Awareness and Knowledge Associated with Autism Spectrum Disorders among University Students in Zambia

Autor/inn/en	Chansa-Kabali, Tamara; Nyoni, Joachim; Mwanza, Henry
Titel	Awareness and Knowledge Associated with Autism Spectrum Disorders among University Students in Zambia
Quelle	In: Journal of Autism and Developmental Disorders, 49 (2019) 9, S.3571-3581 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chansa-Kabali, Tamara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-019-04044-7
Schlagwörter	Foreign Countries; Autism; Pervasive Developmental Disorders; Knowledge Level; Undergraduate Students; Gender Differences; Parents; Internet; Computer Use; Intellectual Disciplines; Consciousness Raising; Zambia + Suchen Sie Ihr Suchwort? Ausland; Autismus; Wissensbasis; Geschlechterkonflikt; Eltern; Geisteswissenschaften; Bewusstseinsbildung; Sambia
Abstract	Experiences with Autism Spectrum Disorders (ASDs) in sub-Saharan Africa are characterized with lots of uncertainty, including lack of awareness and knowledge. This study examined ASD awareness and knowledge among 488 University of Zambia undergraduate students using an autism awareness and knowledge survey. Study findings on awareness revealed a high proportion of students--seventy-nine percent (79%) had never heard of ASD before the survey. Significant variation in aspects of ASD knowledge was explained by gender, having children, internet use and school of study. Implications of low levels of ASD awareness and knowledge is a call to invest in ASD awareness campaigns through different platforms in order to promote ASD knowledge that translates into increased ASD understanding for better service provision in Zambia. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01