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Education Sciences
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Contemporary Approaches to Autism: Where Are We Now—a Cross-National Perspective
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Contemporary Approaches to Autism: Where Are We Now—a Cross-National Perspective

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".

Deadline for manuscript submissions: closed (31 March 2023) | Viewed by 10749

Special Issue Editors

Dr. Conor Mc Guckin

E-Mail Website
Guest Editor
School of Education, Trinity College Dublin, Dublin, Ireland
Interests: educational inclusion; ADHD; autism; rare disease; 22q11.2 deletion syndrome; early intervention; psychology applied to education; bullying/cyberbullying/disablist bullying; bully; victim; disability; special educational need; universal design; universal design for learning; psychometrics; personal and vocational guidance and counselling; educational intervention and prevention
Special Issues, Collections and Topics in MDPI journals
Dr. Miriam Twomey

E-Mail Website
Guest Editor
School of Education, Trinity College Dublin, Dublin, Ireland
Interests: arts in education; autism spectrum disorder; child and educational psychology issues; early childhood education; early intervention; early years education; educational intervention; family practice/education; special-education

Special Issue Information

Dear Colleagues,

Increased prevalence of Autism Spectrum Disorder (ASD) has been observed over the past few decades. It is estimated that 1.85% (1 in 54) children in the U.S. are autistic (Maenner et al., 2020), according to the Centers for Disease Control and Prevention (CDC). In 2021, the World Health Organization cited that about 1 in 160 children has an ASD (Mayada et al., 2012). 

This Special Issue of Education Sciences aims to reflect contemporary research trends in the field of autism intervention. Potential topics include current educational, familial, and clinical aspects of autism; co-related issues such as anxiety; professional areas of enquiry such as early intervention, teaching, and contemporary knowledge of intervention and prevention approaches, among others.

Please see some related references below:

Baron-Cohen, S. (2009). Autism and the empathizing-systemizing (ES) theory. Developmental social cognitive neuroscience, 125-138.

Davis Iii, T. E., Castagna, P., Shaheen, G., & Reuther, E. T. (2017). Anxiety disorders in Handbook of social behavior and skills in children. (pp. 293-322). Springer International Publishing. https://doi.org/10.1007/978-3-319-64592-6_16

Maenner, M. J., Shaw, K. A., Baio, J., EdS1, Washington, A., Patrick, M., DiRienzo, M., Christensen, D. L., Wiggins, L. D., Pettygrove, S., Andrews, J. G., Lopez, M., Hudson, A., Baroud, T., Schwenk, Y., White, T., Rosenberg, C. R., Lee, L. C., Harrington, R. A., Huston, M., Dietz, P. M. (2020). Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years - Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2016. Morbidity and mortality weekly
report. Surveillance summaries (Washington, D.C. : 2002), 69(4), 1–12. https://doi.org/10.15585/mmwr.ss6904a1

Mayada et al. (2012). Global prevalence of autism and other pervasive developmental disorders. Autism Res. 2012 Jun; 5(3): 160–179.

White, S. W., Oswald, D., Ollendick, T., & Scahill, L. (2009). Anxiety in children and adolescents with autism spectrum disorders. Clinical Psychology Review, 29(3), 216-229. https://doi.org/https://doi.org/10.1016/j.cpr.2009.01.003

In addition to these examples, we are also open to other topics. Original research, review articles, secondary data analysis studies, and perspectives, opinions, and commentaries are welcome. We look forward to receiving your contributions.

Assistant GE: Ms. Stella Wai-Wan Choy
E-mail: [email protected] and [email protected]
Affiliation: School of Education, Trinity College Dublin, Dublin, Ireland

Dr. Conor Mc Guckin
Dr. Miriam Twomey
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

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Published Papers (4 papers)

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12 pages, 544 KiB  
Article
Investigating the Situation for Children with Autism and Their Families in Cambodia
by Richard Rose, Bhoomikumar Jegannathan, Dalin Mong, Puthy Pat and Derozet Sok
Educ. Sci. 2023, 13(6), 565; https://doi.org/10.3390/educsci13060565 - 31 May 2023
Cited by 1 | Viewed by 1759
Abstract
Following periods of conflict and instability during the oppressive regime of the Khmer Rouge (1975–1978) and the period of Vietnamese occupation (1978–1992), the Kingdom of Cambodia has adopted policies and initiatives that aim to ensure greater equity and stability across all services in [...] Read more.
Following periods of conflict and instability during the oppressive regime of the Khmer Rouge (1975–1978) and the period of Vietnamese occupation (1978–1992), the Kingdom of Cambodia has adopted policies and initiatives that aim to ensure greater equity and stability across all services in the country as a signatory to international agreements for the promotion of universal primary education (United Nations 2015). The education of children with disabilities continues to present challenges to both policy makers and service providers in Cambodia, though government agencies have made a commitment and invested resources to improve facilities and increase awareness of the difficulties experienced by children and families. Previous studies of provision for children on the autism spectrum in Cambodia suggest that they are little understood and that many experience difficulties accessing appropriate services or support. However, these reports have often been based on localised small-scale studies and have not provided a broader national perspective of the situation. A national analysis of the situation for persons with autism was conducted to provide a more detailed picture of the experiences of children with autistic spectrum disorders and their families. Data were collated using focus groups and interviews with service users and providers from a purposive stratified sample across the country. The findings reveal that a limited awareness and understanding of autism amongst both professionals and the general public has limited opportunities for development. Education facilities and expertise are limited, and access to therapeutic and specialist medical provision is poor. The pervasive nature of poverty has been a major contributory factor in the slow development of and accessibility to services to this population. A number of recommendations have been made and are being used to shape future policies for children with autism and their families in Cambodia. Full article
(This article belongs to the Special Issue Contemporary Approaches to Autism: Where Are We Now—a Cross-National Perspective)
13 pages, 512 KiB  
Article
Staging as Communicative Activity of Shared Experiences a Way into a Fellowship for Deaf Children with Autism
by Janne Madsen and Bjørk Kehlet
Educ. Sci. 2023, 13(4), 413; https://doi.org/10.3390/educsci13040413 - 19 Apr 2023
Viewed by 1388
Abstract
We explore whether staging (a combination of symbols, drawings, paintings, and re-creating action using Playmobil figures) used as a communicative activity of shared experiences influences the sense of fellowship. This study is part of a combined research and development project, and the findings [...] Read more.
We explore whether staging (a combination of symbols, drawings, paintings, and re-creating action using Playmobil figures) used as a communicative activity of shared experiences influences the sense of fellowship. This study is part of a combined research and development project, and the findings are canalised back into the daily work. The assistants are interviewed, and the data are analysed in a coding process. We found that (1) ‘being confident’ is important for belongingness. Staging supports a shared understanding and a shared feeling of belonging. We also found that (2) developing a shared repertoire of concepts is possible when staging, and this scaffolds the fellowship. However, the concepts and the communication must (3) be meaningful to all parties. One does not take part in communication without meaning, and when one does not participate, one is not part of the fellowship. Staging enabled Magne, the main person in this study, to express himself better. Moreover, when discussing a shared experience with the personal assistants, Magne seemed to communicate well and showed signs of belonging. We conclude that communication about shared activities and experiences leads to interest and engagement and fosters a shared feeling of ‘doing something together’ and being part of a fellowship. Full article
(This article belongs to the Special Issue Contemporary Approaches to Autism: Where Are We Now—a Cross-National Perspective)
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10 pages, 613 KiB  
Article
“I Find It Really Difficult to Control Myself Too”: A Qualitative Study of the Effects on the Family Dynamic When Parent and Child Have ADHD
by Kate Carr-Fanning and Conor McGuckin
Educ. Sci. 2022, 12(11), 758; https://doi.org/10.3390/educsci12110758 - 28 Oct 2022
Cited by 3 | Viewed by 3627
Abstract
If having one child with Attention Deficit Hyperactivity Disorder (ADHD) contributes to family stress and dysfunction, then what happens when more than one family member has ADHD? This paper explores this question by drawing on findings from a multi-case study that explored the [...] Read more.
If having one child with Attention Deficit Hyperactivity Disorder (ADHD) contributes to family stress and dysfunction, then what happens when more than one family member has ADHD? This paper explores this question by drawing on findings from a multi-case study that explored the voices of stakeholders (child and parent/carer) affected by ADHD in Ireland. There were eight case studies (families) included. Each case had one parent/carer with ADHD and a child with ADHD. Eight children (aged 7–17 years; Mean = 12.6; S.D. = 3.4) and ten parents (2 males) participated. Four parentw/carers reported a diagnosis of ADHD themselves (2 females) and 6 mothers participated who had a spouse with ADHD. Triangulation was achieved using multiple interviews (parent/carers and child), a demographic survey, and creative methods with the children to contribute to a highly contextualised understanding of stakeholders’ experiences. Research findings demonstrated that there may be positive and negative consequences when both parent and child have ADHD. On the one hand, it may contribute to greater dysfunction, when parents with ADHD struggle to stick to routines and remain calm and organised. On the other hand, children with ADHD may feel a sense of belonging and less different, parents believe they have greater understanding, and shared interactional preferences may have benefits. Findings will be discussed in terms of their implications for practice with families and future research. Full article
(This article belongs to the Special Issue Contemporary Approaches to Autism: Where Are We Now—a Cross-National Perspective)
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15 pages, 791 KiB  
Article
Effectiveness of PMI Combined with Common Interest Activity for Elementary School Students with Autism Spectrum Disorder
by Aikaterini Michalopoulou, Juan Manuel Muñoz González and María Dolores Hidalgo-Ariza
Educ. Sci. 2022, 12(10), 697; https://doi.org/10.3390/educsci12100697 - 12 Oct 2022
Cited by 1 | Viewed by 2694
Abstract
Peer-mediated intervention (PMI) includes a range of strategies that are considered a successful aid in social-communication behavior for kids and their peers with autism spectrum disorders (ASD). This study was carried out to improve the social behavior of children with ASD, using peer [...] Read more.
Peer-mediated intervention (PMI) includes a range of strategies that are considered a successful aid in social-communication behavior for kids and their peers with autism spectrum disorders (ASD). This study was carried out to improve the social behavior of children with ASD, using peer training through an activity that they have in common. Three ASD students in Greek elementary schools, aged seven to ten years old, two boys and one girl, participated in this study. The peers of ASD students were trained to interact with them during recess in a comprehensive school setting. An ABA reversal design was used on each participant in order to define the effects of the intervention. Through observation probes, the responses and the initiations of all ASD students were noted by trained school staff. The results of the intervention phase showed an increase in both of these two variables. Furthermore, the follow-up phase depicted important results for the academic community, also showing an increase in all ASD students’ responses and initiations. The current study supplements the existing PMI research, which leads to the possible use of this valid tool that could be used in school settings in order to increase the socialization of ASD students. Full article
(This article belongs to the Special Issue Contemporary Approaches to Autism: Where Are We Now—a Cross-National Perspective)
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