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      Environmental Barriers and Facilitators to Participation of People with Autism Spectrum Disorders: stakeholders’ perspective

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          Abstract

          Introduction: Social participation is a vital construct in inclusive philosophies and practices across communities. People with Autism Spectrum Disorders have been facing autism-related and environmental participation restrictions, placing them at risk of social exclusion and institutionalization. A multinational project has been developed in order to identify vital facilitating factors and establish PCP system for persons with ASD and tools for facilitators, as well as a ‘master class’ course for facilitators in several south-eastern European countries.

          The aim of the study is to identify the most common barriers to participation faced by individuals with ASD and to highlight facilitating factors that can be utilised in development of an autism specific PCP approach.

          Methodology: a mixed methodology employing concurrent qualitative-quantitative triangulation design was used. The participants consisted of four groups of stakeholders: young people with ASD, parents and family members of children/young people with ASD, teachers, and professionals. The data was collected via interviews and questionnaires with participants from the mentioned groups, using closed-ended and open-ended questions.

          Results: thematic analysis of the information gathered from the interviews and questionnaires was detailed by topics. Each topic was viewed with regards to barriers and facilitators to social participation.

          Conclusions: people with ASD have unique support needs that are qualitatively different from other special needs and communities are lacking specific understanding and approaches in meeting those needs. Insights from key stakeholders’ view point represents indispensable considerations in Person-Centred support for overcoming barriers to social participation and promoting health, equity and well-being of persons with ASD.

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          Most cited references22

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          Understanding the nature of face processing impairment in autism: insights from behavioral and electrophysiological studies.

          This article reviews behavioral and electrophysiological studies of face processing and discusses hypotheses for understanding the nature of face processing impairments in autism. Based on results of behavioral studies, this study demonstrates that individuals with autism have impaired face discrimination and recognition and use atypical strategies for processing faces characterized by reduced attention to the eyes and piecemeal rather than configural strategies. Based on results of electrophysiological studies, this article concludes that face processing impairments are present early in autism, by 3 years of age. Such studies have detected abnormalities in both early (N170 reflecting structural encoding) and late (NC reflecting recognition memory) stages of face processing. Event-related potential studies of young children and adults with autism have found slower speed of processing of faces, a failure to show the expected speed advantage of processing faces versus nonface stimuli, and atypical scalp topography suggesting abnormal cortical specialization for face processing. Other electrophysiological studies have suggested that autism is associated with early and late stage processing impairments of facial expressions of emotion (fear) and decreased perceptual binding as reflected in reduced gamma during face processing. This article describes two types of hypotheses-cognitive/perceptual and motivational/affective--that offer frameworks for understanding the nature of face processing impairments in autism. This article discusses implications for intervention.
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            Data analysis in qualitative research

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              Traditional and atypical presentations of anxiety in youth with autism spectrum disorder.

              We assessed anxiety consistent (i.e., "traditional") and inconsistent (i.e., "atypical") with diagnostic and statistical manual (DSM) definitions in autism spectrum disorder (ASD). Differential relationships between traditional anxiety, atypical anxiety, child characteristics, anxiety predictors and ASD-symptomology were explored. Fifty-nine participants (7-17 years, M(age) = 10.48 years; IQ > 60) with ASD and parents completed semi-structured interviews, self- and parent-reports. Seventeen percent of youth presented with traditional anxiety, 15 % with atypical anxiety, and 31 % with both. Language ability, anxious cognitions and hypersensitivity predicted traditional anxiety, whereas traditional anxiety and ASD symptoms predicted atypical anxiety. Findings suggest youth with ASD express anxiety in ways similar and dissimilar to DSM definitions. Similarities support the presence of comorbid anxiety disorders in ASD. Whether dissimilarities are unique to ASD requires further examination.
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                Author and article information

                Journal
                10.26407
                Journal for ReAttach Therapy and Developmental Diversities
                JRTDD
                ReAttach Therapy International Foundation
                2589-7799
                20 August 2019
                08 September 2019
                : 2
                : 1
                Affiliations
                [1 ]Macedonian Scientific Society for Autism, Skopje Macedonia
                [2 ]Special School “Idnina”, Skopje, Macedonia
                [3 ]Cyclisis, Patras, Greece
                [4 ]Shipcon Ltd, Limassol, Cyprus
                [5 ]Maendeleo for Children, Rome, Italy
                [6 ]Smaranda Gheorghiu School, Târgovişte, Romania
                [7 ]The First National Dyslexia Center, Rousse, Bulgaria
                [8 ]Association of People with Pervasive Developmental Disorder, Autism and Asperger, Komotini, Greece
                [9 ]Institute of Special Education and Rehabilitation, Faculty of Philosophy, University “Ss. Cyril and Methodius”, Skopje, Macedonia
                Author notes
                Correspondence: Ivana Vasilevska Petrovska ( ivanavpetrovska@ 123456gmail.com )
                Article
                10.26407/2019jrtdd.1.19
                498e59a1-bc54-4158-a1fb-c12eca361650
                © Vasilevska Petrovska, I., Giannakopoulou, C.A., Giannakopoulou, C.A., Winstanley, A., Miletto, R., Constanţa Roşca, G., Ivanova, B., Kaisa, V., and Trajkovski, V.

                This is an open access article published by ReAttach Therapy International Foundation and distributed under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).

                History
                : 17 July 2019
                : 10 August 2019
                : 19 August 2019
                Page count
                Pages: 14
                Categories
                Special Education Research

                Pediatrics,Psychology,Special education,Health & Social care,Clinical Psychology & Psychiatry
                Autism Spectrum Disorders (ASD),social participation,barriers,facilitators,person-centred support,quality of life

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