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Total Records: 16
List of Research Projects on Pre School and Early Years
Title
A comparative analysis of well-being and coping among mothers of toddlers and mothers of adolescents with ASD
Abstract
The present study examined the impact of autism symptoms and coping strategies on the well-being of mothers of children with autism spectrum disorder (ASD). The sample consisted of 153 mothers of toddlers and 201 mothers of adolescents drawn from two ongoing, longitudinal studies of families of individuals with ASD. For mothers of toddlers, lower levels of emotion-focused coping and higher levels of problem-focused coping were generally associated with better maternal well-being, regardless of the level of child symptomatology. For mothers of adolescents, coping often acted as a buffer when autism symptoms were high. Although there was evidence of maternal distress in both groups, the presence of significant buffering effects reflects adaptation in the face of stress, particularly for mothers of adolescents.
A comparison of contexts for assessing joint attention in toddlers on the autism spectrum
Abstract
Children on the autism spectrum often demonstrate atypical joint attention, leading some researchers to consider joint attention defecits a core feature of the autism spectrum. Structured measures, such as the Early Social Communication Scales (ESCS), are commonly used to provide a metric of joint attention. To explore the assessment of joint attention in multiple contexts, we implemented an alternative system for coding joint attention behaviors. We compared initiation of joint attention (IJA) and response to joint attention (RJA) behaviors coded from naturalistic examiner—child play samples with similar IJA and RJA behaviors elicited within the structured ESCS protocol. Participants were 20 toddlers on the autism spectrum. Levels of IJA and RJA within the two assessment contexts were significantly and positively correlated, providing support for the use of naturalistic sampling of joint attention skills as a viable alternative, or supplement, to structured measures.
A parent-focused early intervention program for autism: who gets access?
Abstract
BACKGROUND: The EarlyBird program is a psycho-educational early intervention program for parents of children with autistic spectrum disorder (ASD). It aims to provide parents with skills to increase their child's communication and manage challenging behaviour using behavioural techniques. METHOD: Two interlinked studies examined access to the EarlyBird program and barriers which may affect uptake. Study 1 investigated who accessed the EarlyBird program, and what factors influenced this choice. Study 2 was a qualitative investigation which focused on barriers to uptake for ethnic minority groups in New Zealand. RESULTS: Findings indicated that approximately 85% of families eligible for the program do not participate. Non-membership of Autism New Zealand (the agency responsible for administering the program), ethnicity, and length of wait time were significant factors in non-participation. CONCLUSIONS: A model of factors which may influence uptake of interventions targeting the families of children with a disability is proposed.
An evaluation of the need and early intervention support for children (aged 2-4 years) with an autistic spectrum disorder in Northern Ireland (Northern Ireland Statistics and Research Agency)
Abstract
The Department of Education Northern Ireland commissioned a study to look at the need and early intervention support for children aged 2-4 years with an autistic spectrum disorder in Northern Ireland. The study included a literature review to identify strategies for best early intervention.
Key findings from the report:
The review found that internationally there has been a marked increase in the number of research studies undertaken in the field of autistic spectrum disorders in the early years. The focus has been largely on identification, assessment and diagnosis although more evaluations of interventions are appearing, especially of behavioural approaches. The study reviews the evidence on the effectiveness of a range of interventions.
Impairments of pretend play are a diagnostic characteristic of autism. This has been interpreted in terms of a generative impairment. Specifically, children with autism are unable to generate the ideas for pretend play despite an intact underlying ability to understand pretence. The notion of a performance deficit affecting production only has, in part, been based upon observations that children with autism appear to have no difficulty understanding pretence. However, research investigating comprehension is somewhat limited and has only investigated a specific type of pretend play, namely pretend properties. The research reported here investigated the ability of children with autism to understand object substitution pretence and pretend gestures (i.e. using no substitutes).
