Experience, recursive awareness and understanding in autism spectrum disorders: insights of parents and teachers in Singapore

Abstract

Provision of an individually responsive education requires a comprehensive under standing of the inner worlds of learners, such as their feelings and thoughts. However, this is difficult to achieve when learners, such as those with Autism Spectrum Disorders (ASD) and cognitive difficulties, have problems with communication. To address this issue, the current exploratory descriptive study sought the views of 133 Singaporean parents and teachers of school-age learners with ASD and cognitive difficulties regarding the inner experience of their children and students. The findings highlight the variety of abilities and difficulties found in how these learners experience their own mental states and understand those of others. These abilities and difficulties are characterized according to type of mental state and analysed in line with three qualia, those of experience, recursive awareness and understanding. The findings indicate that learners show a greater awareness of their own mental states compared to their ability to understand these same mental states in others. Educational implications are discussed.

Cultivating Mind: Mindfulness Interventions for Children with Autism Spectrum Disorder and Problem Behaviours, and Their Mothers

“…The overall pattern indicates the more mothers were engaged in mindfulness practice the better intervention outcomes were. This result demonstrates the importance of maintaining an ongoing mindfulness practice, and the challenges entailed in this (Hwang et al 2013). Although we utilised support mechanisms (e.g., online and face-to-face meetings) to assist the mothers and their children in their mindfulness practice, feedback from mothers at the conclusion meeting suggested regular face-to-face group meetings were the most effective for them.…”

“…During the self-practice period, preparation for Stage 2 (i.e., Parent-mediated mindfulness training for children with ASD) took place. The first author conducted individual interviews with the children of the six mothers to enable a personalised approach to intervention (Hwang et al 2013), which facilitated the development of five basic mindfulness activities.…”

Parental perspectives of functioning in their children with autism spectrum disorder: A global scoping review

“…Four articles from HIC (Guinchat et al, 2012; Hwang et al, 2015; Knott et al, 2006; Twyman et al, 2009) and one article from LMIC (Qian et al, 2012) discussed global psychosocial functions.…”

“…Seven studies explored parents’ general understanding, perspectives and challenges relating to their children with ASD (Azad & Mandell, 2016; Gona et al, 2016; Goodman & Glenwick, 2012; Heys et al, 2017; Kite et al, 2011; Minhas et al, 2015; Sasaki et al, 2015), while seven others were concerned with broad aspects of functioning such as social skills, quality of life, daily functioning, strengths, sensory processing and impact on the family (Adamson et al, 2006; Bal & Radke, 2013; Barnhill et al, 2000; Brown et al, 2011; Kissel & Nelson, 2014; Knott et al, 2006; Lee et al, 2008). Three studies explored perspectives related to emotional functions such as anger, anxiety and inner experiences (Ho et al, 2012; Hwang et al, 2015; Ooi et al, 2016), and six were concerned with warning signs and functional markers around diagnosis (Coonrod & Stone, 2004; Guinchat et al, 2012; Qian et al, 2012; Quilendrino et al, 2015; Rosenberg et al, 2012; Twyman et al, 2009). Four studies specifically examined the impact of culture or different aspects related to culture such as spirituality, beliefs and practices (Gilligan, 2013; Miller-Gairy & Mofya, 2015; Salkas et al, 2016; Wang & Casillas, 2013), and six studies explored the impact of environmental factors such as health and education services and systems on functioning (Abu-Hamour & Muhaidat, 2014; Brookman-Frazee et al, 2012; Cavalari & Romanczyk, 2012; Moodie-Dyer et al, 2014; Sotgiu et al, 2011; Whitaker, 2007).…”

“…Twelve studies that explored parental perspective of body functions were identified. Ten of these studies were from HIC countries (Uninted Kingdom, United States, France and Singapore) (Adamson et al, 2006;Azad & Mandell, 2016;Barnhill et al, 2000;Brookman-Frazee et al, 2012;Coonrod & Stone, 2004;Guinchat et al, 2012;Hwang et al, 2015;Knott et al, 2006;Ooi et al, 2016;Twyman et al, 2009) and two from LMIC countries (Jordan and China) (Abu-Hamour & Muhaidat, 2014;Qian et al, 2012). The majority of articles identified under body functions related to the chapter of 'mental functions', a broad chapter including functions of the brain.…”