Participation patterns in elementary school-aged children with autism spectrum disorders and their typically developing peers

IF 1.4 Q2 SOCIAL WORK
Noor T Ismael, K. Almhdawi, Ala'a F Jaber, Saddam F Kanaan, Sana'a Al Shlool
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Abstract

Purpose This study aims to investigate the differences in participation patterns between children with autism spectrum disorders (ASD) and children with typical development (TD) in Jordan. Design/methodology/approach The study used a cross-sectional comparative design and convenient and snowball sampling. The sample consisted of 60 children (30 ASD and 30 TD), mean age (nine years), who completed the Children’s Assessment of Participation and Enjoyment and the Preferences for Activities of Children (CAPE/PAC) via interview. Analyses consisted of descriptive statistics and Mann-Whitney U tests. Findings Children with ASD had significantly lower participation Diversity (U = 24.00, p < 0.000) and Intensity (U = 110.00, p < 0.000) than children with TD. In addition, children with ASD had significantly lower participation preference in Physical (U = 145.50, p < 0.000), Self-Improvement (U = 163.50, p < 0.000), Skill-Based (U = 281.00, p = 0.01), Social activities (U = 307.50, p = 0.03) and total PAC scale score (U = 246.50, p = 0.003). However, children with ASD had significantly higher Enjoyment (U = 274, p < 0.000) than children with TD. Originality/value Children with ASD have restricted participation patterns due to certain ASD features like extreme sensory processing patterns. However, limited research compared participation patterns between school-aged children with ASD and children with TD. This study concluded that participation patterns in children with ASD are different from children with TD.
小学年龄自闭症谱系障碍儿童及其典型发育中同龄人的参与模式
目的本研究旨在调查约旦自闭症谱系障碍(ASD)儿童和典型发育(TD)儿童参与模式的差异。设计/方法/方法本研究采用横断面比较设计和方便的滚雪球抽样。样本包括60名平均年龄(9岁)的儿童(30名ASD和30名TD),他们通过访谈完成了儿童参与和享受以及儿童活动偏好评估(CAPE/PAC)。分析包括描述性统计和Mann-Whitney U检验。结果ASD儿童的参与多样性(U=24.00,p<0.000)和强度(U=110.00,p>0.000)显著低于TD儿童。此外,ASD儿童在身体(U=145.50,p<.000)、自我改善(U=163.50,p>.000)和技能基础(U=281.00,p=0.01)方面的参与偏好显著降低,社会活动(U=307.50,p=0.03)和PAC总分(U=246.50,p=0.003)。然而,ASD儿童的快乐度(U=274,p<0.000)明显高于TD儿童。原始性/价值观ASD儿童由于某些ASD特征,如极端感觉处理模式,参与模式受到限制。然而,有限的研究比较了学龄期ASD儿童和TD儿童的参与模式。该研究得出结论,ASD儿童的参与方式与TD儿童不同。
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来源期刊
CiteScore
2.90
自引率
0.00%
发文量
14
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