Swipe om te navigeren naar een ander artikel
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Social participation is one of the most important predictors of the children’s physical and mental health. Although it is evidenced that children with autism spectrum disorder (ASD) have restricted social participation, it is unclear which factors play a significant role. This research aimed to uncover perceived barriers of social participation by involving 26 stakeholders including parents of children with ASD, youth with ASD, and clinicians working with individuals with ASD in focus groups and interviews. Using thematic analysis yielded three themes including (a) difficulty understanding social situations; (b) maladaptive behaviours; and (c) conflicting priorities and restricted nature of training. This project was the first study to involve key stakeholders to highlight barriers of social participation among individuals with ASD.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Aan Het Rot, M., & Hogenelst, K. (2014). The influence of affective empathy and autism spectrum traits on empathic accuracy. PLoS ONE, 9, e98436. CrossRef
American Psychiatric Association, & American Psychiatric Association, DSM-5 Task Force. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (5th ed.). Washington, D.C: American Psychiatric Publishing.
Baio, J., et al. (2018). Prevalence of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States 2014. MMWR Surveillance Summaries, 67, 1–23. CrossRef
Baron-Cohen, S. (2009). Autism: the empathizing–systemizing (E-S) theory. Annals of the New York Academy of Sciences, 1156, 68–80. CrossRef
Baron-Cohen, S. (2010). Empathizing, systemizing, and the extreme male brain theory of autism. Progress in Brain Research, 186, 167–175. CrossRef
Bellini, S., Gardner, L., Hudock, R., & Kashima-Ellingson, Y. (2016). The Use of Video Self- Modeling and Peer Training to Increase Social Engagement in Preschool Children on the Autism Spectrum. Paper presented at the School Psychology Forum.
Bensalah, L., Caillies, S., & Anduze, M. (2016). Links among cognitive empathy, theory of mind, and affective perspective taking by young children. The Journal of Genetic Psychology, 177, 17–31. CrossRef
Boyd, B. A., Conroy, M. A., Mancil, G. R., Nakao, T., & Alter, P. J. (2007). Effects of circumscribed interests on the social behaviors of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1550–1561. CrossRef
Cappadocia, M. C., Weiss, J. A., & Pepler, D. (2012). Bullying experiences among children and youth with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 266–277. CrossRef
Chevallier, C., Kohls, G., Troiani, V., Brodkin, E. S., & Schultz, R. T. (2012). The social motivation theory of autism. Trends in Cognitive Sciences, 16, 231–239. CrossRef
Dawson, G., & Fernald, M. (1987). Perspective-taking ability and its relationship to the social behavior of autistic children. Journal of Autism and Developmental Disorders, 17, 487–498. CrossRef
Garfin, D. G., & Lord, C. (1986). Communication as a social problem in autism. Social behavior in autism, 237-261.
Gates, J. A., Kang, E., & Lerner, M. D. (2017). Efficacy of group social skills interventions for youth with autism spectrum disorder: A systematic review and meta-analysis. Clinical Psychology Review, 52, 164–181. CrossRef
Geisthardt, C. L., Brotherson, M. J., & Cook, C. C. (2002). Friendships of children with disabilities in the home environment. Education and Training in Mental Retardation and Developmental Disabilities, 235-252.
Gresham, F. M., & MacMillan, D. L. (1997). Autistic recovery? an analysis and critique of the empirical evidence on the early intervention project. Behavioral Disorders, 22, 185–201. CrossRef
Hilton, C. L., Crouch, M. C., & Israel, H. (2008). Out-of-school participation patterns in children with high-functioning autism spectrum disorders. American Journal of Occupational Therapy, 62, 554–563. CrossRef
Hodgetts, S., Richards, K., & Park, E. (2018). Preparing for the future: multi-stakeholder perspectives on autonomous goal setting for adolescents with autism spectrum disorders. Disability and Rehabilitation, 40, 2372–2379. CrossRef
Jantz, K. M. (2011). Support groups for adults with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 26, 119–128. CrossRef
Kawachi, I., & Berkman, L. F. (2001). Social ties and mental health. Journal of Urban Health, 78, 458–467. CrossRef
King, G., Lawm, M., King, S., Rosenbaum, P., Kertoy, M. K., & Young, N. L. (2003). A conceptual model of the factors affecting the recreation and leisure participation of children with disabilities. Physical & Occupational Therapy in Pediatrics, 23, 63–90. CrossRef
Klin, A., Danovitch, J. H., Merz, A. B., & Volkmar, F. R. (2007). Circumscribed interests in higher functioning individuals with autism spectrum disorders: An exploratory study. Research and Practice for Persons with Severe Disabilities, 32, 89–100. CrossRef
Krefting, L. (1991). Rigor in qualitative research: The assessment of trustworthiness. American Journal of Occupational Therapy, 45, 214–222. CrossRef
Law, M. (2002). Participation in the occupations of everyday life. American Journal of Occupational Therapy, 56, 640–649. CrossRef
Law, M., King, G., King, S., Kertoy, M., Hurley, P., Rosenbaum, P., et al. (2006). Patterns of participation in recreational and leisure activities among children with complex physical disabilities. Developmental Medicine and Child Neurology, 48, 337–342. CrossRef
Law, M., Petrenchik, T., King, G., & Hurley, P. (2007). Perceived environmental barriers to recreational, community, and school participation for children and youth with physical disabilities. Archives of Physical Medicine and Rehabilitation, 88, 1636–1642. CrossRef
LeBlanc, L. A., Coates, A. M., Daneshvar, S., Charlop-Christy, M. H., Morris, C., & Lancaster, B. M. (2003). Using video modeling and reinforcement to teach perspective-taking skills to children with autism. Journal of Applied Behavior Analysis, 36, 253–257. CrossRef
Liptak, G. S., Kennedy, J. A., & Dosa, N. P. (2011). Social participation in a nationally representative sample of older youth and young adults with autism. Journal of Developmental and Behavioral Pediatrics, 32, 277–283. CrossRef
Little, L. M., Sideris, J., Ausderau, K., & Baranek, G. T. (2014). Activity participation among children with autism spectrum disorder. American Journal of Occupational Therapy, 68, 177–185. CrossRef
Locke, J., Rotheram-Fuller, E., & Kasari, C. (2012). Exploring the social impact of being a typical peer model for included children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 1895–1905. CrossRef
Lollar, D. J., & Simeonsson, R. J. (2005). Diagnosis to function: classification for children and youths. Journal of Developmental and Behavioral Pediatrics, 26, 323–330. CrossRef
Mactavish, J. B., & Schleien, S. J. (2004). Re-injecting spontaneity and balance in family life: parents’ perspectives on recreation in families that include children with developmental disability. Journal of Intellectual Disability Research, 48, 123–141. CrossRef
Müller, E., Schuler, A., & Yates, G. B. (2008). Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities. Autism, 12, 173–190. CrossRef
Obrusnikova, I., & Cavalier, A. R. (2011). Perceived barriers and facilitators of participation in after-school physical activity by children with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 23, 195–211. CrossRef
Orinstein, A. J., Helt, M., Troyb, E., Tyson, K. E., Barton, M. L., Eigsti, I.-M., et al. (2014). Intervention for optimal outcome in children and adolescents with a history of autism. Journal of Developmental and Behavioral Pediatrics, 35, 247–256. CrossRef
Orsmond, G. I., Krauss, M. W., & Seltzer, M. M. (2004). Peer relationships and social and recreational activities among adolescents and adults with autism. Journal of Autism and Developmental Disorders, 34, 245–256. CrossRef
Orsmond, G. I., Shattuck, P. T., Cooper, B. P., Sterzing, P. R., & Anderson, K. A. (2013). Social participation among young adults with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 2710–2719. CrossRef
Potvin, M.-C., Snider, L., Prelock, P., Kehayia, E., & Wood-Dauphinee, S. (2013). Recreational participation of children with high functioning autism. Journal of Autism and Developmental Disorders, 43, 445–457. CrossRef
Rehfeldt, R. A., Dillen, J. E., Ziomek, M. M., & Kowalchuk, R. K. (2007). Assessing relational learning deficits in perspective-taking in children with high-functioning autism spectrum disorder. The Psychological Record, 57, 23–47. CrossRef
Reynolds, S., Bendixen, R. M., Lawrence, T., & Lane, S. J. (2011). A pilot study examining activity participation, sensory responsiveness, and competence in children with high functioning autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 1496–1506. CrossRef
Rosenberg, L., Bart, O., Ratzon, N. Z., & Jarus, T. (2013). Personal and environmental factors predict participation of children with and without mild developmental disabilities. Journal of Child and Family Studies, 22, 658-671.
Solish, A., Perry, A., & Minnes, P. (2010). Participation of children with and without disabilities in social, recreational and leisure activities. Journal of Applied Research in Intellectual Disabilities, 23, 226–236. CrossRef
South, M., Ozonoff, S., & McMahon, W. M. (2005). Repetitive behavior profiles in Asperger syndrome and high-functioning autism. Journal of Autism and Developmental Disorders, 35, 145–158. CrossRef
Sperry, L. A., & Mesibov, G. B. (2005). Perceptions of social challenges of adults with autism spectrum disorder. Autism, 9, 362–376. CrossRef
Taheri, A., Perry, A., & Minnes, P. (2016). Examining the social participation of children and adolescents with Intellectual Disabilities and Autism Spectrum Disorder in relation to peers. Journal of Intellectual Disability Research, 60, 435–443. CrossRef
Thorne, S. (2000). Data analysis in qualitative research. Evidence based nursing, 3, 68–70. CrossRef
Tobin, M. C., Drager, K. D., & Richardson, L. F. (2014). A systematic review of social participation for adults with autism spectrum disorders: Support, social functioning, and quality of life. Research in Autism Spectrum Disorders, 8, 214–229. CrossRef
Wang, H. Y., & Berg, C. (2014). Participation of Young Adults with High- Functioning Autism in Taiwan: A Pilot Study. OTJR: Occupation. Participation and Health, 34, 41–51. CrossRef
Zagona, A. L., & Mastergeorge, A. M. (2016). An Empirical Review of Peer-Mediated Interventions: Implications for Young Children With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 1088357616671295.
Zhang, J., & Wheeler, J. J. (2011). A meta-analysis of peer-mediated interventions for young children with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 46, 62–77.
- Perceived Barriers and Existing Challenges in Participation of Children with Autism Spectrum Disorders: “He Did Not Understand and No One Else Seemed to Understand Him”
Jill G. Zwicker
- Springer US