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The efficacy of equine-assisted activities on social outcomes of individuals with autism spectrum disorder
Title
The efficacy of equine-assisted activities on social outcomes of individuals with autism spectrum disorder
Abstract
Individuals with autism spectrum disorder (ASD) have shown improvement through the use of various therapeutic approaches. Identifying these approaches that engage individuals with ASD is essential in facilitating opportunities for lessening the impact of symptoms. A ...
Show moreIndividuals with autism spectrum disorder (ASD) have shown improvement through the use of various therapeutic approaches. Identifying these approaches that engage individuals with ASD is essential in facilitating opportunities for lessening the impact of symptoms. A recent CDC report indicates the prevalence to be 1 in 54 children are diagnosed with autism spectrum disorder (Roth, 2020). While the prevalence continues to escalate, the epidemiology has yet to be discovered. While there is no cure for autism spectrum disorder (ASD), there are forms of therapy that have been proven to be successful in lessening the associated symptomatic behaviors. The most distinct classifiers related to ASD include sensory impairments, communication and speech delays, and restrictive, yet repetitive patterns of behavior or interests. This study intends to examine the parental viewpoint on correlations existing between equineassisted therapies (EAT) and communication skill improvements of adolescents with autism. Equine-assisted therapies have been found to be successful in the improvement of modality, communication deficits, and behavioral needs of individuals with disabilities. The parental viewpoint and input of such therapies has not been as stringently studied.
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Year Issued
2021
Author
Huston, Trisha
Sub-title
a qualitative case study
Preventing abandonment of Augmentative and Alternative Communication (AAC) devices for students with autism : parent perspectives for successful implementation
Title
Preventing abandonment of Augmentative and Alternative Communication (AAC) devices for students with autism : parent perspectives for successful implementation
Year Issued
2021
Abstract
The purpose of the present study was to investigate the perspectives of parents of students with ASD who use high-tech AAC in educational settings. Although the use of AAC in school settings has been studied, research has not narrowed its scope to focus on children w...
Show moreThe purpose of the present study was to investigate the perspectives of parents of students with ASD who use high-tech AAC in educational settings. Although the use of AAC in school settings has been studied, research has not narrowed its scope to focus on children with ASD who use high-tech speech generating devices (SGDs) and receive special education services in school settings. By analyzing both qualitative and quantitative data, this study aims to create an initial framework for successful implementation of AAC for children with Autism Spectrum Disorders. A mixed methods design was chosen for this study. Parametric and nonparametric statistics were utilized to test the theory that ease of use, device usefulness, and ease of learning the AAC technology positively influence parent satisfaction. Transcripts from semi-structured interviews were manually coded to identify qualitative themes related to parent satisfaction with their children’s AAC devices. Three qualitative themes emerged: parents feel like they are not equal members of the IEP team, parents act as self-advocates, and parents have difficulty trusting the recommendations made by the school team. Quantitative data analyses revealed a strong positive correlation between ease of use and satisfaction, ease of learning and satisfaction, and usability and satisfaction. Triangulation of data through qualitative analysis confirm that satisfaction is related to ease of use, ease of learning, and usability of the high-tech AAC device. Future studies should investigate parent perspectives that lead to abandonment of speech generating devices in different regions of the United States and across underrepresented groups. In addition, preservice programs in special education and speech-language pathology should be studied in order to determine the extent to which students entering the field have been taught to engage in family-centered practice. Finally, future research should investigate strategies that lead to successful implementation of speech generating devices with children with ASD.
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Author
Lake, Sheri