Academic literature on the topic 'Autism'
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Journal articles on the topic "Autism"
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Susanti, Afriyet, and Sri Indiyah. "PENGALAMAN ORANG TUA MERAWAT ANAK AUTISME USIA 15-17 TAHUN." Journal of Holistic Nursing Science 5, no. 1 (February 7, 2018): 1–13. http://dx.doi.org/10.31603/nursing.v5i1.1874.
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Parents’ experience in caring for children with autism is an amazingly hard and uneasybecause parents’ roles are very important in behavioural development of children with autism.Purposes: this research is to get the overview of parents’ experience in caring children withautism in the age of 15–17 at T. C. Clinic. Methods: This research used qualitative method withphenomenology approach. Data sources are collected by in-depth interview and being analysedwith Colaizzi and soft ware N-Vivo. Sampling method in this research is purposive samplingwith 6 interviewees. Results: This research found 8 themes; parents’ knowledge of autism,mom’s feeling, mom’s way to care children with autism, obstacles in caring, readiness to acceptchildren with autism, facing the puberty, autism education and expectation in caring forchildren with autism. Conclusion: Parents believe in different parenting to be implemented tochildren with autism. Parents should understand and adapt the parenting with thedevelopmental needs of children with autism so children will not have prolonged problems intheir behaviour.
Pengalaman orangtua dalam merawat anak autis sangatlah berat dan tidak mudah karena peranorang tua sangat penting dalam perkembangan tingkah laku anak dengan autisme. Tujuanpenelitian ini untuk mendapatkan pengalaman orangtua dalam merawat anak autis usia 15-17tahun di T.C. Klinik. Metode: Penelitian ini menggunakan metode kualitatif dengan pendekatanfenomenologi. Sumber data dikumpulkan dengan wawancara mendalam dan dianalisamenggunakan Colaizzi dan software N-Vivo. Metode sampling dalam penelitian ini adalahpurposing sampling dengan 6 narasumber. Hasil: penelitian ini menemukan 8 tema;pengetahuan orangtua tentang autisme, perasaan ibu, cara ibu merawat anak autis, halangandalam merawat, kesiapan untuk menerima anak autis, menghadapi pubertas, pendidikan autismedan ekspetasi dalam merawat anak autis. Kesimpulan: Orangtua percaya dengan pengasuhanyang berbeda-beda untuk diterapkan kepada anak autis. Orangtua harus memahami danmengadaptasi cara pengasuhan dengan perkembangan kebutuhan anak autis sehingga anak-anaktidak akan memiliki masalah dalam tingkah lakunya.
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Setyoadi, Setyoadi, Indri Putri Dwioktaviani, and Ahsan Ahsan. "Improved Family Coping Caring for Autistic Disorder Children with Knowledge Education: A Cross-Sectional Study." Jurnal Kesehatan Metro Sai Wawai 16, no. 1 (June 29, 2023): 64–72. http://dx.doi.org/10.26630/jkmsaw.v16i1.3785.
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Background: Cognitive, communication, social interaction, behavior patterns, and activity limitations in autistic children become a source of stress for parents. Parents' negative assessment of autistic children leads to maladaptive coping and results in inappropriate parenting behavior. Objective: This study focuses on evaluating parents' knowledge of autistic disorders and their relationship to coping in caring for children with autism. Method: Cross-sectional study is the design of this study. Involving 22 respondents, namely parents of children with autism whose children attend education at Special Schools (SLB) in Malang City. The data collection instrument was developed based on the Knowledge about Childhood Autism Among Health Workers (KCAHW) questionnaire to obtain data on family knowledge variables. Family coping variables using McCubbin's F-COPES questionnaire. Both questionnaires are tools that have been tested for reliability. Analystsare statisticians using the Spearman Rank test with a significance of 5%. Results: 64% of Parisipans had high knowledge of autism and 14% of parents had maladaptive coping. The results of statistical tests found that the level of knowledge about autism was related to family coping mechanisms in children with autisme disorder (p-value 0.003; r 0.599). Conclusion: Adaptive coping of families with autistic disorder children increases with good parental knowledge. Therefore, health education about autism and its care is always informed to the public to prevent maladaptive coping in the care of children with autism disorders in the family.
Latar belakang: Keterbatasan kognitif, komunikasi, interaksi sosial, pola perilaku, dan aktivitas pada anak autis menjadi sumber stres bagi orang tua. Penilaian negatif orang tua terhadap anak autis menyebabkan koping maladaptif dan berdampak pada perilaku pengasuhan yang tidak tepat. Tujuan: Penelitian ini berfokus pada evaluasi pengetahuan orang tua tentang gangguan autis dan hubungannya dengan koping dalam merawat anak autisme. Metode: Studi cross sectional merupakan rancangan penelitian ini. Melibatkan 22 responden, yaitu orang tua dari anak dengan Autis yang anaknya mengikuti Pendidikan di Sekolah Luar Biasa (SLB) di Kota Malang. Instrument pengumpulan data dikembangkan berdasarkan kuesioner Knowledge about Childhood Autism Among Health Workers (KCAHW) untuk memperoleh data variabel pengetahuan keluarga. Variabel koping keluarga menggunakan kuisioner F-COPES McCubbin. Kedua kuesioner tersebut merupakan alat yang sudah diuji reabilitasnya. Analisis statistik menggunakan Rank Spearman test dengan signifikansi 5%. Hasil: Partisipan sebanyak 64% memiliki pengetahuan yang tinggi tentang gangguan autism dan masih terdapat orang tua yang memiliki koping maladaptif 14%,. Hasil uji statistik menemukan bahwa tingkat pengetahuan tentang autisme berhubungan dengan mekanisme koping keluarga pada anak dengan gangguan autisme (p-value 0,003; r 0,599). Simpulan: Koping adaptif keluarga yang memiliki anak gangguan autis meningkat dengan pengetahuan orang tua yang baik. Edukasi tentang autisme dan perawatannya perlu selalu diinformasikan kepada masyarakat untuk mencegah koping maladaptif dalam perawatan anak dengan gangguan autisme di keluarga.
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Prabowo, Donni, Ema Utami, and Hanif Al Fatta. "Implementasi Konsep Gamification pada Aplikasi Terapi Autis dengan Metode Applied Behavior Analysis." Creative Information Technology Journal 1, no. 3 (April 2, 2015): 204. http://dx.doi.org/10.24076/citec.2014v1i3.22.
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Autisme merupakan gangguan yang dialami sejak lahir ataupun saat balita. Gangguan ini merupakan kelainan perkembangan sistem saraf pada seseorang. Penderita autisme umumnya mengalami kesulitan dengan fungsi sosial, motorik, sensorik, dan kognitif. Salah satu penanganan autisme yaitu dengan melakukan terapi. Metode terapi autis yang paling sering digunakan sampai saat ini yaitu metode Applied Behavior Analisyst (ABA). Saat ini penerapan konsep permainan atau gamification merupakan salah satu cara untuk membuat penderita autism antusias untuk melakukan terapi, oleh karena itu penelitian ini akan membahas perancangan aplikasi game terapi autis pada empat bidang yang menjadi masalah bagi penderita autism yaitu bidang sosial, motorik, sensorik, dan kognitif. Rancangan aplikasi game terapi ini akan diterapkan pada sistem terapi autis yang menerapkan metode ABA yaitu sistem Ahada (ahada.info). Pendekatan yang digunakan dalam proses perancangan game terapi pada penelitian ini adalah model Game Design Document menurut Adams Ernest. Penelitian ini menghasilkan kesimpulan yang menyatakan bahwa implementasi konsep game pada sistem terapi autis Ahada dapat diterapkan dengan menggunakan pendekatan Game Design Document. Pendekatan ini dinyatakan sebagai pendekatan yang baik untuk digunakan dalam proses perancangan game. Selain itu, penelitian ini juga menyatakan bahwa penerapan konsep Natural User Interface (NUI) dapat diintegrasikan dengan sistem Ahada untuk memenuhi kebutuhan terapi motorik.Autism is disorder experienced since the time of birth or infancy. This disorder is developmental disorder of the nervous system in person. People with autism generally have difficulty with social, motor, sensory, and cognitive. One of autism treatment is therapy. Autism treatment methods are most commonly used to date are Applied Behavior Analisyst method (ABA). Now, game concept application is one way to create enthusiasm for autism therapy, therefore this research will discuss about design of autism therapy game on four areas that become problem for people with autism are social, motor, sensory, and cognitive. The design of the therapy game application will be applied to autism therapy system that implements the method ABA, that is Ahada system. The approach used in the game design process of therapy in this study is Game Design Document by Ernest Adams. This study resulted conclusion that the concept of gaming on Ahada autism therapy system can be implemented by using Game Design Document. This approach is expressed as good approach to use in game design process. In addition, this study also stated that the application of the Natural User Interface concept can be integrated with the system to meet the needs motor therapy.
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Sari, Ignasia Yunita, and Sumirat Putri Wibawanti. "PENGARUH STORY TELLING DENGAN MEDIA GAMBAR TERHADAP KEMAMPUAN INTERAKSI SOSIAL ANAK AUTIS DI SEKOLAH DASAR KHUSUS AUTISME BINA ANGGITA." Jurnal Kesehatan 6, no. 1 (June 29, 2019): 34–42. http://dx.doi.org/10.35913/jk.v6i1.113.
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Latar Belakang: Salah satu jenis anak berkebutuhan khusus yang banyak dijumpai adalah autis. Jumlah anak autis di Yogyakarta semakin meningkat, pada tahun 2008 dari 98.000 kelahiran terdapat 196 anak yang menyandang autis, kemudian tahun 2009 dari 100.000 kelahiran terdapat 200 anak yang menyandang autis dan pada tahun 2010 tercatat dari dari 202.500 kelahiran terdapat 205 anak yang menyandang autis. Salah satu gangguan yang terdapat pada anak autis yaitu keterbatasan interaksi sosial. Tujuan: Mengetahui pengaruh story telling dengan media gambar terhadap kemampuan interaksi sosial pada anak autis di Sekolah Dasar Khusus Autisme Bina Anggita. Metode Penelitian: Menggunakan metode Pre Experimental Design dengan rancangan one group pre-test post-test design. Populasi pada penelitian ini berjumlah 43 anak. Sampel berjumlah 15 anak diambil dengan teknik Purposive Sampling. Analisis data menggunakan Wilcoxon. Hasil: Analisa data menggunakan uji Wilcoxon pada tingkat kemaknaan 95% (α 0,05) diperoleh nilai hitung (p value=0,000). Kesimpulan: Ada pengaruh story telling dengan media gambar terhadap kemampuan interaksi sosial anak autis di Sekolah Dasar Khusus Autisme Bina Anggita. Saran: Penelitian selanjutnya supaya menambahkan jumlah sampel supaya bisa digeneralisasikan dan menambah observasi perubahan tingkah laku anak.
Kata kunci: Autis - Interaksi Sosial - Story Telling - Media Gambar
ABSTRACT
Background: One type of child with special needs has is autism. The number of autistic children in Yogyakarta increased. In 2008 from 98,000 births there were 196 children with autism, then in 2009 out of 100,000 births there were 200 children with autism and in 2010 recorded from 202,500 births there were 205 children with autism. One of the disorders that exist in children with autism is the limitation of social interaction. Objective: To identify the effect of story telling with picture on autistic child social interaction ability in Autism Special School Bina Anggita. Methods: It was a pre experimental design with one group pre-test post-test design. The population in this study amounted to 43 children. The sample was 15 children taken with purposive sampling technique. Analysis used Wilcoxon. Result: Analysis used Wilcoxon test at significance level 95% (α, 0,05) shows value count (p value = 0,000). Conclusion: There is an effect of story telling with picture on autistic child social interaction ability in Autism Special School Bina Anggita. Suggestion: Further researchers are suggested to add the number of sample to be generalized and add observation changes in children's behavior.
Keywords: Autism - Social Interaction - Story Telling - Picture Media
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Afnuhazi, Ridhyalla. "PENGARUH TERAPI SOCIAL SKILLS TRAINING (SST) DENGAN DAN TANPA DIET CASEIN FREE GLUTEN FREE (CFGF) TERHADAP KEMAMPUAN SOSIALISASI ANAK AUTISME." Jurnal Kesehatan Medika Saintika 10, no. 1 (June 1, 2019): 59. http://dx.doi.org/10.30633/jkms.v10i1.309.
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ABSTRAK Jumlah penyandang autis di dunia sekitar 35 juta orang, kisaran 60.000 – 150.000 autis terjadi pada anak usia dibawah 15 tahun yang ditandai dengan adanya gangguan dan keterlambatan dalam bidang kognitif, bahasa, perilaku, komunikasi dan interaksi sosial. Terapi yang diberikan untuk peningkatan kemampuan sosial pada anak autis dilakukan terapi Social Skill Training (SST). Tujuan penelitian ini adalah mengetahui Pengaruh SST dengan dan tanpa diet CFGF terhadap Kemampuan Sosialisasi Anak Autisme (6 -12 Tahun) di SLB Autis YPPA Padang Tahun 2018. Desain penelitian quasi experimental one - group pre - post test. Populasi dalam penelitian ini seluruh anak autis yang berusia 6-12 Tahun dan sampel diambil dengan convenience sampling yang berjumlah 20 orang dengan dan tanpa diet CFGF. Teknik pengolahan data univariat distribusi frekuensi dan central tedensy dan data bivariat dengan Paired T - test. Hasil penelitian terdapat pengaruh SST dengan dan tanpa Diet CFGF terhadap kemampuan sosialisasi anak autis sebelum dan sesudah diberikan terapi. Saran yang dapat disampaikan pada penelitian ini keperawatan agar dapat mendeteksi secara dini tanda gejala yang dialami oleh anak autis sehingga tidak terjadi tanda gejala berat dan melatih kemampuan sosialisasi anak autis dengan terapi SST. Kata Kunci : Kemampuan Sosialisasi, Social Skill Training (SST), CFGF, Anak Autisme EFFECT OF SOCIAL SKILLS TRAINING (SST) TREATMENT WITH AND WITHOUT DIET CFGF ABILITY TO SOCIALIZATION AUTISM CHILDREN ABSTRACT Number of persons with autism in the world range of 60.000 - 150.000 autis moccurredin children aged below 15 years. Therapy was given to improvement of social skills in autistic children Social Skills Training Therapy (SST). The purpose of this study was to determine the ability of Socialization Effects of SST with and without diet CFGF for Autism Children in SLB Autism YPPA Padang 2018. Quasi – experimental design with one - group pre - post test. The population in this study all children with autism aged 6 – 12 year, and samples were taken by convenience sampling 20 people with and without diet CFGF. Univariate date processing techniques while the frequency distribution and central tedensy and Bivariate date processing techniques with paired T - test. Results of research abilities children with autism after therapy SST with and without diet CFGF with social skillsof children with autism. Suggestions can be submittedto the study of nursing in order to detect early signs of the symptoms experienced by children with autism so there is no sign of sever symptoms and train the socialization skills of children with autism with SST therapy. Key Words : Ability socialization, Social Skills Training, CFGF, autistic children
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Siti, Ai, Elly Marlina, and Dudy Imanuddin Effendy. "Pengembangan Interaksi Sosial Anak Autis melalui Terapi Applied Behavior Analysis." Irsyad : Jurnal Bimbingan, Penyuluhan, Konseling, dan Psikoterapi Islam 8, no. 3 (September 30, 2020): 271–88. http://dx.doi.org/10.15575/irsyad.v8i3.1977.
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Penelitian ini bertujuan untuk mendeskripsikan kondisi awal kemampuan interaksi sosial anak autis, proses pelaksanaan dan hasil dari bimbingan dengan metode terapi Applied Behavior Analysis. Metode penelitian yang digunakan yaitu deskriptif kualitatif. Hasil penelitian menunjukkan: kondisi awal kemampuan interaksi sosial anak autis masih belum memiliki kontak mata yang fokus dan bahasa verbal yang bagus. Proses pelaksanaan bimbingan kepada anak autis usia SDLB dilakukan oleh terapis; Bimbingan kepada anak autis usia kelas vokasional oleh konselor;Bbimbingan oleh semua pegawai SLB Autisma Bunda Bening Selakshahati selama 24 jam penuh. Hasil bimbingan menunjukkan bahwa anak autis mampu memiliki kontak mata yang fokus dan bahasa verbal yang bagus.
This study aims to describe the initial conditions of social interaction skills of children with autism, the implementation process, and the results of guidance using the Applied Behavior Analysis method. The research method used is descriptive qualitative. The results showed that: the initial condition of the social interaction ability of children with autism still did not have focused eye contact and acceptable verbal language. Therapists carry out implementing guidance for children with autism at SDLB age; Guidance for children with autism in a vocational class by counselors; Guidance by all employees of SLB Autism Bunda Bening Selakshahati for 24 hours straight. The guidance results show that children with autism can have focused on eye contact and acceptable verbal language.
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Febrianto, Ade Surya, and Ira Darmawanti. "Studi Kasus Penerimaan Seorang Ayah Terhadap Anak Autis." Jurnal Psikologi Teori dan Terapan 7, no. 1 (August 30, 2016): 50. http://dx.doi.org/10.26740/jptt.v7n1.p50-61.
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The purpose of this study was to explore the process of fathers’ acceptance to their children with autism. This study used a qualitative approach. Three participants who are fathers of children with autism were involved in this study. Data were collected using semi-structured interviews and analyzed using thematic analysis. This study reveals three themes, namely participants’ responses on their autistic children; the psychological experiences of having children with autism; and making efforts to accept their autistic children. In general, the result of this study shows that the participants have different experiences in raising their autistic children. This study also found various forms and aspects of acceptance that are experienced by participantsAbstrak: Penelitian ini bertujuan untuk melihat bagaimana proses penerimaan seorang ayah terhadap anaknya yang menyandang autisme. Penelitian ini menggunakan pendekatan kualitatif. Karateristik partisipan penelitian meliputi ayah yang memiliki anak dengan diagnosis autisme. Jumlah partisipan dalam penelitian ini sebanyak 3 orang. Teknik pengumpulan data dengan wawancara semi terstruktur, dan analisis data dilakukan dengan menggunakan analisis tematik. Penelitian ini mengungkapkan 3 (tiga) tema yaitu tanggapan terhadap autism anaknya; pengalaman psikologis memiliki anak autis; dan upaya yang dilakukan untuk mencapai penerimaan terhadap anaknya. Hasil penelitian ini menunjukan bahwa secara umum ketiga partisipan memiliki pengalaman berbeda dalam merawat anak mereka yang didiagnosis autisme. Penelitian ini juga menemukan beberapa bentuk penerimaan yang dialami partisipan serta aspek-aspek penerimaan partisipan terhadap anaknya yang autis..
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Lestari, Sri. "PENGEMBANGAN BAHAN PENYERTA TELEVISI/VIDEO TUTORIAL PARENTING AUTISME DENGAN METODE ABA INTERMEDIATE SUPLEMENT MATERIAL DEVELOPMENT OF AUTISM TUTORIAL VIDEO PARENTING THROUGH ABA INTERMEDIATE METHOD." Jurnal Teknodik 17, no. 4 (April 8, 2019): 111. http://dx.doi.org/10.32550/teknodik.v17i4.583.
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Bahan penyerta adalah bahan yang dirancang sebagai pendukung pemanfaatan program televisi/ video tutorial yang berguna untuk membantu kegiatan parenting autis dengan metode Applied Behavioral Analysis (ABA) tingkat menengah (intermediate). Dengan dukungan bahan penyerta ini, diharapkan akan meningkatkan efektivitas pemanfaatan program televisi/video tutorial parenting autis. Pengembangan bahan penyerta ini dinilai penting karena bertujuan untuk membantu kegiatan parenting autis di mana anak autis juga memiliki hak untuk mengenyam pendididikan sebagai bagian dari perkembangan diri mereka. Jenis penelitian ini adalah penelitian pengembangan, yaitu mengembangkan bahan penyerta program televisi/video tutorial parenting autis berdasarkan model Dick dan Carey. Bahan penyerta secara umum dinilai bermanfaat untuk membantu orangtua, terapis, atau guru bagi anak autis, mengingat kekhususan anak autis, bukan pada faktor akademiknya melainkan pada faktor komunikasi dan sosial anak. Berdasarkan hasil uji coba, ahli materi, ahli media, dan sasaran (guru, terapis, orangtua anak autis) menyatakan secara umum bahan bahwa bahan penyerta program televisi/video tutorial parenting autisme dengan metode ABA tingkat menengah (intermediate) yang sedang dikembangkan layak disebarluaskan.Suplement material was designed to support the use of television programs/video tutorial. Development of video tutorial supporting learning materials is aim to help autistic parenting activities with intermediate levels of ABA method. Parenting autism is important because children with autism also have the right to acquire education as part of their own development. This type of research is the development research. Autism parenting video tutorial supporting learning materials is developed by Dick and Carey model, and useful to help parents, therapists, or teachers. Because, children with autism given the specificity not on academic factors, but communication and social development. Based on the test results of expert content, media experts, and target consist of teachers, therapists, and parents of children with autism in general expressed that video tutorial supporting learning materials of parenting autism with ABA methods level intermediate is feasible to distribute.
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Risna Esa Salsabila and Stephani Raihana Hamdhan. "Studi Literatur Stigma pada Anak Autis." Bandung Conference Series: Psychology Science 4, no. 1 (February 1, 2024): 488–94. http://dx.doi.org/10.29313/bcsps.v4i1.10097.
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Abstract. Individuals with autism often face difficulties in social interactions and socio-emotional development, which can be influenced by societal stigma surrounding this condition. Stigma may arise from misconceptions and myths about autism. This research aims to investigate public perceptions, triggering factors of stigma, and their impact on the lives of children with Autism Spectrum Disorder (ASD) in Indonesia. The primary data sources are scientific journals, articles, and academic materials discussing stigma towards autistic children in Indonesia. Thematic analysis was employed to identify common patterns related to public perceptions, triggering factors of stigma, and the impact of stigma on autistic children. The research findings indicate that stigma towards autism is not only public but also internal (self-stigma) and involves close associates (affiliation stigma). Stigma's impacts include difficulties in seeking assistance, hindrances in recovery, discrimination, limited opportunities, inhumane treatment, social isolation, and mental health issues. Factors such as gender, age, culture, prior experiences, and knowledge about autism influence the occurrence of stigma. Accurate understanding of autism is crucial in addressing stigma in this study. Efforts are needed to raise public awareness, dispel prevalent myths, and provide better support for individuals with autism and their families. With these measures, it is hoped that the negative impact of stigma on the lives of children with ASD in Indonesia can be reduced.
Abstrak. Individu dengan autisme sering mengalami kesulitan dalam interaksi sosial dan perkembangan sosio-emosional, yang dapat dipengaruhi oleh stigma masyarakat terhadap kondisi ini. Stigma dapat berasal dari persepsi yang keliru dan mitos seputar autisme. Penelitian ini bertujuan untuk menyelidiki persepsi masyarakat, faktor-faktor pemicu stigma, dan dampaknya terhadap kehidupan anak-anak dengan Autism Spectrum Disorder (ASD) di Indonesia. Sumber data utama berasal dari jurnal ilmiah, artikel, dan sumber-sumber akademis yang membahas stigma terhadap anak-anak autis di Indonesia. Data dianalisis secara tematik untuk mengidentifikasi pola umum terkait persepsi masyarakat, faktor-faktor pemicu stigma, dan dampak stigma pada anak-anak autis. Hasil penelitian menunjukkan bahwa stigma terhadap autisme tidak hanya bersifat publik, tetapi juga internal (self-stigma) dan melibatkan orang-orang terdekat (stigma afiliasi). Dampak stigma mencakup kesulitan mencari bantuan, hambatan dalam pemulihan, diskriminasi, kurangnya peluang, perlakuan kurang manusiawi, isolasi sosial, dan masalah kesehatan mental. Faktor-faktor seperti jenis kelamin, usia, budaya, pengalaman sebelumnya, dan pengetahuan tentang autisme memengaruhi terjadinya stigma. Dalam penelitian ini pemahaman yang akurat mengenai autisme untuk mengatasi stigma. Upaya perlu dilakukan untuk meningkatkan kesadaran masyarakat, mengoreksi mitos yang berkembang, dan memberikan dukungan yang lebih baik kepada individu dengan autisme dan keluarganya. Dengan langkah-langkah ini, diharapkan dapat mengurangi dampak negatif stigma terhadap kehidupan anak-anak dengan ASD di Indonesia.
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Bagus Pramrtha, I. Nyoman. "Optimalisasi Pembelajaran Matematika Dan Penjadwalan Terapis Berbasis IT." WIDYABHAKTI Jurnal Ilmiah Populer 4, no. 3 (July 31, 2022): 52–60. http://dx.doi.org/10.30864/widyabhakti.v4i3.326.
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Pusat Layanan Autis (PLA) Kota Denpasar merupakan sebuah lembaga yang dibentuk pada 10 Oktober 2010. Layanan pada Pusat layanan autis adalah memberikan terapi bagi anak dengan autisme. Hasil wawancara dengan Ketua Pelaksana Harian PLA Kota Denpasar Bapak I Nyoman Handika S.Si Berdasarkan wawancara terdapat beberapa masalah yang dihadapi oleh Mitra yakni Pusat layanan Autis sering kali kesulitan dalam memberikan pelajaran matematika untuk anak dengan autism pada kelas transisi , dan untuk penjadwalan terapis dan proses pendataan anak masih dilakukan secara manual dengan mengisi form dan menyimpan arsip form tersebut. Solusi yang kami tawarkan dari permasalahan diatas adalah membuatkan sebuah sistem untuk pendataan dan penjadwalan terapis pada Pusat Layanan Autis Kota Denpasar dan Memberikan Pelatihan mengenai Pembuatan Media Pembelajaran Matematika agar menarik untuk mengajarkan Matematika kepada anak dengan autism. Hasil dari pengabdian ini adalah tim adminstrasi sudah mampu menggunakan sistem penjadwalan dan dari hasil kuisoner yang diberikan ada peningkatan yang awalnya 30 % menjadi 100 % terapis mampu membuat media pembelajaran matematika dan mengajarkan matematika kepada anak dengan autism
Dissertations / Theses on the topic "Autism"
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Urbach, Jonathan Aaron. "Autism or autisms? The clinical manifestations and classification of autism spectrum disorders." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12660.
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Thesis (M.A.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.Individuals with Autism Spectrum Disorders (autistic disorder, Asperger's disorder, childhood disintegrative disorder, and pervasive developmental disorder - not otherwise specified) are a very heterogeneous group. The disorders on the spectrum are behaviorally defined (according to the American Psychiatric Association's Diagnostic and Statistical Manual-IV, Text Revision) with specific behaviors falling within categories. For autistic disorder, the categories reflect the core deficits of social interaction, communication, and restricted or repetitive behaviors or interests ("CDC- Autism Spectrum Disorder (ASDs)- NCBDDD," n.d.). The behaviors that fall within these categories have been carefully researched and described in order to allow for uniformity in diagnosis and the discussion of causality in research. The diagnosis of Autism Spectrum Disorders (ASD) relies on established thresholds within these categories, with the clinician responsible for characterizing and counting the number of behaviors that are present and in which category they fall. Other associated symptoms (low IQ, language impairments, epilepsy, and others) are often present, and while not diagnostic of ASD, can contribute much to the phenotypic heterogeneity. As a result, individuals who exhibit different behavioral symptoms might be diagnostically indistinguishable. This thesis is intended to be a critical review of the current state of autism research. In the different sections (Phenotype, Epidemiology, Genetics, Cellular/Molecular Mechanisms, Neural Circuits, and Therapeutics), the discussion is focused on what has been firmly established in the field. In many cases, what is known about autism leads to a better understanding of how to subdivide the population. Genetics, for instance, can divide autism into syndromic or idiopathic cases (those associated with a comorbid genetic condition such as Rett's Syndrome or Fragile X and those that have no apparent genetic etiology, respectively). Epidemiology research has shown that a host of chemical, social, and emotional exposures are correlated with varied risks of developing autism (leading to possible distinctions between autism caused by teratogens or autism caused by other mechanisms). Molecular research has revealed a subset of autistic individuals who have various causes of synaptic dysfunction, and within this group there have been certain proteins implicated, offering additional points of differentiation between individuals. The study of therapeutics, however, has largely left the population as a whole in research. As a result, the comparisons (based on mean differences between controls and ASD subjects) are not fine-grained enough to show benefits within certain subgroups of ASD individuals. What the research shows is that the autism spectrum can (and should) be subdivided. Establishing multiple well-defined "autisms" allows for much more targeted research. The first step is creating clear boundaries to the spectrum, and the proposed revisions to the Fifth Edition of the Diagnostic and Statistical Manual is intended to do just this (collapsing the spectrum disorders into one diagnosis with a streamlined set of common behavioral features). The answer to the "autism or autisms?" questions is both: once the spectrum is clearly distinguished from the non-spectrum, research will establish the points at which autism should be subdivided. Homogeneous subgroups (however they are defined) will allow for more robust study of the underlying pathophysiology and possible treatment options.
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Abdun-Nur, Roy D. "School for Autism - Responding to Autism." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3836.
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Schools can often be overstimulating environments for children with autism. Creating a space where these children can thrive is what this project explored. The site used for this exploration was the Lewis Ginter Recreation Association on the north end of Richmond, VA. Children with autism have very sensitive needs, so exploring these needs within the context of an educational setting provided for an in-depth journey into the lives of those affected by autism.
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Boyaci, Aynur. "Autism." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32722.
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Studien visar att autistiska barn behöver hjälp med att förstå sin värld och bli förstådda därför är pedagogers arbete och förhållningsätt grundläggande. Pedagogerna hade skapat ett trygg och tydlig miljö som var betydande för eleverna, här har varje elev ett eget schema med fasta strukturer och rutiner. En pedagog ska kunna agera, analysera, strukturera, visualisera och framförallt respektera och ha tålamod när man arbetar. Pedagogerna och skolledaren är ense om att skolan är en möte plats för alla samt att varje barn har rätt till att påverka sin undervisning och känna gemenskap i skolan.
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Girardi, Ana Cristina De Sanctis. "Transtornos do espectro autista em pacientes com a pré-mutação do gene FMR1." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/41/41136/tde-15052018-092019/.
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Os transtornos do espectro autista (TEA) são caracterizados por dificuldades na interação social e na comunicação, interesses restritos e comportamentos estereotipados. Trata-se de doença complexa, podendo estar relacionada a fatores ambientais, genéticos ou a ambos. A heterogeneidade genética dos TEA pode ser explicada pela presença de variantes raras patogênicas únicas (modelo monogênico) bem como pela combinação de alelos raros (modelo oligogênico) ou ainda pela combinação de alelos comuns de baixo risco (poligênicos). Há um esforço mundial na tentativa de se identificar variantes que conferem risco e, nos últimos anos, a identificação de variantes raras tem sido mais bem sucedida. As estimativas indicam que 10% dos indivíduos dentro do espectro do autismo possuem uma síndrome de padrão de herança mendeliana dentre elas a síndrome do cromossomo X frágil cujo mecanismo molecular se explica pela mutação completa no gene FMR1. A partir dos anos 2000 aproximadamente, alguns trabalhos na literatura sugeriram que a pré-mutação do gene FMR1, associada à síndrome do tremor e ataxia e a insuficiência ovariana primária associada ao X frágil (FXTAS e FXPOI), pudesse estar relacionada ao TEA. Essa ligação, no entanto é incerta, sendo por isso, o foco deste trabalho. Para tanto, foi realizada uma revisão bibliográfica buscando dados na literatura que comparassem pacientes portadores da pré-mutação com controles quanto à manifestação dos TEA. Foi levantada a frequência de portadores da pré- mutação no gene FMR1 entre 1056 probandos do grupo de pesquisas em transtornos do espectro autista do Centro de Pesquisas sobre o Genoma Humano e Células Tronco. Nesses pacientes foram também realizados exames complementares. Efetuou-se também um levantamento de eventuais casos de TEA entre os portadores da pré-mutação em outra casuística, composta de famílias de afetados pela síndrome do X frágil, no laboratório de genética humana do Departamento de Biologia Evolutiva - Instituto de Biociências - USP O primeiro levantamento revelou uma frequência de 0.19% de pré-mutados na casuística composta por pacientes com TEA (2:1055), semelhante à da população em geral. O segundo levantamento não revelou nenhum paciente com TEA entre os pré- mutados. Além disso, os dois pacientes pré-mutados na primeira casuística são portadores de uma CNV patogênica. Este estudo não apóia, portanto, uma relação causal entre TEA e a pré-mutação do gene FMR1Autism spectrum disorders (ASDs) are characterized by impairments in social interaction and comunication as well as restricted interests and stereotyped behaviors. ASD is a complex disease that may be related to environmental factors, genetic factors or both. Genetic heterogeneity in ASD may be explained by rare pathogenic variants (monogenic model), by a combination of rare alleles (oligogenic model) or by other combinations of low-impact common alleles (polygenic model). Researchers are working to identify risk variants and have been more successful in finding rare variants in recent years. Monogenic disorders (Mendelian disorders), such as fragile X syndrome, are found in 10% of ASD patients. Fragile X syndrome is caused by full mutation in the FMR1 gene and account for a fraction of ASD cases. FMR1 premutation is related to two different conditions: fragile X-associated tremor/ataxia syndrome (FRAXTAS) and fragile X-associated primary ovarian insufficiency (FXPOI). In the last two decades some researchers have associated premutation with behavior problems. However the association between premutation and ASD remains unclear and thus it was the focus of this investigation. This study includes an extensive review of articles that compare ASD manifestations in premutation carriers and controls. The study also estimated the premutation frequency in 1056 male patients from the ASD cohort at the Human Genome and Stem Cell Research Center. Complementary tests were performed on these patients to rule out any other genetic alterations that could explain clinical presentations of ASD. Moreover, a survey was performed of possible ASD cases among premutation males from fragile X families in the database of the Human Genetics Laboratory at the Biology Department of the Biosciences Institute. A frequency of 0.19% of premutation carriers was detected in the sample of ASD patients(2:1055), which is similar to the general population. No ASD patients were detected among the premutated males. Furthermore the two pre-mutated patients in the first sample harbored a pathogenic CNV. Therefore this study do not support an association between the FMR1 premutation and ASD
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Mick, Katherine A. Dorr Darwin A. "Diagnosing autism comparison of the childhood autism rating scale (CARS) and the autism diagnostic observation schedule (ADOS) /." Diss., Click here for available full-text of this thesis, 2005. http://library.wichita.edu/digitallibrary/etd/2005/d001.pdf.
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Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences."July 2005." Title from PDF title page (viewed on February 1, 2007). Thesis adviser: Darwin Dorr. Includes bibliographic references (leaves 56-63).
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Ming, Joy Carol. "#Autism Versus 299.0: Topic Model Exploration of Multimodal Autism Data." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:14398542.
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Though prevalence and awareness for Autism Spectrum Disorder (ASD) has steadily increased, a true understanding is hard to reach because of the behavior-based nature of the diagnosis and the heterogeneity of its manifestations. Parents and caregivers often informally discuss symptoms and behaviors they observe from their children with autism through online medical forums, contrasting the more traditional and structured text of electronic medical records collected by doctors. We modify an anchor word driven topic model algorithm originally proposed by Arora et al. (2012a) to elicit and compare the medical concept topics, or “themes” from both modes of data: the novel data set of posts from autism-specific online medical forums and electronic medical records. We present methods to extract relevant medical concepts from colloquially written forum posts through the use of choice sections of the consumer health vocabulary and other filtering techniques. In order to account for the sparsity of concept data, we propose and evaluate a more robust approach to selecting anchor words that takes into account variance and inclusivity. This approach that combines concept and anchor words selection seeds the discussion about how unstructured text can influence and expand understanding of the enigmatic disorder, autism, and how these methods can be applied to similar sources of texts to solve other problems.
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Mas, Natalie Andrade. "Transtorno do espectro autista-história da construção de um diagnóstico." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/47/47133/tde-26102018-191739/.
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A presente pesquisa tem como objetivo investigar o percurso histórico da classificação psiquiátrica Transtorno do Espectro Autista (TEA). Os deslizamentos taxonômicos desde sua primeira forma, o Autismo Precoce, nas cinco versões de um dos principais sistemas de classificação psiquiátricas utilizados no Brasil, o Manual Diagnóstico e Estatístico de Transtornos Mentais (DSM), trouxeram impactos socioeconômicos, éticos e políticos que merecem ser observados com cautela. Essa nova forma de diagnosticar o autismo não se mostrou nada sutil, uma vez que se trata de uma categoria nosográfica muito abrangente e que trouxe consigo uma epidemia de diagnósticos de TEA. Para alcançar esse objetivo, foram utilizadas as pesquisas bibliográfica e documental. Na discussão final, propomos, com base na investigação realizada, um olhar crítico para a comodificação da psicopatologia denominada TEAThe purpose of this research is to investigate the historical path of the Autism Spectrum Disorder (ASD) psychiatric classification. The nomenclature changes since its initial form, Autism Infantile, contained in the five versions of one of the main psychiatric classification systems used in Brazil, the Diagnostic and Statistical Manual of Mental Disorders (DSM) have generated socio-economic, ethical and political impacts that need be carefully analyzed. This new method of diagnosing autism has proven to be not subtle at all, since it pertains to a very comprehensive nosographic category and which gave rise to an epidemic of ASD diagnoses. In order to meet such purpose, we used bibliographic and documentary researches. In the final discussion we propose, from the investigation conducted, a critical analysis on the commodification of the psychopathology referred to as ASD
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Vila, Borrellas Elisabet. "Comprehension of Yes/No- and Wh-questions Across Autism Spectrum Conditions." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/671144.
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Understanding questions is key for successful communication. Although deficits in communication are the hallmark of Autism Spectrum Conditions (ASC), how both yes/no-questions and wh-questions are understood by children with ASC has been poorly investigated in Spanish. Nevertheless, questions play an important role in ASC diagnostic tests and neurocognitive assessments. Although there is a widespread assumption of visual support easing linguistic production and comprehension, it has not been extensively investigated in question comprehension research.
The aim of this thesis is to contribute to a more comprehensive picture of language impairments in ASC by targeting questions as a specific and neglected dimension of language in ASC. Specific research questions concern the impact of syntactic differences in question type, syntactic complexity and other linguistic, cognitive and age factors on question comprehension. Finally, the role of visual support as a facilitator of question comprehension is investigated.
34 children with ASC–ID (autism without intellectual disability, mean age = 9.99) were recruited and matched on VMA (verbal mental age) with 34 TD (typically developing) participants (mean age = 8.85). 14 individuals with ASC+ID (autism with intellectual disability, mean age = 12.95) were also recruited. These were compared to 7
ID (intellectual disability) participants without ASC (mean age = 12.86). The task design of the experiment used narratives to control the context in which yes/no-questions and different types of wh-questions (namely wh-questions in simple and complex sentences, long-distance wh-questions in complex sentences and local wh-questions in complex sentences) were asked. Participants responded immediately after having been exposed to
narratives with either visual support or audio support only. Participants’ ability to answer questions about these narratives was assessed as a measure of their question comprehension.
Significant results showed that both ASC and TD groups had greater difficulties in wh-questions than yes/no-questions. Compared to TD, ASC–ID also had lower wh- question comprehension. In addition, the ASC+ID group showed a lower level of question comprehension in yes/no-questions and in wh-questions compared to the ASC– ID and ID groups. All wh-questions in complex sentences and local wh-questions in complex sentences were more difficult for the ASC–ID group in comparison to the TD group. The ASC+ID group underperformed in all types of wh-question comprehension in comparison to the ASC–ID participants and had greater difficulties to comprehend local wh-questions in complex sentences compared to the ID group.
Visual support aided question comprehension both in ASC and in TD. In between- group comparisons significantly greater question comprehension difficulties in tasks with visual support in the ASC–ID relative to the TD group remained. The ASC+ID group scored significantly lower in both visual and non-visual tasks in comparison to both ASC– ID and ID groups. VMA and VIQ (verbal intelligence quotient) correlated with yes/no- question comprehension in TD and in ASC–ID participants. In TD individuals, there was a correlation with these variables and wh-question comprehension. In the ID group, working memory and VIQ had a positive relation with the comprehension of some types of wh-questions.
These results provide novel evidence for a question comprehension impairment in ASC with and without ID, which specifically centers on wh-questions. As age and cognitive factors were more related to question comprehension in TD and ID groups than in ASC, different underlying cognitive mechanisms might be at work in ASC. At a practical level, this thesis incites reflection on the roles of question types both in diagnostic assessments and interventions.La comprensió de les preguntes és essencial per a la comunicació. Tot i que els dèficits en la comunicació són característics de les Condicions de l’Espectre Autista (CEA), la comprensió de les preguntes sí/no i de les preguntes qu- ha estat poc investigada en castellà. Tampoc s’ha estudiat l’impacte del suport visual, encara que es pressuposa que és beneficiós. L’objectiu d’aquest estudi és demostrar com el tipus de pregunta, la complexitat sintàctica i altres factors lingüístics, cognitius i d’edat així com també el suport visual poden influenciar la comprensió d’estructures interrogatives. Amb aquesta finalitat, es van seleccionar 34 persones amb CEA–DI (autisme sense discapacitat intel·lectual, edat mitjana = 9,99), 34 persones amb DT (desenvolupament típic) edat mitjana = 8,85), 14 individus amb CEA+DI (autisme amb discapacitat intel·lectual, edat mitjana = 12,95) i 7 participants amb DI (discapacitat intel·lectual) sense CEA (edat mitjana = 12,86). Es va relacionar el grup amb CEA–DI i el grup amb DT segons l’edat verbal mental. Tant els grups amb CEA com amb DT van tenir més dificultats en la comprensió de les preguntes qu- que en les preguntes sí/no. Comparativament, el grup amb DT respecte del grup amb CEA–DI va mostrar un nivell de comprensió significativament menor de les preguntes qu-. El grup amb CEA+DI va mostrar un dèficit més elevat tant en les preguntes sí/no com en les qu- en comparació amb els grups amb CEA–DI i DI. Totes les preguntes qu- en frases complexes i les preguntes qu- locals en aquestes frases van ser significativament més difícils per al grup amb CEA–DI que per al grup amb DT. El suport visual va afavorir la comprensió de preguntes tant de les persones amb CEA, com del grup amb DT. Altres factors lingüístics, cognitius o d’edat mostren escasses correlacions i complexes amb la comprensió de preguntes, en el CEA. Aquests resultats demostren dèficits en la comprensió de preguntes en tot l’espectre autista, fins i tot en absència de discapacitat intel·lectual.
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Urbano, Maria Cristina Zecchinel. "Equoterapia como elemento de rede de apoio ao processo de inclusão de uma criança com transtorno do espectro autista." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/157254.
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O Transtorno do Espectro Autista (TEA) tem como característica o comprometimento em três áreas do desenvolvimento: interação social, comunicação e presença de comportamentos estereotipados. As crianças com TEA devem ter cuidados diferenciados, nesse sentido reforçamos a ideia da importância de redes de apoio – entendidas como ações articuladas com profissionais dentro e fora do ambiente escolar, em um espaço de debates onde são compartilhadas ideias, conhecimentos e alternativas educacionais e terapêuticas. Como parte integrante de uma rede de apoio, percebemos que a Equoterapia tem muito a oferecer, pois é uma terapia realizada em um ambiente natural, que utiliza o cavalo numa abordagem interdisciplinar na área de Educação, Saúde e Equitação favorecendo assim o desenvolvimento biopsicossocial do indivíduo. Desse modo, a investigação teve como objetivo discutir como os profissionais de educação e saúde percebem os efeitos da Equoterapia, como componente da rede de apoio, no processo de inclusão de uma aluna com TEA. A metodologia utilizada parte de uma pesquisa de abordagem qualitativa, de natureza exploratória e descritiva, se enquadrando em estudo de caso. A pesquisa foi realizada com profissionais da área da saúde e educação que atendem crianças com TEA. Os procedimentos metodológicos se desencadearam a partir de algumas ações, como a escolha dos sujeitos da pesquisa, o contato prévio com os sujeitos apresentando a intenção da pesquisa e seu objetivo, esclarecendo possíveis dúvidas; seguido da aprovação dos participantes e a apresentação do Termo de Consentimento Livre e Esclarecido (TCLE), elaboração do roteiro das entrevistas, realização das entrevistas, transcrições e análise das falas dos respectivos entrevistados. De acordo com os dados obtidos foi possível evidenciar, na percepção dos profissionais, que a Equoterapia é um método terapêutico eficiente e importante – constituindo-se como apoio ao processo de inclusão. Identificamos um município de grande potencial quanto ao atendimento oferecido, entretanto não há um processo de ações articuladas, sendo necessário criar estratégias para que haja uma relação de troca de informações do trabalho mais eficazes na intenção de desenvolver o processo de inclusão social do aluno com TEA de maneira mais ampla, justa e democrática. Palavras chave: Educação inclusiva. Declaração de Salamanca. Autismo.
The Autism Spectrum Disorder (ASD) has as main feature the impairment t of three áreas of development: social interaction, communication and the presence of stereotypical behavior. Children affected with ASD must have a special care; therefore, we support the idea of the importance of support networks – understood as actions articulated with professionals inside and outside the school environment, in a space for debates where ideas, knowledge and educational and therapeutic alternatives are shared. As an integral part of a support network, we realized that Equine-assisted Therapy (EAT) has a lot to offer, for it is performed in a natural environment, that employs horses in an interdisciplinary approach in the fields of Education, Health, and Horse-Riding thus promoting the biopsychosocial development of the individual. In this way, the research had as objective to discuss how education and health professionals perceive the effects of EAT, as a component of the support network, in the process of inclusion of a female student with ASD. The methodology used come from a research of qualitative approach, of exploratory and descriptive nature, fitting in a case study. The research was carried out with the help of health and education professionals who assist children with ASD. The methodological procedures were achieved with some actions, such as the choice of research subjects, previous contact with the subjects showing the intention of the research and its objective, to clarify possible doubts; followed by participants approval and presentation of the Informed Consent Form, elaboration of the interview’s script, execution of the interviews, transcription and analysis of the speeches of the respective interviewees. In accordance with the data acquired, it was possible to highlight, on the professionals' impressions, that Equine -Assisted Therapy is an effective and important therapeutic method – constituting an assistance in the inclusion process. We identified a town of great potential regarding the services offered, yet there is not a process of articulated actions, being necessary to create strategies so that there is a more efficient information on work Exchange with the intention to develop the process of social inclusion of the student with ASD in a more extensive, just and democratic way.
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Tantum, Digby John Howard. "Eccentricity and autism." Thesis, University of London, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336511.
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Over a hundred adults, aged 16 to 65, were referred to the author by psychiatric colleagues in response to a request for possible research subjects for a study of eccentricity and social isolation not attributable to psychosis. Reliable scales for rating odd non-verbal expression, odd speech, other abnormalities of social interaction, unusual interests, clumsiness, schizoid personality characteristics and childhood abnormalities were developed and used for rating 60 of these referrals, the subjects of the present thesis. Multivariate analysis of retrospective developmental and current assessments confirmed Wing and Gould's (1979) finding that a triad of impairments in communication, social interaction and imagination were commonly associated. The subjects with a history of the triad retained the same symptoms in adulthood: the triad being then characterised by oddities of non-verbal expression, gaucheness and other disruptions of normal social interaction and unusual interests and pre-occupations. The clinical picture in these subjects was identical to that described in "near-normal" autistic adults or in children and adults with autistic personality disorder, and a diagnosis of 'adult autism' was made in 46 out of the 60 subjects. On the basis of a systematic comparison of the autistic and the non-autistic subjects, including two experimental tests of the interpretation of non-verbal cues, it is suggested that a disorder of non-verbal communication is a basic handicap in autism. 1
Books on the topic "Autism"
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1951-, Parish Robert, ed. Embracing autism: Connecting and communicating with children in the autism spectrum. San Francisco: Jossey-Bass, 2008.
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Janzen, Janice E. Understanding the nature of autism: A practical guide. San Antonio, Tex: Therapy Skills Builders, 1996.
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Torres, Elizabeth B., and Caroline Whyatt, eds. Autism. Boca Raton : Taylor & Francis, 2018.: CRC Press, 2017. http://dx.doi.org/10.1201/9781315372518.
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Waltz, Mitzi. Autism. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137328533.
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Allman, Toney. Autism. Detroit: Lucent Books, 2009.
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Mesibov, Gary B., Lynn W. Adams, and Laura G. Klinger. Autism. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4757-9343-7.
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Zimmerman, Andrew W. Autism. Totowa, NJ: Humana Press, 2008. http://dx.doi.org/10.1007/978-1-60327-489-0.
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Ellis, Kathryn, ed. Autism. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-6924-8.
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Fletcher-Watson, Sue, and Francesca Happé. Autism. 2nd edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019. | Revison of: Autism / Francesca Happé. 1995.: Routledge, 2019. http://dx.doi.org/10.4324/9781315101699.
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Clasquin-Johnson, Mary, Dikeledi Mahlo, and Michel Clasquin-Johnson. Autism. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003365631.
Full textBook chapters on the topic "Autism"
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Dombrowski, Stefan C. "Autism." In Psychoeducational Assessment and Report Writing, 291–347. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44641-3_13.
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Folstein, Susan E., and Michael L. Rutter. "Autism." In Neurobiological Issues in Autism, 83–105. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-1992-2_5.
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Schreibman, Laura, and Marjorie H. Charlop. "Autism." In Psychological Evaluation of the Developmentally and Physically Disabled, 155–77. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-1995-3_7.
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Messing, Jürgen, and Angelika Gless. "Autism." In Encyclopedia of Critical Psychology, 142–44. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_24.
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Levesque, Roger J. R. "Autism." In Encyclopedia of Adolescence, 229–30. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_553.
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Scherrmann, Jean-Michel, Kim Wolff, Christine A. Franco, Marc N. Potenza, Tayfun Uzbay, Lisiane Bizarro, David C. S. Roberts, et al. "Autism." In Encyclopedia of Psychopharmacology, 182. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-68706-1_499.
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Wang, Tianjun. "Autism." In Acupuncture for Brain, 163–77. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54666-3_12.
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Gualtieri, C. Thomas. "Autism." In Neuropsychiatry and Behavioral Pharmacology, 187–208. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4613-9036-7_9.
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Koegel, Lynn Kern, Marta Valdez-Menchaca, Robert L. Koegel, and Joshua K. Harrower. "Autism." In Advanced Abnormal Psychology, 165–89. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4419-8497-5_8.
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Niehaus, Jeffrey. "Autism." In Encyclopedia of Evolutionary Psychological Science, 1–3. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-16999-6_2498-1.
Full textConference papers on the topic "Autism"
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Darmiyati, Iin, Indah Soesanti, and Hanung Adi Nugroho. "Improving Autism Detection Using GridSearchCV for Severity Level Autism in Indonesian Children." In 2024 7th International Conference on Informatics and Computational Sciences (ICICoS), 468–73. IEEE, 2024. http://dx.doi.org/10.1109/icicos62600.2024.10636869.
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Karusala, Naveena, Neha Kumar, and Rosa Arriaga. "#autism." In ICTD '19: Tenth International Conference on Information and Communication Technologies and Development. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287098.3287137.
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Stuurman, Sylvia, Harrie J. M. Passier, Frédérique Geven, and Erik Barendsen. "Autism." In CSERC '19: The 8th Computer Science Education Research Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3375258.3375261.
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Newton, A. Taylor, Adam D. I. Kramer, and Daniel N. McIntosh. "Autism online." In the SIGCHI Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1518701.1518775.
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Salekin, Asif, and Natalie Russo. "Understanding autism." In CPS-IoT Week '21: Cyber-Physical Systems and Internet of Things Week 2021. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3446913.3460317.
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Petz, Marc, Mary Musto, Christoper Lawson, Keith Takens, and Laura Robinson. "Autism XR." In SIGGRAPH '19: Special Interest Group on Computer Graphics and Interactive Techniques Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3306449.3328801.
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Guan, Aonan, Jie Chen, and Tiffany Y. Tang. ""Voices of Autism"." In the 2018 Artificial Intelligence and Cloud Computing Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3299819.3299838.
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Duarte, Carlos, Luis Carriço, Tiago Guerreiro, Carla Almeida, Soraia Nobre, and Ana Margarida Campos. "Supporting autism therapists." In CHI '14: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2559206.2581223.
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Hart, Mary. "Autism/excel study." In the 7th international ACM SIGACCESS conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1090785.1090811.
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Frauenberger, Christopher, Judith Good, and Narcis Pares. "Autism and Technology." In CHI'16: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2851581.2856494.
Full textReports on the topic "Autism"
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Border, Peter, and Margaret Laurie. Autism. Parliamentary Office of Science and Technology, January 2020. http://dx.doi.org/10.58248/pn612.
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Paul, Satashree. Autism Spectrum Disorder. Science Repository, February 2021. http://dx.doi.org/10.31487/sr.blog.26.
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Anderson, George M. Biomarkers for Autism and for Gastrointestinal and Sleep Problems in Autism. Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada570226.
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Anderson, George M. Biomarkers for Autism and for Gastrointestinal and Sleep Problems in Autism. Fort Belvoir, VA: Defense Technical Information Center, October 2013. http://dx.doi.org/10.21236/ada592834.
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Anderson, George M. Biomarkers for Autism And For Gastrointestinal And Sleep Problems In Autism. Fort Belvoir, VA: Defense Technical Information Center, October 2011. http://dx.doi.org/10.21236/ada555058.
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Waldman, Michael, Sean Nicholson, and Nodir Adilov. Does Television Cause Autism? Cambridge, MA: National Bureau of Economic Research, October 2006. http://dx.doi.org/10.3386/w12632.
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Danso, Nana Nyama Danso. An Africa Without Autism. West Africa Civil Society Institute (WACSI), May 2020. http://dx.doi.org/10.15868/socialsector.36943.
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Roux, Anne, Kyle Chvasta, Kaitlin Koffer Miller, Dylan Cooper, Sha Tao, Eva Assing-Murray, Paul Shattuck, and Lindsay Shea. National Autism Indicators Report: Introduction to Medicaid and Autism. Policy Insight Series. A.J. Drexel Autism Institute, March 2023. http://dx.doi.org/10.17918/nair_medicaid_2023.
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Medicaid is the largest source of public health insurance in the U.S. In 2018, Medicaid provided public health insurance for 97 million low-income citizens in the U.S. including 9 million people with disabilities of all ages. In 2020, nearly one in every five people in the U.S. were ensured by Medicaid. Medicaid is important for autistic people and their family members. Yet, we know that autistic people and their families face difficulties navigating the process to enroll in Medicaid and then accessing the services Medicaid covers. While there are many publications that explain basic facts about Medicaid, and information about Medicaid for autistic individuals, few focus on the how autistic people use this public insurance or on what services Medicaid covers for children, youth, and adults on the autism spectrum. This report explores these topics using data from the Centers for Medicaid and Medicare Services (CMS) from 2008-2016.
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Anderson, Kristy A., Jessica E. Rast, Anne M. Roux, Tamara Garfield, and Paul T. Shattuck. National Autism Indicators Report: Children on the autism spectrum and family financial hardship. A.J. Drexel Autism Institute, June 2020. http://dx.doi.org/10.17918/nairfinancialhardship2020.
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Families of children with ASD face significant financial challenges due to their child's complex service needs and frequent out-of-pocket expenditures for community services and health care. This report describes financial hardship among families of children with ASD (ages 3-17 years) and their participation in safety net programs.
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Anderson, Kristy A., Anne M. Roux, Hillary Steinberg, Tamara Garfield, Jessica E. Rast, Paul T. Shattuck, and Lindsay L. Shea. The Intersection of National Autism Indicators Report: Autism, Health, Poverty and Racial Inequity. A.J. Drexel Autism Institute, April 2022. http://dx.doi.org/10.17918/nairintersection2022.
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This report examines the following two questions: 1) do income-based differences in health and health care outcomes look the same for children with and without autism? and 2) do income-based differences in health and health care outcomes look the same for BIPOC (Black, Indigenous, and People of Color) children with autism and white children with autism? Examining the health and healthcare outcomes of children with autism in combination with other social characteristics offers several advantages. First, we can illuminate how demographics alone, and in combination with other social characteristics of children, are associated with differences in the rates of health and healthcare outcomes they experience. Second, it increases our understanding of the health-related experiences of social groups who are often neglected in research. Third, it provides current and comprehensive evidence on how children with autism experience relative disadvantages related to social determinants of health, which are aspects of the environment that affect health, functioning, and quality-of-life outcomes and risks.