A Comparison of Parent and Professional Perceptions of Children with Autism Spectrum Disorder in Portugal

Autor/inn/en	Reis, Helena; Pereira, Ana; Almeida, Leandro
Titel	A Comparison of Parent and Professional Perceptions of Children with Autism Spectrum Disorder in Portugal
Quelle	In: British Journal of Special Education, 44 (2017) 3, S.257-272 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12180
Schlagwörter	Parent Attitudes; Autism; Pervasive Developmental Disorders; Early Intervention; Foreign Countries; Cooperation; Interpersonal Communication; Behavior Problems; Sensory Integration; Allied Health Personnel; Preschool Children; Measures (Individuals); Child Development; Parent Background; Educational Attainment; Comparative Analysis; Statistical Analysis; Portugal + Suchen Sie Ihr Suchwort? Elternverhalten; Autismus; Ausland; Co-operation; Kooperation; Interpersonale Kommunikation; Sensorische Integration; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten; Kindesentwicklung; Elternhaus; Bildungsabschluss; Bildungsgut; Statistische Analyse
Abstract	Improving early intervention in Portugal for children with autism spectrum disorder (ASD) requires parents and professionals to collaborate in assessing and planning intervention programmes. This article analyses parental and professional assessments of children with ASD, in the dimensions of social communication, repetitive behaviours and restricted interests, and sensory processing. The study presents contrasting perspectives from professionals and parents from a range of socio-academic backgrounds. The sample consists of 136 Portuguese children (aged three to six years old) with ASD and involves children, parents and professionals from across the country. All children, at the time, were in preschool and receiving early special education intervention. Parents and professionals used the Assessment Scale for Children with ASD to complete the assessments. The results show that parents rate children's development and learning more positively compared to professionals; and that this difference is more significant in the field of social communication. Further, parents with higher academic qualifications showed statistically significant differences in comparison with professionals in the social communication dimension. These findings are discussed in relation to the literature and some suggestions are made regarding certain practices related to intervention in early childhood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01