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      • Record: found
      • Abstract: found
      • Article: found

      Parents’ evaluation of services offered to autistic children

      research-article
      Author(s): Mohammad Fteiha , Ghanem Al Bustami
      Publication date (Electronic, pub):
      Journal: Advances in Autism
      Publisher: Emerald Publishing
      Keywords: Evaluation, Programmes, Autism, Diagnosis, Supportive services

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Purpose

          The purpose of this paper is to identify the assessment by parents of children with autism regarding the services provided by the Center for Special Care in the United Arab Emirates.

          Design/methodology/approach

          The surveyed sample included 300 families of children with autism, receiving educational and rehabilitation services, treatment and support services.

          Findings

          The results indicated significant differences in the assessment of services provided by centers due to a place of service, nature of diagnosis, child’s age at the time of study and age when first diagnosed.

          Originality/value

          Parents taking part in this study expressed an average level of satisfaction with the received services.

          Related collections

          Most cited references25

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          The impact of pretend play on children's development: a review of the evidence.

          Matthew Lerner, Jeffrey Smith, Travis S. Lillard … (2012)
          Pretend play has been claimed to be crucial to children's healthy development. Here we examine evidence for this position versus 2 alternatives: Pretend play is 1 of many routes to positive developments (equifinality), and pretend play is an epiphenomenon of other factors that drive development. Evidence from several domains is considered. For language, narrative, and emotion regulation, the research conducted to date is consistent with all 3 positions but insufficient to draw conclusions. For executive function and social skills, existing research leans against the crucial causal position but is insufficient to differentiate the other 2. For reasoning, equifinality is definitely supported, ruling out a crucially causal position but still leaving open the possibility that pretend play is epiphenomenal. For problem solving, there is no compelling evidence that pretend play helps or is even a correlate. For creativity, intelligence, conservation, and theory of mind, inconsistent correlational results from sound studies and nonreplication with masked experimenters are problematic for a causal position, and some good studies favor an epiphenomenon position in which child, adult, and environment characteristics that go along with play are the true causal agents. We end by considering epiphenomenalism more deeply and discussing implications for preschool settings and further research in this domain. Our take-away message is that existing evidence does not support strong causal claims about the unique importance of pretend play for development and that much more and better research is essential for clarifying its possible role. (PsycINFO Database Record (c) 2013 APA, all rights reserved).
          Article 0 comments Cited 129 times – based on 0 reviews     Review now
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            Assessing the diagnostic experiences of a small sample of parents of children with autism spectrum disorders.

            Susan Siklos, Kimberly A Kerns (2024)
            Although no Canadian studies have been conducted, studies suggest parents of children with autism experience difficulties obtaining a diagnosis for their child. Fifty-six parents of children with autism completed three questionnaires providing information on the families' demographics, parents' experiences throughout the diagnostic process, and their child's autistic symptomatology. These parents experienced significant difficulties obtaining a diagnosis for their child. Parents saw an average of 4.5 professionals, and waited almost 3 years to receive a diagnosis following their first visit to a professional regarding their child's development. The impact of autistic symptomatology on the diagnostic process is discussed.
            Article 0 comments Cited 53 times – based on 0 reviews     Review now
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              A national sample of preschoolers with autism spectrum disorders: special education services and parent satisfaction.

              T Daley, Brian E. Carlson, Amy Bitterman … (2008)
              The Pre-Elementary Education Longitudinal Study (PEELS) examines the preschool and early elementary school experiences of a nationally representative sample of 3,104 children ages 3-5 with disabilities from 2004 through 2009. This paper describes the special education and related services received by a subsample of 186 preschoolers with autism spectrum disorders (ASD) in 2003-2004 and parental satisfaction with those services. Past research and patterns of litigation suggest that parents of children with ASD are not wholly satisfied with the special education and related services their children receive. In the current study, the authors found many similarities between children with ASD and children with other disabilities in the type of services received under IDEA and in parent satisfaction with these services. Still, some significant differences emerged in the number of services received, the amount of time children with ASD spent in special education settings, and parent satisfaction with the amount of time children spent with typically developing peers. Implications about the importance of parent satisfaction and social validity measures are discussed.
              Article 0 comments Cited 27 times – based on 0 reviews     Review now
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                Author and article information

                Contributors
                Fteiha Mohammad :
                Bio :

                Mohammad Fteiha is based at the Abu Dhabi University, Abu Dhabi, United Arab Emirates.

                Bustami Ghanem Al :
                Bio :

                Ghanem Al Bustami is Professor at the Abu Dhabi University, Abu Dhabi, United Arab Emirates.

                Journal
                Journal ID (publisher): AIA
                Journal ID (doi): 10.1108/AIA
                Title: Advances in Autism
                Abbreviated Title: AIA
                Publisher: Emerald Publishing
                ISSN: 2056-3868
                Publication date (Electronic, pub): 12 October 2018
                Publication date (Print, pub): 16 October 2018
                Volume: 4
                Issue: 3
                Pages: 130-140
                Affiliations
                [1] Abu Dhabi University , Abu Dhabi, United Arab Emirates
                Author notes
                Mohammad Fteiha can be contacted at: mohamed.fteiha@adu.ac.ae
                Article
                Publisher ID: 617240 Original-pdf ID: AIA-04-2018-0013.pdf Filename ID: AIA-04-2018-0013
                DOI: 10.1108/AIA-04-2018-0013
                SO-VID: 9d7cb5e2-f283-4f39-bf4c-dba185554a37
                Copyright © © Emerald Publishing Limited
                History
                Date received : 30 April 2018
                Date: 11 August 2018
                Date accepted : 21 August 2018
                Page count
                Figures: 1, Tables: 5, Equations: 0, References: 28, Pages: 11, Words: 4477
                Categories
                Compound subject: research-article, Research paper
                Compound subject: cat-HSC, Health & social care
                Compound subject: cat-LID, Learning & intellectual disabilities
                Custom metadata
                peer-reviewed yes
                academic-content yes
                EContentType JOURNAL
                rightslink included

                ScienceOpen disciplines: Health & Social care
                Keywords: Autism,Programmes,Evaluation,Diagnosis,Supportive services
                Data availability:
                ScienceOpen disciplines: Health & Social care
                Keywords: Autism, Programmes, Evaluation, Diagnosis, Supportive services

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