PRACTICAL ASPECTS OF THE INTERVENTION ON CHILDREN WITH AUTISM SPECTRUM DISORDER
Keywords:autism, educational and behavioural methods, teamwork, partnership with parents, qualitative research
AbstractAutism is a complex disorder that affects many levels of mental development therefore requires a comprehensive and multidisciplinary intervention. Autism spectrum disorders (ASD) have become increasingly more common in Romania, which required the creation of services in which to intervene in specific ways. This article aims to analyse the difficulties of professionals who working with children with ASD and solutions they use. Research methodology is a qualitative, a fieldwork based on semi-structured interviews in two non-governmental organizations and a special school have as beneficiaries children with ASD. The subjects interviewed are from different professions: teachers, psychologists, social workers and managers, but also parents of children with ASD. Data analysis shows that the greatest difficulties are related to working with parents, their children's challenging behaviours and the organization and coordination of services. Research findings include several measures to improve their services dealing with people with ASD, based primarily on practical solutions identified.
Beaudoin, A.J., Sébire, G. and Couture M. (2014). Parent training interventions for Toddlers with Autism Spectrum Disorder. Autism Research and Treatment, article ID 839890, 15 pages.
Boesch, M.C., Wendt, O., Subramanian, A. and Hsu, N. (2013). Comparative efficacy of the picture exchange communication system (PECS) versus a speech-generating device: Effects on requesting skills. Research in Autism Spectrum Disorders, 7, 480-493.
Chasson, G.S., Harris, G.E. and Neely, W.J. (2007). Cost comparison of early intensive intervention and special education for children with autism. Journal of Child Family Studies, 16 (3), 401-413.
Corsello, C.M., Early intervention in autism. Infants & Young Children, 18 (2), 74-85.
Diaconu, S., Nițu, C., Oros, A. and Grozăvescu, R. (2009). Tendințe actuale în terapia tulburării de spectru autist. Journal for Neurology and Psychiatry of Child and Adolescent in Romania, 3 (3-4), 61-72.
Gheorghiu, M.D. and Moatty, F. (2005). Les conditions du travail en équipe. Post-enquête ”Conditions et organisation du travail dans établissement de santé”. Direction de la Recherche des Études de l’Évaluation et des Statistiques, Document de Travail no 43, available online at http://www.cee-recherche.fr/fr/doctrav/travail_equipe_43.pdf [accesat la 15.01.2015].
Goffman, N. (2007). Viața cotidiană ca spectacol. Comunicare.ro, București.
Hess, K.L., Morrier, M.J., Helfin, L.J. and Ivey, M.L. (2008). Autism treatment survey: services received by children with autism spectrum disorders in public school classrooms. Journal of Autism and Developmental Disorders, 38 (5), 961-971.
Hodge, N. and Runswick-Cole, K. (2008). Problematising parent–professional partner-ships in education. Disability & Society, 23 (6), 637-647.
Howard, J.S., Sparkman, C.R., Cohen, H.G., Green, G. and Stanislaw, H. (2005). A comparison of intensive behavior analytic and eclectic treatments for young children with autism. Research in Developmental Disabilities, 26, 359-383.
Matson, M.L., Mahan, S., Matson, J.L. (2009), Parent training: A review of methods for children with autism spectrum disorders. Research in Autism Spectrum Disorders, 3, 868-875.
Mesibov, G.B., Shea, V. (2010). The TEACCH program in the era of evidence-based practice. Journal of Autism and Developmental Disorders, 40 (5), 570-579.
Oono, I.P., Honey, E. and McConachie, H. (2013). Parent-mediated early intervention for young children with autism spectrum disorders. The Cochrane Database of Systematic Reviews, 4, 1-98.
Ospina, M.B., Krebs Seida, J., Clark, B., Karkhaneh, M., Hartling, L., Tjosvold, L., Vandermeer, B., Smith, V., Behavioural and developmental interventions for autism spectrum disorder: A clinical systematic review. Plos One, 3 (11), 1-32.
Ozonoff, S. and Cathcart, K. (1998). Effectiveness of a home program intervention for young children with autism. Journal of Autism and Developmental Disorders, 28 (1), 25–32.
Ozonoff, S., Goodlin-Jones, B.L. and Solomon, M. (2005). Evidence-based assessment of autism spectrum disorders in children and adolescents. Journal of Clinical Child Adolescent Psychology, 34 (3), 523-540.
Panerai S., Ferrante L. and Zingale M. (2002). Benefits of the treatment and education of autistic and communication handicapped children (TEACCH) programme as compared with a non-specific approach. Journal of intellectual disability research, 46 (4), 318–327.
Panerai, S., Zingale, M., Trubia, G., Finocchiaro M., Zuccarello, R., Ferri, R., Elia, M. (2009). Special education versus inclusive education: the role of the TEACCH program. Journal of Autism and Developmental Disorders, 39 (6), 874-82.
Ringdahl, J.E., Kopelman, T. and Falcomata, T.S. (2009). Applied behavior analysis for children with autism spectrum disorders. In Matson, J.L. (ed.), Applied Behavior Analysis for children with Autism Spectrum Disorders. Springer, New-York, 15-33.
Sallows, G.O. and Graupner, T.D. (2005) Intensive behavioral treatment for children with autism: four-year outcome and predictors. American Journal of Mental Retardation, 110 (6), 417-438.
Suppo, J. and Kim, F. (2012). Parent training for families who have children with autism: A review of the literature. Rural Special Education Quarterly, 31 (2), 12-26.
Virues-Ortega, J., Julio, F.M., Pastor-Barriuso, R., (2013) The TEACCH program for children and adults with autism: A meta-analysis of intervention studies. Clinical Psychology Review, 33, 940–953.
Zachor, D.A., Ben-Itzchak, E., Rabinovich, A-L. (2007), Change in autism core symptoms with intervention. Research in Autism Spectrum Disorders, 1, 304–317.