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Dada S, Andersson AK, May A, Andersson EE, Granlund M, Huus K. Agreement between participation ratings of children with intellectual disabilities and their primary caregivers. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 104:103715. [PMID: 32574934 DOI: 10.1016/j.ridd.2020.103715] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/12/2019] [Revised: 05/21/2020] [Accepted: 06/08/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Participation of children with ID it is argued must be understood in relation to the fit with the environment. Since caregivers are a vital factor within the close environment of a child with intellectual disability, their perceptions are unequivocally important. AIMS The main aim of this study is to describe the self-reported participation of children with ID and the perceptions of their primary caregivers. Both frequency of attendance and perceived importance of activity was measured with self-reported and proxy-reports. METHODS & PROCEDURES A custom developed Picture my Participation (PmP) survey was utilised in an interview format with children with intellectual disability whilst their primary caregivers completed the survey independently. RESULTS Overall, the perceptions of children with intellectual disabilities and of primary caregivers showed similarities regarding attendance and activities considered important. On group level, both children and primary caregivers perceived the child to have a high level of attendance ofFormal learning in school, Family mealtime, Interacting with family and Celebrations. An overall poor agreement in perceived frequency of attendance was found. However, in child-primary cargiver-dyads poor agreement in perceived frequency of attendance was found. CONCLUSIONS While primary caregivers and children's ratings of attendance and selection of the most important activities appeared somewhat similar, there was a noted difference, in that primary caregivers' were uniform in their selection, whilst there was a diversity in the selection of activities amongst children.
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Affiliation(s)
- Shakila Dada
- Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa.
| | - Anna Karin Andersson
- CHILD Research Group, Swedish Institute for Disability Research, School of Health and Welfare, Jönkoping University Sweden, Sweden
| | - Adele May
- Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa
| | - Elisabeth Elgmark Andersson
- CHILD Research Group, Swedish Institute for Disability Research, School of Health and Welfare, Jönkoping University Sweden, Sweden
| | - Mats Granlund
- CHILD Research Group, Swedish Institute for Disability Research, School of Health and Welfare, Jönkoping University Sweden, Sweden
| | - Karina Huus
- CHILD Research Group, Swedish Institute for Disability Research, School of Health and Welfare, Jönkoping University Sweden, Sweden
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Lüddeckens J. Approaches to Inclusion and Social Participation in School for Adolescents with Autism Spectrum Conditions (ASC)—a Systematic Research Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2020. [DOI: 10.1007/s40489-020-00209-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
AbstractThis systematic research review identifies approaches of inclusive education concerning adolescents with autism spectrum (ASC) without intellectual disability (ID). The definitions of inclusion, whose perspectives are taken into account, approaches, and the implications suggested for best practices are reviewed in the articles included in this study. The results show how inclusion is defined as a sense of social acceptance and an approach that physical placement in a regular class can lead to social participation. Taking into account students’ perspectives is seen as important. Implications for best practice include information on how to improve school personnel’s reflections on their responsibilities and expectations of students with disabilities and points to difficulties for teachers in meeting the diversity of students in the classroom.
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Krieger B, Piškur B, Schulze C, Jakobs U, Beurskens A, Moser A. Supporting and hindering environments for participation of adolescents diagnosed with autism spectrum disorder: A scoping review. PLoS One 2018; 13:e0202071. [PMID: 30157207 PMCID: PMC6114703 DOI: 10.1371/journal.pone.0202071] [Citation(s) in RCA: 56] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2017] [Accepted: 07/29/2018] [Indexed: 11/18/2022] Open
Abstract
The influence of a person's environment and its modifying potential on participation is well recognized for most childhood disabilities, but scarcely studied for adolescents with autism spectrum disorder (ASD). A scoping review was conducted, the aim of which was to map the existing literature about supporting and hindering environments for the participation of adolescents with ASD. Sources of scientific evidence were searched for in four databases. Inclusion criteria were the perspectives of adolescents between 12 and 21, families, peers, or significant others; ecologic validity; and a clear connection between environment and participation. The publication dates ranged from 2001 to 2014 and partly up to 2018. The International Classification of Functioning, Disability and Health (ICF) served as the guiding framework for inclusion/exclusion during the selection process. Thematic analysis was performed by five independent reviewers. Results were additionally validated by stakeholders. This scoping review identified 5528 articles, and finally included 31 studies. Two main themes were found: "providing security" indicates how the environment, and specifically the parental, physical, and informational environments, have a securing or intimidating effect. The second theme, "helping to connect", indicates which environments support or hinder social relationships or social activities, and hence participation. An additional third main theme, "tension in participation", relates to ambiguities that seem essential to understand participation or isolation of adolescents with ASD. Results show that participation is a value-laden concept. This research widens the field of dealing with adolescents with ASD, as it directs attention towards the responsibility of the environment regarding participation.
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Affiliation(s)
- Beate Krieger
- Institute of Occupational Therapy, School of Health Professions, Zurich University of Applied Sciences, Winterthur, Switzerland
- Department of Family Medicine, CAPHRI School for Public Health and Primary Care, Maastricht University, Maastricht, The Netherlands
| | - Barbara Piškur
- Research Centre for Autonomy and Participation for People with Chronic Illness, Zuyd University of Applied Sciences, Heerlen, The Netherlands
| | - Christina Schulze
- Institute of Occupational Therapy, School of Health Professions, Zurich University of Applied Sciences, Winterthur, Switzerland
| | - Uta Jakobs
- Institute of Occupational Therapy, School of Health Professions, Zurich University of Applied Sciences, Winterthur, Switzerland
| | - Anna Beurskens
- Department of Family Medicine, CAPHRI School for Public Health and Primary Care, Maastricht University, Maastricht, The Netherlands
- Research Centre for Autonomy and Participation for People with Chronic Illness, Zuyd University of Applied Sciences, Heerlen, The Netherlands
| | - Albine Moser
- Department of Family Medicine, CAPHRI School for Public Health and Primary Care, Maastricht University, Maastricht, The Netherlands
- Research Centre for Autonomy and Participation for People with Chronic Illness, Zuyd University of Applied Sciences, Heerlen, The Netherlands
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Zeedyk SM, Cohen SR, Eisenhower A, Blacher J. Perceived Social Competence and Loneliness Among Young Children with ASD: Child, Parent and Teacher Reports. J Autism Dev Disord 2016; 46:436-49. [PMID: 26363914 DOI: 10.1007/s10803-015-2575-6] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
Perceived loneliness and social competence were assessed for 127 children with ASD without comorbid ID, 4-7 years old, through child self-report. Using an abbreviated version of the Loneliness and Social Dissatisfaction Questionnaire (LSDQ; Cassidy and Asher in Child Dev 63:250-365, 1992), the majority of children reported friendships, yet a considerable proportion also reported social difficulties. Factor analysis of the abbreviated LSDQ identified three factors, which were significantly associated with parent- and teacher-reported variables. Regression analyses revealed parent-reported social skills deficits and teacher-reported conflict in the student-teacher relationship to be associated with child-reported loneliness. Implications for practice are discussed.
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Affiliation(s)
- Sasha M Zeedyk
- Department of Psychiatry, Child and Adolescent Services Research Center, University of California, San Diego, San Diego, CA, USA.
| | - Shana R Cohen
- Department of Education Studies, University of California, San Diego, San Diego, CA, USA
| | | | - Jan Blacher
- University of California, Riverside, Riverside, CA, USA
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Falkmer M, Oehlers K, Granlund M, Falkmer T. Can you see it too? Observed and self-rated participation in mainstream schools in students with and without autism spectrum disorders. Dev Neurorehabil 2016; 18:365-74. [PMID: 24304126 DOI: 10.3109/17518423.2013.850751] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVES To examine the degree to which observations can capture perception of participation, observed and self-rated levels of interactions for students with and without autism spectrum disorders (ASD) were explored. METHODS Frequencies and levels of involvement in interactions with classmates were observed and compared in 22 students with ASD and 84 of their classmates in mainstream schools, using a standardized protocol. Self-reported participation measurements regarding interactions with classmates and teachers from five questionnaire items were correlated with the observations. In total, 51,516 data points were coded and entered into the analyses, and correlated with 530 questionnaire ratings. RESULTS Only one weak correlation was found in each group. Compared with classmates, students with ASD participated less frequently, but were not less involved when they actually did. CONCLUSIONS Observations alone do not capture the individuals' perception of participation and are not sufficient if the subjective aspect of participation is to be measured.
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Affiliation(s)
- Marita Falkmer
- a School of Education and Communication, CHILD Programme, Institute of Disability Research, Jönköping University , Jönköping , Sweden .,b Department of Education , Municipality Council of Norrköping , Sweden .,c School of Occupational Therapy & Social Work, Curtin Health Innovation Research Institute, Curtin University , Perth , WA , Australia
| | - Kirsty Oehlers
- c School of Occupational Therapy & Social Work, Curtin Health Innovation Research Institute, Curtin University , Perth , WA , Australia
| | - Mats Granlund
- d CHILD Programme, School of Health Sciences, Institute of Disability Research, Jönköping University , Jönköping , Sweden
| | - Torbjörn Falkmer
- c School of Occupational Therapy & Social Work, Curtin Health Innovation Research Institute, Curtin University , Perth , WA , Australia .,e School of Occupational Therapy, La Trobe University , Melbourne , Victoria , Australia , and.,f Division of Rehabilitation Medicine, Department of Medicine and Health Sciences (IMH), Faculty of Health Sciences , Linköping University & Pain and Rehabilitation Centre, UHL, County Council , Linköping , Sweden
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Falkmer M, Granlund M, Nilholm C, Falkmer T. From my perspective--perceived participation in mainstream schools in students with autism spectrum conditions. Dev Neurorehabil 2012; 15:191-201. [PMID: 22582850 DOI: 10.3109/17518423.2012.671382] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVES To examine perceived participation in students with ASC and their classmates in mainstream schools and to investigate correlations between activities the students wanted to do and actually participated in. METHODS Twenty-two students with ASC and their 382 classmates responded to a 46-item questionnaire regarding perceived participation in mainstream schools. RESULTS On 57% of the items, students with ASC perceived lower participation than their classmates. These results emphasize the importance of knowledge about students' perceived participation. However, positive correlations between what the students wanted to do and actually did indicate that students with ASC may be participating to the extent that they wanted. CONCLUSION Students with ASC perceived lower overall participation in mainstream school than their classmates. The correlations between "I want to" and "I do" statements in students with ASC indicated that aspects of autonomy are important to incorporate when studying, and interpreting, self-rated participation in mainstream schools.
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Affiliation(s)
- Marita Falkmer
- CHILD, Institute of Disability Research, School of Education and Communication, Jönköping University, Sweden
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