Relevant bibliographies by topics / Parents of autistic children

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Parents of autistic children'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Parents of autistic children"

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De Froy, Adrienne, and Pamela Rosenthal Rollins. "The cross-racial/ethnic gesture production of young autistic children and their parents." Autism & Developmental Language Impairments 8 (January 2023): 239694152311595. http://dx.doi.org/10.1177/23969415231159548.

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Background & Aims Early gesture plays an important role in prelinguistic/emerging linguistic communication and may provide insight into a child's social communication skills before the emergence of spoken language. Social interactionist theories suggest children learn to gesture through daily interactions with their social environment (e.g., their parents). As such, it is important to understand how parents gesture within interactions with their children when studying child gesture. Parents of typically developing (TD) children exhibit cross-racial/ethnic differences in gesture rate. Correlations between parent and child gesture rates arise prior to the first birthday, although TD children at this developmental level do not yet consistently exhibit the same cross-racial/ethnic differences as their parents. While these relationships have been explored in TD children, less is known about the gesture production of young autistic children and their parents. Further, studies of autistic children have historically been conducted with predominantly White, English-speaking participants. As a result, there is little data regarding the gesture production of young autistic children and their parents from diverse racial/ethnic backgrounds. In the present study, we examined the gesture rates of racially/ethnically diverse autistic children and their parents. Specifically, we explored (1) cross-racial/ethnic differences in the gesture rate of parents of autistic children, (2) the correlation between parent and child gesture rates, and (3) cross-racial/ethnic differences in the gesture rates of autistic children. Methods Participants were 77 racially/ethnically diverse cognitively and linguistically impaired autistic children (age 18 to 57 months) and a parent who participated in one of two larger intervention studies. Naturalistic parent–child and structured clinician–child interactions were video recorded at baseline. Parent and child gesture rate (number of gestures produced per 10 min) were extracted from these recordings. Results (1) Parents exhibited cross-racial/ethnic differences in gesture rate such that Hispanic parents gestured more frequently than Black/African American parents, replicating previous findings in parents of TD children. Further, South Asian parents gestured more than Black/African American parents. (2) The gesture rate of autistic children was not correlated with parent gesture, a finding that differs from TD children of a similar developmental level. (3) Autistic children did not exhibit the same cross-racial/ethnic differences in gesture rate as their parents, a result consistent with findings from TD children. Conclusions Parents of autistic children—like parents of TD children—exhibit cross-racial/ethnic differences in gesture rate. However, parent and child gesture rates were not related in the present study. Thus, while parents of autistic children from different ethnic/racial backgrounds appear to be conveying differences in gestural communication to their children, these differences are not yet evident in child gesture. Implications Our findings enhance our understanding of the early gesture production of racially/ethnically diverse autistic children in the prelinguistic/emerging linguistic stage of development, as well as the role of parent gesture. More research is needed with developmentally more advanced autistic children, as these relationships may change with development.
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Liang, Bridget. "Divided Communities and Absent Voices: The Search for Autistic BIPOC Parent Blogs." Studies in Social Justice 16, no. 2 (March 11, 2022): 447–69. http://dx.doi.org/10.26522/ssj.v16i2.3407.

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Both autistic adults and families of autistic children rely heavily on blogs and other digital platforms to create community and gain experiential knowledge about autism, but research on autism blogs has failed to distinguish between the perspectives of autistic adults and neurotypical parent bloggers. Furthermore, intersections in the experiences of BIPOC autistics are rarely examined. Using a content analysis with a feminist Critical Disability Studies lens, I explore six autism parent blogs from diverse demographics: a white neurotypical father, a white autistic mother in an interracial relationship, a white neurotypical mother, an Indigenous autistic trans father, a Black autistic nonbinary mother, and a Black neurotypical mother. I examine the attitudes of these bloggers to get a sampling of their opinions on autism, how they parent autistic children, and how their social location, specifically race, impacts their experiences. More intersectional research needs to be done to boost the perspectives of BIPOC autistics and the expertise of autistic parents.
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Eslami, Neda, Taraneh Movahed, and Masoumeh Asadi. "Parents' Perceptions of the Oral Health-related Quality of Life of their Autistic Children in Iran." Journal of Clinical Pediatric Dentistry 42, no. 6 (January 1, 2018): 422–26. http://dx.doi.org/10.17796/1053-4625-42.6.3.

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Objectives: The aim of this study was to evaluate parents' perception of the oral health-related quality of life (OHRQoL) of autistic children in Iran, and to determine the quality of life of their families in relation to child' oral health status. Study design: 70 families with at least one child with autism, and 70 families with normal children were enrolled. Parents' perceptions of the OHRQoL of children were assessed using pre-validated PedsQL oral health scale questionnaire. PedsQL Family Impact Module questionnaire was also used to evaluate the impact of having an autistic child on the quality of life of their families. Both of the questionnaires were filled by parents. Parents of children with autism spectrum filled a separate questionnaire for the sibling of the autistic child. In the control families, child-reported PedsQL oral health scale questionnaire was also filled by the child himself/herself. Mann-Whitney U-test, and chi-square were used for statistical analysis. Results: There was a significant difference in the mean total score of PedsQL oral health scale questionnaire between autistics and controls. Parents of normal children reported more oral problems (p<0.001). There was not a significant difference in the mean total score of PedsQL Family Impact Module questionnaire between the families of autistics and controls in the last 7 and 30 days. Conclusion: According to parents' point of view, oral health-related quality of life of autistic children was better than normal children. However, parents of autistic children had more problems in the social and communication issues.
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Kusmiati, Yopi, and Achmad Syarifudin. "Extra Attention Toward Autistic Children: Islamic Psychology Perspective." Psikis : Jurnal Psikologi Islami 7, no. 1 (June 30, 2021): 31–44. http://dx.doi.org/10.19109/psikis.v7i1.7994.

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Having an autistic child is a challenge for some parents because an autistic child should be treated specifically, based on condition and ability. The autistic child needs more extra attention than a non-autistic child because the attention from family can accelerate the development and ability of an autistic child, but not all parents can do the treatment because of various reasons. This study aimed to reveal the family's treatment which had an autistic child, especially parent or autistic's sister and brother. The study was done by using qualitative method with a phenomenological approach. The findings showed that there were three treatments of the family to treat an autistic child in daily life, they were extra attention, attention, and inattention. Extra attention was the informant included in the category who gave extra attention to a child. They were strongly caring about their child’s ability, food, and education. The attention category was an informant who did not fully give attention to their child, and not all time. The inattention category was an informant who rarely cares for their child, it related to the development of the child, education, and life.
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Wang, Binyan. "User Interface Design of an Interactive Story Application for Autistic Children and Parents." Lecture Notes in Education Psychology and Public Media 10, no. 1 (September 14, 2023): 270–80. http://dx.doi.org/10.54254/2753-7048/10/20230254.

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The prevalence of autism is increasing year by year. At the same time, the parents of autistic children often suffer from poor mental states, which brings heavy financial and emotional burdens to the family. With the popularization of electronic devices, its prospective to intervene autistic children with applications on electronic devices. It not only doesnt limit when and where we use it, but also enables parents to interact with autistic children while working outside, saving a lot of costs on the therapy. The application is designed to help autistic children solve the problems of stereotyped repetitive behaviors and communication difficulties. This article analyzes the visual, cognitive, and interactive habits of autistic children, and summarizes the preferences of autistic children. In order to encourage the participation of parents, the article also analyzes the ways that parents can get involved in the game, such as training and guidance. Through these analyses, the author summarizes the principles of UI design for autistic children. This article intends to design an application that can connect autistic children and parents through the internet and encourage autistic children to complete the tasks in the games under the guidance of parents voices and stories, which will intervene the autistic childrens therapy effectively. In this way, parents can grasp the learning process of their children, which will reduce parents anxiety and improve the relationship between parents and their children.
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McCauley, James B., and Marjorie Solomon. "Characterizing Parent–Child Interactions in Families of Autistic Children in Late Childhood." Social Sciences 11, no. 3 (February 28, 2022): 100. http://dx.doi.org/10.3390/socsci11030100.

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Parent–child interactions are influential to a wide range of positive developmental processes in neurotypical children, yet contributions to our understanding of these interactions using observational methods in families of children on the autism spectrum are lacking. The aim of the current study is to investigate how autism symptoms might impact these interactions. We use a family discussion task to: (1) compare families of autistic children aged 8–12 years (n = 21) to families of typically developing children (n = 21, matched on age and cognitive abilities) on the observed levels of supportive and directive behaviors in the parent–child relationship, and (2) examine the associations between parent–child interaction characteristics and child functioning. Results showed no differences in the observed levels of supportive behavior exhibited by parents, but significantly less supportive behavior in autistic children compared to neurotypical children. In addition, parents of autistic children had higher levels of observed directive behavior compared to parents of neurotypical children. Levels of supportive behavior in parents and autistic children were negatively associated with child ADHD symptoms. Findings reinforce literature on younger children describing positive parenting characteristics and further rebuke historical accounts of negative parenting qualities of parents of autistic children.
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Mathée-Scott, Janine, and Susan Ellis Weismer. "Naturalistic parent–child reading frequency and language development in toddlers with and without autism." Autism & Developmental Language Impairments 7 (January 2022): 239694152211367. http://dx.doi.org/10.1177/23969415221136740.

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Background and aims The efficacy of parent–child reading for supporting language development has been well-established in the neurotypical (NT) literature. For children with autism spectrum disorder, (ASD) who may be at risk for delays in language development, prior research has shown promise for shared book-reading interventions. Yet there has been limited research on naturalistic parent–child reading with autistic children to date. The present study aimed to fill this missing link in the current literature. Methods Fifty-seven autistic toddlers participated at two developmental time points: Time 1 ( Mage = 30.4 months) and Time 2 ( Mage = 43.8 months). An NT control group ( N = 31) was matched on age to a subset of the ASD group ( N = 33). We assessed group differences in parent–child reading frequency between age-matched NT and autistic groups. Using a one-year follow-up design, we evaluated the relationship between parent–child reading and autistic children’s language development. Results Cross-group comparisons revealed that parents of age-matched NT children reported significantly more frequent weekly parent–child reading than parents of autistic toddlers. After a one-year follow-up with the autistic group, within-group analyses revealed that greater frequency of parent–child reading (controlling for maternal education, books in the home, and autism symptom severity) was associated with larger growth in autistic toddlers’ receptive and expressive language skills. Conclusions and implications These findings have important clinical implications as they emphasize the potential of parent–child reading for supporting autistic children’s language development. Findings demonstrate that frequency of parent–child reading is associated with language development over one year. Findings also demonstrate that parents of autistic children engage in less frequent parent–child reading than parents of age-matched NT peers, suggesting these parents may face more barriers to implementing parent–child reading than parents of NT children.
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Taft, Lawrence T. "PARENTS OF AUTISTIC CHILDREN." Developmental Medicine & Child Neurology 11, no. 1 (November 12, 2008): 104–6. http://dx.doi.org/10.1111/j.1469-8749.1969.tb01402.x.

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Gombosi, Peter G. "Parents of Autistic Children." Psychoanalytic Study of the Child 53, no. 1 (January 1998): 254–75. http://dx.doi.org/10.1080/00797308.1998.11822486.

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Milgram, Norman A., and Mira Atzil. "Consensus and Conflict in Parents of Autistic Children." Psychological Reports 61, no. 2 (October 1987): 557–58. http://dx.doi.org/10.2466/pr0.1987.61.2.557.

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Parents raising autistic children at home tended to agree on “objective” aspects of parenting—how difficult their child is, each parent's share of parenting responsibility, school/home collaboration, counseling received, child's attainments at maturity. They disagree on the “subjective”—fairness of each parent's share of parenting, how much each parent should do, whether child's living at home is worthwhile. Latter findings suggest parental discord warranting professional counseling.
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Dissertations / Theses on the topic "Parents of autistic children"

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Chee, Ming-mu Anthony, and 錢孟武. "Stress of parents with autistic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31248883.

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Chee, Ming-mu Anthony. "Stress of parents with autistic children /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115698.

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McGrath, Wanita. "Educating children presenting with autistic spectrum disorder: exploring parents' experiences." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/10265.

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According to Pienaar and Raymond (2013, p.10) learners with disabilities have historically experienced the most serious exclusion from learning. The worldwide call for inclusive education prompted South Africa to develop the White Paper 6 (WP6) (2001, p.18) which clearly states that for Inclusive Education to be successfully implemented in South Africa, there has to be an acknowledgement that all children and youth can learn. The implementation of WP6 therefore not only benefits learners with special educational needs, but all South African learners by implementing "a more flexible system of education that focuses on removing barriers to learning and creating learning-friendly environments" (Pienaar and Raymond, 2013, pp. 10-11). However, a great disparity exists in what is proposed in official documents such as WP6 and what parents of children with barriers to learning actually experience within schools. This phenomenological study employed memory work, drawings and focus group discussions with four purposively selected parents to explore parents’ experiences of the education of their children who are on the Autistic Spectrum. Bronfenbrenner’s Eco-systemic perspective was used to make meaning of the data. The findings show that parents find the education of their autistic children as a stressful and isolating experience because of an unprepared education system. Despite the challenges, the participants also find their experiences to be a journey of personal growth and fulfilment. The study therefore recommends that schools should engage parents of autistic children more actively in order to make inclusion of such children effective. Teachers who are expected to practice inclusivity in schools should be adequately prepared to work with children presenting with ASD through a collaborative effort of the Department of Health and the Department of Education.
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Songlee, Dalhee. "Parents' satisfaction with the education of their child with autism." Full text available online (restricted access), 2002. http://images.lib.monash.edu.au/ts/theses/Songlee.pdf.

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Mattingly, Lisa-Marie. "The educational placement of children with autism what do parents think? /." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001mattinglyl.pdf.

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Thigpen, Dee. "Parents' perceptions of effective coping strategies for raising a child with autism." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3365.

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The purpose of this study is to identify the main stessors that parents experience when raising an autistic child and parents' perceptions of what can help them cope better. It is important that parenting stressors and coping strategies are identified as they relate to the age of the child with autism.
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Montgomery, Quinn Vickers. "The effects of parent training on parents' use of appropriate praise and child's quantity of spoken words." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1218559007.

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Stoner, Julia B. Bock Stacey Jones Thompson James R. "Parental perceptions of the interactions between parents of young children with autism spectrum disorders and education professionals." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087875.

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Thesis (Ed. D.)--Illinois State University, 2003.
Title from title page screen, viewed November 1, 2005. Dissertation Committee: Stacey Jones Bock, James R. Thompson (co-chairs), Maureen E. Angell, E. Paula Crowley, Barbara S. Heyl. Includes bibliographical references (leaves 168-183) and abstract. Also available in print.
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Hitge, Marcel. "Fathers' coping with the day-to-day stressors of living with a child on the autistic spectrum." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/8628.

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In general there is very little research on the coping styles that the fathers of children suffering from Autistic Spectrum Disorder (ASD) use in order to cope with the day-to-day demands and stressors that result from their child‘s unique condition. The research study focuses on the fathers of children on the autistic spectrum and how they cope with the stressors resulting from their children‘s condition on daily basis. The study made use of Bronfenbrenner‘s Ecosystemic Theory of Human Development as the guiding theoretical framework in exploring and describing this specific research domain. This was a qualitative study and it was phenomenological, descriptive and analytical in nature. The reason for this was to hear the voices of the fathers and explore in-depth how they deal with the daily stressors resulting from their children‘s condition. Semi-structured interviews were utilised where the fathers were asked to respond to an open-ended question. The data that was obtained from the fathers was analysed by means of content analysis. The sample size of the study was small (n=5) and other limitations included a small number of previous studies done on the fathers of children on the autistic spectrum. The literature that is available that focused on the fathers of ASD children are often old and might possibly be out dated. However, this study aimed to hear the voices of the fathers of children on the autistic spectrum and explore how they cope with the daily stressors. Therefore, this study will contribute to the literature on the fathers of ASD children.
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Boyer, Heather Ann. "The school and parent autism wars : a civil rights struggle /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008283.

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Books on the topic "Parents of autistic children"

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D, Powers Michael, ed. Children with autism: A parents' guide. Rockville, MD: Woodbine House, 1989.

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Wolfe, Juliette De. Parents of children with autism: An ethnography. New York, NY: Palgrave Macmillan, 2014.

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Wing, Lorna. Autistic children: A guide for parents and professionals. 2nd ed. New York: Brunner/Mazel, 1985.

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Reirdon, Bethany. Matthew: Guidance for parents of children with autism. Cicero, NY: Distributed by Program Development Associates, 2003.

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Rivières-Pigeon, Catherine Des, and Isabelle Courcy. Autisme et TSA: Quelles réalités pour les parents au Québec? Québec (Québec): Presses de l'Université du Québec, 2014.

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Bahadursingh, Prithiviraj. For the love of pan. Trinidad and Tobago?]: [Prithiviraj Bahadursingh], 2018.

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Lisha. Wo wang ji wo zi ji yi jing zhang da le: Pei zi bi zheng hai zi wan. Taizhong Shi: Taizhong Shi zheng fu wen hua ju, 2009.

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Adams, Lynn. Parenting on the autism spectrum: A survival guide. San Diego, California: Plural Publishing, Incorporated, 2013.

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Anderson, Kyra. Gravity pulls you in: Perspectives on parenting children on the autism spectrum. Bethesda, MD: Woodbine House, 2010.

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Silverman, Chloe. Understanding autism: Parents, doctors, and the history of a disorder. Princeton: Princeton University Press, 2012.

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Book chapters on the topic "Parents of autistic children"

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Coppala, A. Cameron, and Jack A. Hardy. "Attitudes Toward Autism of Parents Raising Autistic Children." In Studies in Corpus-Based Sociolinguistics, 236–52. New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315527819-10.

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Cohen, Hilit Bechor, and Hadas Benari Livny. "The autistic constitution and its impact on the disruption of parental functioning." In Treating Children with Autistic Spectrum Disorder, 117–34. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315143002-7.

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Teale, Sandra. "Specialist ServicesEducation for Children with Autism Spectrum Disorders and Social Stories for Parents of Autistic Children." In Child and Adolescent Mental Health, 609–15. 3rd ed. Third edition. | New York, NY: Routledge, 2021.: CRC Press, 2021. http://dx.doi.org/10.4324/9781003083139-94.

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Ni'matuzahroh, Nurreza Nimas Putri, and Mein-Woei Suen. "Validity and reliability of quality of life scale for parents of autistic children in Indonesia." In Families Mental Health and Challenges in the 21st Century, 114–20. London: Routledge, 2023. http://dx.doi.org/10.1201/9781003402381-15.

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Dussarps, Clément, and Denis Dussarps. "Info-Communication Practices of Autistic Children's Parents on the Internet: Trust Issues and Legitimacy." In Confidence and Legitimacy in Health Information and Communication, 67–86. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119549741.ch4.

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Schreibman, Laura, and Robert L. Koegel. "Fostering self-management: Parent-delivered pivotal response training for children with autistic disorder." In Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice., 525–52. Washington: American Psychological Association, 1996. http://dx.doi.org/10.1037/10196-020.

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Dawson, R. L. "Autistic Children." In Teacher Information Pack 1: Behaviour, 41–48. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08997-0_4.

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Heimlich, Evelyn Phillips, and Arlene J. Mark. "The Autistic Child." In Paraverbal Communication with Children, 141–57. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4613-0643-6_9.

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Patten, Kristie K. "Autistic Children and Youth*." In Adaptation, Coping, and Resilience in Children and Youth, 19–44. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003522515-3.

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Renvoize, Jean. "The parents." In Children in Danger, 153–74. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003410942-9.

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Conference papers on the topic "Parents of autistic children"

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Mano, Elona. "Parents of autistic children and social support." In The 3rd Virtual Multidisciplinary Conference. Publishing Society, 2015. http://dx.doi.org/10.18638/quaesti.2015.3.1.224.

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Badi’ah, Atik, Ni Ketut Mendri, Heru Santoso Wahito Nugroho, and Wawuri Handayani. "Effect of Trained Parenting on the Development of Autistic Children at Autism Schools in Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.83.

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ABSTRACT Background: Autistic children are unique individuals who have different abilities and characteristics, so that they have different ways of interacting with themselves and the environment. The development of interest in children with autism can be hampered. Parenting in children with autism includes parents of autistic children who provide emotional, social, informational and practical support to develop children’s interests with autism. Based on the results of a preliminary study conducted by the author at 8 Special Schools (SLB) in Yogyakarta and Ponorogo, East Java, most parents (93%) thought that enrolling autistic children in special schools (SLB) meant that their efforts had been said. enough. The purpose of this study was to analyze the effect of parenting on the development of interest in autistic children in autistic schools. Subject and Method: This was a quasi-experiment pretest-posttest design with control group design conducted at the seven autism schools in Yogyakarta and one autism school in Ponorogo, East Java. A sample of autistic children selected by purposive sampling with the criteria of a pair of parents with autistic children aged 6-12 years. The dependent variable was development of interest in children with autism. The independent variable was parenting. The first observation was to determine the development of interest in children with autism before being given parenting and the second observation after being given parenting. Data was analyzed by bivariate analysis by Wilcoxon Rank Test. Results: The development of interest in autistic children was higher after the intervention with trained parenting than before, and it was statistically significant (p <0.001). Conclusion: Giving trained parenting is effective in increasing the development of interest in children with autism in Autism Schools in Yogyakarta and Ponorogo, East Java. Keywords: Parenting, interest development, autistic children Correspondence: Atik Badi’ah. School of Health Sciences, Yogyakarta. Email: atik.cahyo@yahoo.com. Mobile: +628164267407. DOI: https://doi.org/10.26911/the7thicph.03.83
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Barbazi, Neda, and Cecilia Xi Wang. "Perceiving Through Colors: Visual Supports for Children with Autism." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003667.

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Visual supports are a communication tool for children with autism spectrum disorder (ASD) to expand their interaction with their surroundings. Interventions to assist children with autism include visual resources as cognitive methods to help them understand concepts, communicate needs, and better navigate their world. One of the key elements in effective visual interaction with an essential effect on autistic children’s behavior is color. Prior studies demonstrated that various colors have different impacts on children with autism. Responses to color are both physiological and psychological. Children with ASD may show unusual sensory processing and perception, as observed by anecdotal evidence from persons with autism and their parents, caregivers, and teachers, suggesting that autistic children may perceive colors differently compared to neurotypical children. Colors’ effect on ASD children may extend well beyond what we imagine. We should not neglect the importance of the particular color effect to avoid sensory overload and attain an optimal setting for children with ASD. Our research tries to further investigate and highlight the relationship between autism and colors by decoding the need of autistic children as follows: (i) whether the color perception is atypical in these children, (ii) highlighting autism-friendly colors, (iii) underlining what colors can improve ASD children’s interaction skills and attention span in different settings. This need-finding study extracted from the existing research and the feedback of users and clinical professionals to identify categories of needs and in-depth observations to understand those categories. Based on our literature review, anecdotal, and observational methods, the results emphasize the need for (i) an in-depth investigation of the physiological and psychological color’s effect; (ii) efficient and reliable tracking methods for unbiased, passive data collection considering challenges associated with the extensive and often unknown interaction characteristics of each autism spectrum; (iii) thorough data analysis and hidden pattern discovery of the collected high-dimensional data; and (iv) adaptive and customizable technology-based guidelines for parents, caregivers, teachers of autistic children, and persons with autism themselves.
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Breana, Bogdan. "Study On Parents’ Involvement In The Autistic Children Therapy Support." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.115.

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Sitimin, Shirley Angie, Zulhabri Ismail, Amily Fikry, Hamizah Hassan, Sabarinah Sh Ahmad, Nusrah Samat, Rosidah Musa, and Rugayah Hashim. "A review on employee benefits for working parents with autistic children." In 2014 IEEE International Symposium on Robotics and Manufacturing Automation (ROMA). IEEE, 2014. http://dx.doi.org/10.1109/roma.2014.7295883.

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Atmi, Ragil Tri, and Fitri Mutia. "The Dynamics of Internet Access Among Autistic Childrens Parents." In Unhas International Conference on Social and Political Science (UICoSP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/uicosp-17.2017.38.

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Pearson, Jamie. "A Critical Discourse Analysis of the Religious Experiences of Black Parents Raising Autistic Children." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2108145.

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Сальникова, Екатерина Петровна. "FEATURES OF PARENTAL RELATIONSHIPS IN FAMILIES WITH CHILDREN WITH DISORDERS AUTISTIC SPECTRUM." In Psychology, Sports science and Medicine (Психология. Спорт. Здравоохранение): сборник статей LXXII International scientific conference (Санкт-Петербург, Декабрь 2023). Crossref, 2024. http://dx.doi.org/10.37539/231220.2023.64.14.002.

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Представлены результаты исследования, направленного на выявление особенностей родительских отношений в семьях, имеющих детей с расстройствами аутистического спектра. Выявлено, что в семьях, имеющих детей с проблемами в развитии, в частности с расстройствами аутистического спектра, часто наблюдаются неправильные формы поведения, которые препятствуют нормальной социализации детей. The results of a study aimed at identifying the characteristics of parental relationships in families with children with autism spectrum disorders are presented. It has been revealed that in families with children with developmental problems, in particular with autism spectrum disorders, abnormal forms of behavior are often observed that interfere with the normal socialization of children.
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Alshalan, Taraf, Ghala Alamri, and Maali Alabullhafith. "Altruistic ASD (Autism Spectrum Disorder) Virtual Reality Game Assisting Neurotypicals Understanding of Autistic People." In 4th International Conference on Natural Language Processing and Machine Learning. Academy and Industry Research Collaboration Center (AIRCC), 2023. http://dx.doi.org/10.5121/csit.2023.130814.

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Autism spectrum disorder is a developmental disability that can cause significant social, communication and behavioural challenges. Parents of children on the spectrum find it difficult for their kids to communicate with them and other people, which makes it challenging for social interactions. Researchers have introduced different solutions such as Therapy Robot that Teaches Social Skills to Children with Autism. Additionally, Virtual reality was used to teach emotional and social skills to children with autism spectrum disorder. However, these solutions focus only on the person on the spectrum, neglecting the fact that the social challenges that people on the spectrum face are partly due to the lack of understanding on the neurotypicals' end. In this study, the solution introduced focuses on the neurotypical perspective; An advanced and interactive intelligent technology that can educate neurotypical people on how to communicate with people on the spectrum in different scenarios and environments. It also allows the learner to see the consequences of the different interactions from the point of view of a person on the spectrum, be aware of their actions, and fully engage in the scenarios through Virtual Reality (VR). Virtual Reality is a technology that simulates experiences that can be similar to the real world. The project objective was achieved by implementing a storyline game that is VR-based
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Ayyash, HF, MO Ogundele, L. Cuff, L. Azmi, and E. Weisblatt. "G516(P) Effect of cygnet training programme at improving parents’ knowledge and confidence in managing autistic children at an integrated neurodevelopmental service in south eastern england." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.500.

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Reports on the topic "Parents of autistic children"

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Sturrock, David, Peter Levell, and Alex Davenport. Why do wealthy parents have wealthy children? The IFS, September 2021. http://dx.doi.org/10.1920/re.ifs.2021.0196.

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Walker, Patricia. An investigation of the consistency of stimulus overselection of autistic children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2906.

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Houser, Daniel, John List, Marco Piovesan, Anya Savikhin Samek, and Joachim Winter. On the Origins of Dishonesty: From Parents to Children. Cambridge, MA: National Bureau of Economic Research, January 2015. http://dx.doi.org/10.3386/w20897.

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Tsugawa, Lance. Verbal models provided for mentally retarded children by parents. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2520.

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Vogl, Tom. Fertility and the Education of African Parents and Children. Cambridge, MA: National Bureau of Economic Research, September 2022. http://dx.doi.org/10.3386/w30474.

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Rast, Jessica E., Kaitlin H. Koffer Miller, Julianna Rava, Jonas C. Ventimiglia, Sha Tao, Jennifer Bromberg, Jennifer L. Ames, Lisa A. Croen, Alice Kuo, and Lindsay L. Shea. National Autism Indicators Report: Health and the COVID-19 Pandemic: July 2023. A.J. Drexel Autism Institute, 2023. http://dx.doi.org/10.17918/covidnair2023.

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The COVID-19 pandemic changed how autistic people accessed services and engaged in their communities, ultimately impacting their quality of life. Access to appropriate services and accommodations help autistic individuals in maintaining employment, pursuing education, caring for their health, and establishing independence. Changes in access to services result in long-term consequences, which can be dire for autistic people. In an effort to improve policies and programs for autistic individuals, documentation of disruptions in accessing services during the COVID-19 pandemic informs better evidence-based practices for future public health emergencies. This report examines the impact of the COVID-19 pandemic on health and healthcare among autistic children and adults. To build a comprehensive picture, we included various data sources, including health care claims and administrative records. We explored the availability of services for autistic children based on caregiver report from the National Survey of Children’s Health (NSCH). To understand hospitalization covered by both private and public health insurance, we used national emergency hospitalization records (via the National Emergency Department Sample [NEDS]) and hospital admissions data (via the National Inpatient Sample [NIS]). Finally, we used patient medical records from Kaiser Permanente Northern California (KPNC) to look at service utilization among adult autistic patients from Northern California over the same period. These data sources cover various populations, some of which provide nationally representative pictures of autistic children and adults, others cover specific or regional populations but cover diverse populations in terms of income and race and ethnicity.
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Jacobsen, George. Group experience with parents of preschool children with seizure disorders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2892.

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Cox, Elizabeth, Mari Palta, Betty Chewning, Tim Wysocki, Tosha Wetterneck, and Rosanna Fiallo-Schare. Tailoring Resources to Help Children and Parents Manage Type 1 Diabetes. Patient-Centered Outcomes Research Institute® (PCORI), August 2019. http://dx.doi.org/10.25302/8.2019.ih.13046279.

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Mateo Díaz, Mercedes, Laura Becerra Luna, Juan Manuel Hernández-Agramonte, Florencia López, Marcelo Pérez Alfaro, and Alejandro Vasquez Echeverria. Nudging Parents to Improve Preschool Attendance in Uruguay. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002901.

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Uruguay has increased it preschool enrollment, reaching almost universal coverage among four- and five-year-olds. However, more than a third of children enrolled in preschool programs have insufficient attendance, with absenteeism higher in schools in lower socioeconomic areas and among younger preschool children. This paper presents the results of a behavioral intervention to increase preschool attendance nationwide. Most previous experiments using behavioral sciences have looked at the impact of nudging parents on attendance and learning for school-age children; this is the first experiment looking at both attendance and child development for preschool children. It is also the first behavioral intervention to use a government mobile app to send messages to parents of preschool children. The intervention had no average treatment effect on attendance, but results ranged widely across groups. Attendance by children in the 25th 75th percentiles of absenteeism rose by 0.320.68 days over the course of the 13-week intervention, and attendance among children in remote areas increased by 1.48 days. Among all children in the study, the intervention also increased language development by 0.10 standard deviations, an impact similar to that of very labor-intensive programs, such as home visits. The intervention had stronger effects on children in the remote provinces of Uruguay, increasing various domains of child development by about 0.33 to 0.37 standard deviations. Behavioral interventions seeking to reduce absenteeism and raise test scores usually nudge parents on both the importance of attendance and ways to improve child development. In this experiment, the nudges focused only on absenteeism but had an effect on both.
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Ruhm, Christopher. How Well Do Parents With Young Children Combine Work and Family Life. Cambridge, MA: National Bureau of Economic Research, January 2004. http://dx.doi.org/10.3386/w10247.

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