrum Disorder (ASD). Specifically, it assessed whether adolescents with ASD demonstrate a difference in group participation, eye contact, and smile with peers within a music therapist mediated or a peer mediated instrumental music improvisation group. Two groups consisting of one high school student with ASD and one or two general education peers were evaluated using an alternating treatment design with an initial baseline phase. Partial interval recording was used to measure social interaction within each condition. Both students demonstrated a high level of group participation in music sessions. One student demonstrated eye contact and group participation behavior that was distinctly higher than was demonstrated during baseline. Social validity reports suggested that both students with ASI) were more motivated to participate in the music groups than in other structured social activities at school. There was no marked difference observed in level of group participation demonstrated by cither student with ASD between the music therapist mediated condition and the peer mediated condition. Implications for future research and clinical applications arc discussed.

<p>  </p> <p><strong>Abstract</strong></p> <p>According to the Center for Disease Control, approximately one in 44 children are identified with Autism Spectrum Disorder or ASD at the age of 8 in the United States (Centers for Disease Control, 2022). As the number of children with ASD is increasing, so do the concerns of early childhood educators about how to help them (Schafer Whitby et. al, 2015). The generally accepted criteria for ASD includes a deficit in communication and/or language, restricted and/or repetitive interests, indicators started manifesting young, the symptoms cause diminished functioning. Communication difficulties in children with ASD can be challenging for educators to handle (Grygas Coogle et al., 2018). Educators in a general education early childhood classroom may not be prepared to handle the influx of students with ASD due to their lack of knowledge and skills about appropriate communication strategies.</p> <p><br></p> <p>The master’s degree special project contains two separate elements: a survey and the development of a handbook. The purpose of the IRB approved study was to investigate common communication strategies and research-based strategies being used with students with ASD in an early childhood setting. The survey sought licensed teachers’ responses on their levels of understanding about communication strategies and recommendations for future professional learning and training materials. </p> <p>Twelve early childhood educators (PreK-2) from one urban elementary school, in a midwestern state were sent the anonymous 11 question Qualtrics survey, including rating questions and open-ended questions. Nine educators completed the survey. The results revealed teachers’ lack of familiarity and knowledge about communication strategies for students with ASD. All nine participants answered they had no previous specific training on ASD and communication strategies in college and zero hours of professional learning on communication strategies for students with ASD during the current school year. Educators also rated themselves as poorly or moderately prepared to teach children with ASD and their communication deficits. Not a single participant rated themselves as well prepared or very well prepared.</p> <p><br></p> <p>The study results and previously published research indicated the need for the professional learning handbook to provide early childhood educators with research-proven communication strategies written in a teacher friendly manner. The special project handbook has six sections: play strategies, environmental adaptation, visual supports, motivation, sensory integration, and collaboration with parents. ASD is multifaceted and complex for educators, and many of their struggles are rooted in the area of communication. These strategies were designed for students with ASD but can also be applied with all students.</p>

Utbildning är en viktig faktor för att bryta socialt utanförskap bland barn och unga. Syftet med studien var att undersöka hur ungdomars studie- och arbetsmöjligheter påverkas av diagnosen autismspektrumstörning samt hur det kommunala aktivitetsansvaret i en utvald kommun arbetar med denna målgrupp. Fem semistrukturerade intervjuer genomfördes med handledare inom det kommunala aktivitetsansvaret. Resultatet analyserades utifrån stämplingsteorin samt KASAM och det salutogena perspektivet. Resultatet visade att personer med autismspektrumstörning kan utsättas för uteslutning från sociala sammanhang samt mobbning till följd av avvikande beteende. Faktorer som den sociala miljön samt bristande stöd och anpassning kan leda till minskad närvaro i skolan samt till psykisk ohälsa för ungdomarna. Resultat visade även att den ökade frånvaron kan leda till att ungdomarna blir hemmasittare, vilket kan leda till socialt utanförskap. Personer med autismspektrumstörning har ett behov av fler möjligheter till anpassning samt utökad lärarkompetens gällande autismspektrumstörning. / Education is an important factor in breaking social exclusion among children and young people. The purpose of the study was to investigate how young people's study and work opportunities are affected by the diagnosis of autism spectrum disorder and how the municipal activity responsibility in a selected municipality works with this target group. Five semi-structured interviews were conducted with mentors within the municipal activity responsibility. The result was analyzed based on the stamping theory as well as Sense of coherence (SOC) and the salutogenic perspective. The results showed that people with autism spectrum disorder can be exposed to exclusion from social contexts and bullying as a result of deviant behaviour. Factors such as the social environment as well as a lack of support and adaptation can lead to reduced attendance at school and to mental illness for the young people. Results also showed that the increased absence can lead to the young people becoming homemakers, which can lead to social exclusion. People with autism spectrum disorder have a need for more opportunities for adaptation as well as increased teacher competence regarding autism spectrum disorder.

With a dramatic increase in the prevalence of students with autism spectrum disorders (ASD), including those with high-functioning autism and Asperger's syndrome, educators are challenged to meet the educational needs of a complex and widely diverse group of exceptional learners. The focus of this research was to gain insight into the experiences of the graduated student with autism and his/her parent(s) during the student's time in public school. This study had three research questions: 1) What were the lived experiences of students with ASD who graduated from an urban public high school in the southeast United States?; 2) What were the lived experiences of the parents of the graduated students with ASD?; and, 3) Were there common themes between the graduated students' lived experiences and the parent's lived experiences? Five graduated students and their parents were interviewed in this qualitative, phenomenological study. Explicitation of the interview data identified three themes for the graduated student group: a) challenges with learning due to having an ASD; b) difficulty making friends; and, c) involvement in their educational process. Four themes were present in the parent group: a) challenges with learning due to having an ASD; b) difficulty making friends; c) establishment of a relationship with the school; and, d) preparation for post-secondary experiences. The graduated student group agreed with the parent group on 16 of the 20 interview questions. Responses for each graduated student were compared to the responses of his/her own parent(s). Recommendations were made for future research.