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| 2. |
- Gillberg, Nanna, et al.
(author)
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Knowledge and belongingness: experiences of a programme for parents of children with autism
- 2023
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In: Educational Research. - 1002-5731.
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Journal article (peer-reviewed)abstract
- Background Whilst lack of social support has been associated with stress for parents of children with autism, group programmes for parents which bring together those with similar experiences and provide learning and resources can offer a form of social support. Although studies of such programmes suggest positive outcomes, including in terms of children’s adaptive behaviour, research examining parental perspectives on interventions that set out specifically to provide support to reduce stress in parents of children with autism is still scarce. Purpose Set in a Swedish context, the aim was to investigate whether a group education programme for parents of children with autism could be viewed as a site of informal social support and considered fertile ground for procuring social capital. Method Participants were parents of children who had been given an autism diagnosis at around three years of age. They had all taken part in a group education programme designed to facilitate experience-sharing in meetings between parents. The parents were interviewed about their experiences and perceptions of its influence on their everyday lives. Data were analysed qualitatively, using a Community of Practice lens. Findings The in-depth analysis indicated that, according to participants, the programme had helped alleviate feelings of isolation and improve parenting confidence. The findings speak to the importance of personal investment for knowledge acquisition and implementation, demonstrating the connections between the acquisition of social capital and membership of a Community of Practice. Conclusion Building on previous research emphasising the role of social support for the quality of life for parents of children with autism, the study highlights how a parental group education programme can represent a valuable social setting which is conducive for learning and resource procurement. Knowledge and belongingness in a social community – which enables access to, and sharing of, resources – are both of crucial relevance to outcomes and quality of life for families.
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| 3. |
- Nygren, Gudrun, 1957, et al.
(author)
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The prevalence of autism spectrum disorders in toddlers: a population study of 2-year-old Swedish children.
- 2012
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In: Journal of Autism and Developmental Disorders. - : Springer Science and Business Media LLC. - 0162-3257 .- 1573-3432. ; 42:7, s. 1491-1497
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Journal article (peer-reviewed)abstract
- Autism Spectrum Disorder (ASD) is more common than previously believed. ASD is increasingly diagnosed at very young ages. We report estimated ASD prevalence rates from a population study of 2-year-old children conducted in 2010 in Gothenburg, Sweden. Screening for ASD had been introduced at all child health centers at child age 21/2 years. All children with suspected ASD were referred for evaluation to one center, serving the whole city of Gothenburg. The prevalence for all 2-year-olds referred in 2010 and diagnosed with ASD was 0.80%. Corresponding rates for 2-year-olds referred to the center in 2000 and 2005 (when no population screening occurred) were 0.18 and 0.04%. Results suggest that early screening contributes to a large increase in diagnosed ASD cases.
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| 6. |
- Webster, Amanda, et al.
(author)
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Autism and Young Children in Sweden
- 2022
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In: Special Education in the Early Years. Perspectives on Policy and Practice in the Nordic Countries. - Cham : Springer. - 2468-8746.
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Book chapter (peer-reviewed)
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| 7. |
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| 8. |
- Westman Andersson, Gunilla
(author)
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Autism in preschoolers - assessment, diagnostic and gender aspects
- 2013
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Doctoral thesis (other academic/artistic)abstract
- Background: Very early assessment of young boys and girls with suspected autism spectrum disorders (ASD) is widely advocated, but knowledge is limited. Aims: Evaluate methods used in assessment of young children with suspected ASD, identify possible gender differences in clinical presentation, and examine parent/teacher experiences of the diagnostic process. Material and methods: Children (under age 4 years) were recruited after general population screening for ASD in Gothenburg. Different approaches - observation, formal testing, interview, and questionnaire - were used in four sub-studies (I-IV), each relating to 6-20 girls and 20-31 boys. Preschool free-field observation made by an education specialist was compared with structured clinic observation (I). Agreement across clinical first impressions and between such impressions and final comprehensive diagnosis was examined for independent members of a multidisciplinary team (II). Girls and boys were compared as regards diagnosis, developmental profiles and global functioning (III). Parent/teacher experience of assessment was examined (IV). Results: Agreement between observation in preschool and clinic was very good. Preschool observation and parent interview showed good agreement with final diagnosis. No clinical presentation gender differences were found, and correlations between results obtained in different developmental areas were strong. Parents and teachers were satisfied with the assessment and diagnostic process and did not regret that they had taken part in it. Conclusions: Girls and boys with ASD problems identified before 4 years of age are very similar. Preschool observation should be included in the diagnostic process, multidisciplinary assessments are crucial, and early diagnosis is considered important both by parents and preschool teachers.
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| 9. |
- Westman Andersson, Gunilla, et al.
(author)
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Autism in Preschoolers: Does Individual Clinician's First Visit Diagnosis Agree with Final Comprehensive Diagnosis?
- 2013
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In: Scientific World Journal. - : Hindawi Limited. - 1537-744X. ; 2013
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Journal article (peer-reviewed)abstract
- Comprehensive clinical diagnosis based on all available information is considered the "gold standard" in autism spectrum disorders (ASD). We examined agreement across independent assessments (clinical judgment) of 34 young children (age 24-46 months) with suspected ASD, assessed by a multidisciplinary team, and final comprehensive clinical diagnosis. Agreement across settings and between each clinician's assessment and final diagnosis was moderate. The poorest fit was found at assessment in connection with psychological evaluation and the best with preschool observation and parent interview. Some individual clinicians had good and others had poor fit with final diagnosis. Disagreement across assessments was pronounced for girls. The findings suggest that multidisciplinary assessments remain important and that comprehensive clinical diagnosis should still be regarded as the gold standard in ASD.
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| 10. |
- Westman Andersson, Gunilla, et al.
(author)
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Autism in toddlers: can observation in preschool yield the same information as autism assessment in a specialised clinic?
- 2013
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In: Scientific World Journal. - : Hindawi Limited. - 1537-744X. ; 2013
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Journal article (peer-reviewed)abstract
- We wanted to know whether preschool observation of children suspected of suffering from autism can provide the same information about core autism symptoms as the Autism Diagnostic Observation Schedule (ADOS) performed in a clinic. Forty 2-4-year-old children (9 girls, 31 boys), referred for assessment of suspected autism spectrum disorder participated in the study. The symptom areas covered by the ADOS algorithm were scored by an education specialist after free-field observation of each child in the preschool without using the prescribed ADOS materials. The ADOS was then completed in a clinic setting by examiners blind to the preschool results. Excellent agreement across results obtained at the two different types/settings of observations was found. The only significant difference found was with regard to spontaneous initiation of joint attention. The present study does not address the issue of whether or not one of the methods used is superior to the other when it comes to determining the "true" level of "autism problems" in these children. However, it is of interest that free-field preschool observation of children with suspected autism using a structured checklist yields very similar information as that obtained at ADOS assessment performed in a clinic setting.
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