Bibliografie tematiche / Parents of autistic children

Letteratura scientifica selezionata sul tema "Parents of autistic children"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 3 marzo 2023

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Articoli di riviste sul tema "Parents of autistic children"

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Liang, Bridget. "Divided Communities and Absent Voices: The Search for Autistic BIPOC Parent Blogs". Studies in Social Justice 16, n. 2 (11 marzo 2022): 447–69. http://dx.doi.org/10.26522/ssj.v16i2.3407.

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Abstract (sommario):
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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Kusmiati, Yopi, e Achmad Syarifudin. "Extra Attention Toward Autistic Children: Islamic Psychology Perspective". Psikis : Jurnal Psikologi Islami 7, n. 1 (30 giugno 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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Eslami, Neda, Taraneh Movahed e Masoumeh Asadi. "Parents' Perceptions of the Oral Health-related Quality of Life of their Autistic Children in Iran". Journal of Clinical Pediatric Dentistry 42, n. 6 (1 gennaio 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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Taft, Lawrence T. "PARENTS OF AUTISTIC CHILDREN". Developmental Medicine & Child Neurology 11, n. 1 (12 novembre 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, n. 1 (gennaio 1998): 254–75. http://dx.doi.org/10.1080/00797308.1998.11822486.

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Milgram, Norman A., e Mira Atzil. "Consensus and Conflict in Parents of Autistic Children". Psychological Reports 61, n. 2 (ottobre 1987): 557–58. http://dx.doi.org/10.2466/pr0.1987.61.2.557.

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Abstract (sommario):
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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McCauley, James B., e Marjorie Solomon. "Characterizing Parent–Child Interactions in Families of Autistic Children in Late Childhood". Social Sciences 11, n. 3 (28 febbraio 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, e Susan Ellis Weismer. "Naturalistic parent–child reading frequency and language development in toddlers with and without autism". Autism & Developmental Language Impairments 7 (gennaio 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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Crane, Laura, Lok Man Lui, Jade Davies e Elizabeth Pellicano. "Autistic parents’ views and experiences of talking about autism with their autistic children". Autism 25, n. 4 (4 gennaio 2021): 1161–67. http://dx.doi.org/10.1177/1362361320981317.

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Little is known about how parents talk about autism with their autistic children, particularly among families in which both a parent and child are autistic. Using an online survey, we gathered quantitative and qualitative data from 34 autistic parents (most of whom had told their children about their diagnosis) to address this knowledge gap. There was considerable overlap between the views and experiences of the autistic parents in this study and the largely non-autistic parent samples in previous research. Specifically, parents emphasised the importance of being open and honest about the diagnosis, disclosing the diagnosis as early as possible, individualising discussions to children’s needs and framing the diagnosis positively. There were, however, areas in which the views and experiences of the current sample differed from previous research on non-autistic samples. First, our sample of autistic parents outlined the benefits of their own experiential expertise, which they felt resulted in heightened understanding and empathy with their children. Second, our sample tended not to express concerns about disclosure potentially having a negative impact. Finally, our participants did not express a want or need for professional support with disclosure. Instead, they reported feeling well equipped to support their children using their own knowledge and lived experience. Lay abstract Previous research examining how parents talk about autism with their children has tended to focus on parents who are not autistic themselves. We collected information on this topic from 34 autistic parents of autistic children (most of whom had told their children about their diagnosis). We found similarities, but also differences, between the views and experiences of autistic parents in this research and those reported in previous research (in studies of largely non-autistic parents). Similarities include the following: it is important to be open and honest about the diagnosis; the diagnosis should be introduced/discussed as early as possible; discussions should be tailored to each individual child’s needs; and we should not overlook the challenges associated with autism, but it is important to focus on positive aspects too. Differences include the following: autistic parents used personal experiences in conversations about autism, which was felt to result in increased understanding and empathy with their children; autistic parents overwhelmingly focused on more positive aspects of an autism diagnosis; our sample did not express concerns that discussions could have negative consequences too (e.g. making children more anxious); and autistic parents did not want or need professional support to talk about autism with their children (instead, they felt confident in using their own knowledge/experiences to guide discussions).
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Usma Naeem, Irfan Abbas e Iqra Majeed. "Impact of Computer-Aided Educational Applications on Communication and Learning Abilities of the Autists". sjesr 5, n. 3 (30 settembre 2022): 57–67. http://dx.doi.org/10.36902/sjesr-vol5-iss3-2022(57-67).

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Computer-aided instructions have significant potential in increasing the educational experiences and facilitating the development of children with special needs (autistic children). Early intervention for autistic children helps their learning, language, and communication skills. This study aimed to explore the perceptions of parents of autists and speech therapists regarding the use of computer-aided educational applications to improve the communication and learning of Autistic Students. A critical paradigm was used for this study, under this paradigm, mixed methods research was used. Under mixed methods research, an explanatory sequential design was used. All the parents of autists and speech therapists of Lahore were considered the population for this study. A purposive sampling technique was used to determine the desired sample size from the population. Seventy-three parents of autists and twenty-eight speech therapists participated in the study. For the quantitative phase, the purposive sampling technique was used. For the qualitative phase, only those parents of autists using mobile/computer applications for student communication and language development were selected. Four instruments were used in this study. The reliability for the parents of autists’ questionnaire was α=.77 and for the speech therapists' questionnaire was α=.96. Data was analyzed using SPSS. It is concluded that parents of autists and speech therapists have average to high perceptions (based on their means) regarding the usage of educational applications. However, positive perceptions were shared by the speech therapists and parents of autists about the educational applications using these applications for specific purposes. It is also noted that an individualized set of activities are essential for autistic children.
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Più fonti

Tesi sul tema "Parents of autistic children"

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Chee, Ming-mu Anthony, e 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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Abstract (sommario):
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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Abstract (sommario):
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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Abstract (sommario):
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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Libri sul tema "Parents of autistic children"

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

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

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

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Beautiful Ben--my son with autism: Our family stories of life with Ben. Tully, NY: Ariminta Books, 2009.

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Autism: A practical guide for parents. Lexington, KY?]: Autism Sparks, 2012.

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Le labyrinthe de Jean-Michel: Mon fils autiste de la maternelle à l'université. Montréal: Éditions Publistar, 2009.

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Living with autism: The parents' stories. Boone, NC: Parkway Publishers, 1995.

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Rivières-Pigeon, Catherine Des, e 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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Living with autism: Sammie's story. Bloomington, IN: Authorhouse, 2010.

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Link, Carrie Wilson. Wil of God: Embracing the relentless love of a special child. Portland, Oregon: Carrie Wilson Link, 2013.

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Capitoli di libri sul tema "Parents of autistic children"

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Coppala, A. Cameron, e 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, e 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. 3a ed. Third edition. | New York, NY: Routledge, 2021.: CRC Press, 2021. http://dx.doi.org/10.4324/9781003083139-94.

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Dussarps, Clément, e 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, e 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, e 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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Whitbourne, Susan Krauss. "Parents and Children". In The Me I Know, 81–97. New York, NY: Springer New York, 1986. http://dx.doi.org/10.1007/978-1-4613-8618-6_5.

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Wolman, Benjamin B. "Parents and Children". In Psychosomatic Disorders, 79–87. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4684-5520-5_10.

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Mattuck. "Parents and Children". In Jewish Ethics, 124–25. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003333548-19.

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Atti di convegni sul tema "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 e 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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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 e 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, e 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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Ayyash, HF, MO Ogundele, L. Cuff, L. Azmi e 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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Macmillan, Kirsty, Tessa Berg, Mike Just e Mary Stewart. "Are autistic children more vulnerable online? Relating autism to online safety, child wellbeing and parental risk management". In NordiCHI '20: Shaping Experiences, Shaping Society. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3419249.3420160.

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Frauenberger, Christopher, Julia Makhaeva e Katta Spiel. "Interaction Design and Autistic Children". In IDC '17: Interaction Design and Children. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3078072.3081309.

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Spiel, Katta, Laura Malinverni, Judith Good e Christopher Frauenberger. "Participatory Evaluation with Autistic Children". In CHI '17: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3025453.3025851.

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Tittagalla, V. Y., R. R. P Wickramarachchi, G. W. C. N. Chandrarathne, N. M. D. M. B. Nanayakkara, P. Samarasinghe, P. Rathnayake e M. G. N. M. Pemadasa. "Screening Tool for Autistic Children". In 2019 11th International Conference on Knowledge and Smart Technology (KST). IEEE, 2019. http://dx.doi.org/10.1109/kst.2019.8687668.

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Rapporti di organizzazioni sul tema "Parents of autistic children"

1

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

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2

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

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3

Houser, Daniel, John List, Marco Piovesan, Anya Savikhin Samek e Joachim Winter. On the Origins of Dishonesty: From Parents to Children. Cambridge, MA: National Bureau of Economic Research, gennaio 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, gennaio 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, settembre 2022. http://dx.doi.org/10.3386/w30474.

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Jacobsen, George. Group experience with parents of preschool children with seizure disorders. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.2892.

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

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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, gennaio 2004. http://dx.doi.org/10.3386/w10247.

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Zimmer, Zachary, Linda Martin, Mary Ofstedal e Yi-Li Chuang. Education of adult children and mortality of their elderly parents in Taiwan. Population Council, 2005. http://dx.doi.org/10.31899/pgy2.1021.

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Fox, Liana, Wen-Jui Han, Christopher Ruhm e Jane Waldfogel. Time for Children: Trends in the Employment Patterns of Parents, 1967-2009. Cambridge, MA: National Bureau of Economic Research, giugno 2011. http://dx.doi.org/10.3386/w17135.

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