Stigmatization and Prejudice Towards Parents of Children With Autuistic Spectrum Disorders

Nesterova, Albina A.; Khitryuk, Vera V.

doi:10.18384/2310-7235-2018-4-50-61

Cited by 7 publications

(4 citation statements)

References 8 publications

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“…Эти предубеждения в большей степени детерминированы расхожими мифами, транслирующими ложную информацию о детях с РАС: «они необучаемы», «им не нужны близкие люди, друзья», «их нельзя пускать в школы и классы, где учатся обычные дети», «они агрессивны и опасны для других детей», «они сумасшедшие» и т. д. [12][13][14].…”

Section: Introductionunclassified

Teachers’ attitudes towards inclusive education of children with ASD: A review of Russian and foreign research

et al. 2020

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Introduction. Contemporary psychological and pedagogical studies emphasise that the success of inclusive education of children with autism spectrum disorders (ASD) depends largely on teachers’ readiness and ability to understand students’ with ASD specific needs and take them into account when implementing learning technologies. Thus, it is extremely important to investigate teachers’ attitudes towards educational inclusion of students with autism and identify factors, which may facilitate or hinder teachers’ readiness to work with this category of students in an inclusive format.Aim. On the basis of an analytical review of Russian and foreign academic publications, the aims of the research were the following: to identify and specify the attitudes of teachers to the educational education of children with ASD; to reveal the factors that determine educators’ readiness to teach children with ASD.Methodology and research methods. The theoretical and methodological framework of the research involves social and psychological concepts of an inclusive culture formation in the society. The authors used the methods of theoretical and comparative analysis, systematisation and generalisation of research publications and materials concerning the origins of stereotypical views of different social groups towards children with autism and the problems of professional training of teachers to work in the conditions of inclusion.Results and scientific novelty. The teachers’ attitudes towards children with ASD are highlighted and described on the basis of a complete and complex review of academic publications, which was undertaken for the first time. The authors identify the reasons for positive attitude towards this kind of inclusion and barriers preventing the perception of students with autism as full participants in the educational process. The rejection of idea concerning the possibility and effectiveness of mutual learning of schoolchildren with normative development and with ASD results from the teachers’ characteristics (lack of awareness about the heterogeneity of autism and its manifestations, uncertainty in own forces and abilities to interact with children with expressed emotional and behavioural disorders) and from the lack of methodological and advisory assistance, including the absence of support by an interdisciplinary team of specialists. The age and profile of teachers’ professional activities may also be influenced by the willingness to work in the conditions of inclusion with children with ASD. The recommendations for change in negative attitudes of general education school teachers to the discussed type of inclusion are proposed.Practical significance. The research results can be used to develop a set of measures for improving the inclusive culture of teachers and eliminate their skepticism about teaching in mainstream educational institutions for children with ASD. Moreover, the present findings might help to design specific technologies for interaction with children both in the educational context and in the widest range of social situations.

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Section: Introductionunclassified

Teachers’ attitudes towards inclusive education of children with ASD: A review of Russian and foreign research

et al. 2020

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“…The first reason is related to underdiagnosis of ASD in childhood during 1970-2010s which was less pronounced than for adults but still quite prominent: as of 1999, the officially recognized ratio was 1 in 385 [17]. For children without intellectual impairments the diagnosis was almost never officially established, often in order to help the parents to avoid the stigma [18]. The second reason is an almost routine obligatory change of the official clinical diagnosis from ASD to some other neuropsychiatry condition performed when a person reaches adolescence or adulthood, most commonly, to schizoaffective disorder and/or mental retardation, this nosological practice was officially reproved only on the June 30 th , 2014 [19].…”

Section: Assessing Autistic Traits In Adult Population In Russia: Curmentioning

confidence: 99%

Psychometric properties and the factor structure of the Russian version of the RAADS-14: a self-report questionnaire for autism screening

Skorokhodov¹,

Vergeles²,

Skorokhodova³

et al. 2020

Preprint

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The general aim of our research was to construct and validate a Russian version of the RAADS-14 (the RAADS-14 Rus), a short self-report questionnaire designed for ASD screening, to provide the initial reference point in developing the body of instruments for assessing autistic traits in Russian-speaking adult population. This measure was chosen due to its good psychometric characteristics, reported ability to provide initial assessment for differential diagnosis, and simplicity of use. The data were collected for the total of 1569 adults, including groups of non-psychiatrical controls (n=849), adults with self-diagnosed ASD (n=91), and adults with clinically established ASD (n=25). The RAADS-14 Rus is characterized by good reliability and satisfactory construct and discriminative validity. The factor structure of the RAADS-14 Rus is similar to the factor structure of the original version and includes three domains: Social mentalizing, Social anxiety, and Sensory and cognitive perception, the between-factor correlations varying from .25 to .51. According to the initial assessment, the discriminative properties are also good (AUC = .88). The mean values of the RAADS-14 total scores for the non-psychiatrical population were notably higher than the original RAADS-14 total scores (median = 13 compared to 3) confirming prior anecdotal evidences of greater mean scores yielded by international ASD assessment tools on Russian-speaking populations. The correlations of the RAADS-14 Rus total score with the Big Five personality trait scores were similar to the data previously obtained for other national samples.The results of the study indicate that RAADS-14 Rus is a promising tool for ASD screening and can become one of the first stepping-stones in establishing a comprehensive system of ASD assessment and diagnostics for adult Russian-speaking population.

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“…The first reason is related to the underdiagnosis of ASD in childhood from 1970 to the 2010s, which was less pronounced than for adults but still quite prominent: as of 1999, the officially recognized ratio was 1 in 385 [17]. For children without intellectual impairments, the diagnosis was almost never officially established, often in order to help the parents avoid the stigma [18]. The second reason is an almost routine obligatory change in the official clinical diagnosis from ASD to some other neuropsychiatry condition performed when a person reaches adolescence or adulthood, most commonly, to schizoaffective disorder and/or mental retardation; this clinical practice was officially reproved only on 30 June 2014 [19].…”

Section: Introductionmentioning

confidence: 99%

Development and Initial Validation of the Russian Version of the RAADS-14: A Self-Report Questionnaire to Assess Autistic Traits

Skorokhodov,

Radygina,

Skorokhodova

et al. 2023

EJIHPE

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Autism is a relatively common neurodevelopmental condition that affects social communication and behavior, affecting the overall quality of life. The prevalence of autism is constantly increasing, but timely diagnosis allows for effective treatment. The aim of our research was to construct a Russian version of the RAADS-14, a brief self-report questionnaire originally designed for autism screening, and to perform its initial validation to provide a reference point in developing autism self-assessment tools for the Russian-speaking population. Psychometric properties of the RAADS-14 Rus were evaluated on a sample of 1724 participants, including a general sample of non-psychiatric young adults (n = 794) and adults with clinically established ASD (n = 49); a brief Russian inventory assessing Big Five personality traits (FFQ) was administered to a part of the sample (n = 364) to provide the first assessment of criterion validity. Confirmatory factor analysis of the RAADS-14 Rus confirmed the factor structure of the original Swedish version yielding acceptable fit indices. The discriminating properties were substantially worse than in the original study. The correlations between the RAADS-14 Rus domain scores and the Big Five factors were similar to previously obtained findings. Overall, the results suggest that the RAADS-14 Rus can be used as a screening tool for ASD in adults with proper caution and considering its discriminating properties.

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Stigmatization and Prejudice Towards Parents of Children With Autuistic Spectrum Disorders

Cited by 7 publications

References 8 publications

Teachers’ attitudes towards inclusive education of children with ASD: A review of Russian and foreign research

Teachers’ attitudes towards inclusive education of children with ASD: A review of Russian and foreign research

Psychometric properties and the factor structure of the Russian version of the RAADS-14: a self-report questionnaire for autism screening

Development and Initial Validation of the Russian Version of the RAADS-14: A Self-Report Questionnaire to Assess Autistic Traits

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