Activity Participation Among Children With Autism Spectrum Disorder

Little, Lauren; Sideris, John; Ausderau, Karla; Baranek, Grace T.

doi:10.5014/ajot.2014.009894

Cited by 66 publications

(44 citation statements)

References 38 publications

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Section: Discussionsupporting

confidence: 79%

“…The findings of this study complement current research, in that this population tends to engage in a limited number of activities within school and in the community, the majority of which are done solitarily (Little et al, ; Wainscot et al, ). Little et al () found that in comparison to typically developing children and those with other developmental disabilities, students with AS/HFA spent more time inside during breaks, had fewer social interactions during the school day and had limited, if any, participation in school clubs. The influences effecting participation were not specifically explored in this study; however, literature considers the influence and dynamic interaction of the physical and social environment, as well as the impact that pupils’ interests, motivation and abilities have in supporting or hindering their involvement (Coster et al, ).…”

Section: Discussionsupporting

confidence: 79%

“…Despite this, however, children with AS/HFA are likely to need additional support both inside and outside the classroom in order to enhance participation and optimise their educational experience (Humphrey & Lewis, ). Specific barriers to participation in everyday school activities for students with AS/HFA are largely connected to the triad of impairments, including poor social skills, high levels of anxiety, sensory processing issues and the absence of a peer companion (Little et al, ). Enabling participation in these school activities is central to fostering the student's sense of belonging, in addition to being fundamental for the development of a child's physical, cognitive, social and affective health (Hinder & Ashburner, ).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Parental perspectives on the transition to secondary school for students with Asperger syndrome and high‐functioning autism: a pilot survey study

Peters¹,

Brooks²

2016

British J Special Edu

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The transition to secondary school is a common cause of stress and anxiety, which can be exacerbated by the innate characteristics associated with Asperger syndrome (AS) and high‐functioning autism (HFA). This study aimed to explore experiences of the transition to secondary school for students with AS/HFA from the parental perspective. Seventeen parents of children with AS/HFA from the north of England completed an online questionnaire about their child's school transitional experience. Responses indicated that there were a number of factors that influenced the experiences of pupils with AS/HFA at school and the preceding transition, including anxiety, bullying, friendship and support at school. Girls with AS/HFA presented with unique issues not commonly seen in the male dominated condition. The transition to secondary school was seen to encompass a number of difficulties for students with AS/HFA. Health and educational services can learn from the experiences explored in this survey in order to inform future practice.

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Section: Discussionsupporting

confidence: 79%

Section: Discussionsupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Parental perspectives on the transition to secondary school for students with Asperger syndrome and high‐functioning autism: a pilot survey study

Peters¹,

Brooks²

2016

British J Special Edu

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“…The current study used an adapted response scale, which measured the frequency of participation across 83 activities on a scale from never (0), monthly (1), weekly (2), to daily (3). An exploratory factor analytic study (Little et al 2014) demonstrated that the HCAS measured six factors of activity participation, including: (1) Parent–Child Household Activities; (2) Community Activities; (3) Outdoor Activities; (4) Neighborhood-Social Activities; (5) Routine Errands; and (6) Faith-based Activities (see Table 2). …”

Section: Methodsmentioning

confidence: 99%

Activity Participation and Sensory Features Among Children with Autism Spectrum Disorders

Little

Ausderau

Sideris

et al. 2015

J Autism Dev Disord

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Sensory features are highly prevalent among children with autism spectrum disorders (ASD) and have been shown to cluster into four patterns of response, including hyperresponsiveness, hyporesponsiveness, enhanced perception, and sensory interests, repetitions and seeking behaviors. Given the lack of large-scale research on the differential effects of sensory response patterns on children's participation in specific activities, this study investigated the extent to which sensory response patterns impacted six dimensions of children's activity participation as measured by the Home and Community Activities Scale among a large, national sample of school aged children with ASD (n = 674). Using mixed model regression, results showed that sensory response patterns differentially impacted dimensions of activity participation, and associations were moderated by a number of child characteristics.

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“…Using the Sensory Experience Questionnaire (SEQ 3.0;Baranek, 2009) and HCAS,Little, Ausderau, Sideris & Baranek (2015) showed that sensory response patterns impacted dimensions of activity participation. The current study referred to the same HCAS six activity groups presented inLittle et al (2014). The current study adapted how HCAS measures frequency of participation in each activity (1=never, 2=seasonally, 3=monthly, 4=weekly, or 5=daily).…”

mentioning

confidence: 99%

Effects of Sensory Processing Patterns on Social Skills and Problem Behaviors

Ismael

Lawson

Dean

et al. 2018

The American Journal of Occupational Therapy

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Sensory processing affects daily life activities including social participation. Numerous research studies have examined the effects of sensory processing on socialization in children with conditions, while limited research examined these effects in children from the general population including typical children. Drawing from a national sample, this study included 54 children aged 3-14, and investigated how sensory processing patterns predicted social skills and problem behaviors. This study focused on shared sensory patterns rather than sensory patterns specific to children with conditions. Multiple linear regression models showed that sensory processing predicted social skills and problem behaviors with sensory avoiding having significant negative partial effect on the social skills outcome. Canonical correlation models revealed strong relationships between sensory processing patterns, and social skills and problem behaviors domains. Findings suggest sensory processing preferences should be considered for all children, not just those with conditions, to enhance social skills and reduce problem behaviors.Keywords: sensory processing, social behavior, adaptive behavior iv Acknowledgements My PhD study was a successful and a very special journey that I couldn't get through without the love and support from the people around me. It is hard for me to explain even a small piece of my gratitude which is beyond what can I write in this section. Many thanks to my parents, Taleb and Nihad, who always believed that one day I will be Dr. Noor! They were always very near, in my heart, surrounding me with love, protection and guidance. Many thanks to my brothers Mohamad, Abdulrahman and Omar, and my sister Sara for visits, phone calls, and wonderful gifts. Not to forget my in-law family for their love and support. I'm blessed to have my life partner and amazing husband Ala'a as a colleague in the same doctoral program. I have learned a lot from his experience in many courses. We always discuss our specialty differences in a way that enriches our knowledge. Together, we split our days to manage study, work, and watching our children! I'm very thankful for all his love, support and patience. I'm also thankful for our amazing children Abdallah and Zaina with their innocence, laughter and play times. They motivate me to finish my work on time to go back home to enjoy my time with them.

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Activity Participation Among Children With Autism Spectrum Disorder

Cited by 66 publications

References 38 publications

Parental perspectives on the transition to secondary school for students with Asperger syndrome and high‐functioning autism: a pilot survey study

Parental perspectives on the transition to secondary school for students with Asperger syndrome and high‐functioning autism: a pilot survey study

Activity Participation and Sensory Features Among Children with Autism Spectrum Disorders

Effects of Sensory Processing Patterns on Social Skills and Problem Behaviors

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