Luana Conte1, Roberto Lupo2, Chiara Mazzarella3, Antonino Calabrò4, Laura Vaglio5, Sandro Chirizzi6, Carmen Donadio7, Maicol Carvello8, Alessandra Marsella9, Giovanna Artioli10, Elsa Vitale11. 1. 1. Laboratory of Biomedical Physics and Environment, Department of Mathematics and Physics "E. De Giorgi", University of Salento, Lecce, Italy 2. Laboratory of Interdisciplinary Research Applied to Medicine (DReAM), University of Salento and Local Health Authority (ASL), Lecce, Italy. luana.conte@unisalento.it. 2. "San Giuseppe da Copertino Hospital", Local Health Authority (ASL) Lecce, Italy. roberto.lupo@uniba.it. 3. Freelance Nurse. chiaramazzarella270@gmail.com. 4. Nuovo Ospedale degli Infermi, Local Health Authority Biella, Italy . anto.cala76@gmail.com. 5. High School "Dante Alighieri" Ravenna, Italy . vagliolaura@libero.it. 6. University of Foggia, Italy . s.chirizzi@alice.it. 7. "Salvatore Peragine" Hospital, Local Health Authority (ASL) Stigliano, Italy. carmendonadio@gmail.com. 8. Brisighella Community Hospital, Local Health Authority (ASL) of Romagna, Italy. maicol.carvello@gmail.com. 9. High School "Del Prete - Falcone", Sava, Italy . alessandramarsella86@libero.it. 10. University of Parma, Italy. giovanna.artioli@unipr.it. 11. Department of Mental Health, Local Healthcare Company Bari, Italy. vitaleelsa@libero.it.
Abstract
BACKGROUND: Schools play a key role in detecting early signs of autism and creating a targeted pathway of study and inclusion. This becomes complicated when faced with unknown situations, such as managing a student with Autism Spectrum Disorders (ASD). MATERIALS AND METHODS: A nationwide study involving teachers (n=235) was conducted from March to August 2021. The survey instrument consisted of a questionnaire administered online through social networks containing socio-demographic data, attitudes, knowledge and inclusion plans from school teachers towards students with ASD. RESULTS: Statistical significant differences were registered for the item no.13: among the main deficits caused by ADS are reduced social cognition, language abnormalities, and impaired sensory functioning. (p=.025); the item no.8 (p=.011): if an intervention works for one child with ASD, it is certain to work on another child with ASD; the item no.3(p=.002): genetic factors play an important role in the causes of ASD. By also considering teacher's attitudes towards ASD according to the presence of a healthcare worker in the school environment, significant differences were registered for the item no.1 (p=.032): the interpretation that the diagnostic criteria for Asperger's syndrome are the same as for high-functioning autism; the item no.6 (p=.025): children with ADS are very similar to each other, and the item no.7(p=.015): early intervention does not lead to additional benefits for children with ASD. CONCLUSIONS: The presence of professionals with advanced skills could be a benefit and represent a strong point in the application of measures of prevention and containment of community pathologies.
BACKGROUND: Schools play a key role in detecting early signs of autism and creating a targeted pathway of study and inclusion. This becomes complicated when faced with unknown situations, such as managing a student with Autism Spectrum Disorders (ASD). MATERIALS AND METHODS: A nationwide study involving teachers (n=235) was conducted from March to August 2021. The survey instrument consisted of a questionnaire administered online through social networks containing socio-demographic data, attitudes, knowledge and inclusion plans from school teachers towards students with ASD. RESULTS: Statistical significant differences were registered for the item no.13: among the main deficits caused by ADS are reduced social cognition, language abnormalities, and impaired sensory functioning. (p=.025); the item no.8 (p=.011): if an intervention works for one child with ASD, it is certain to work on another child with ASD; the item no.3(p=.002): genetic factors play an important role in the causes of ASD. By also considering teacher's attitudes towards ASD according to the presence of a healthcare worker in the school environment, significant differences were registered for the item no.1 (p=.032): the interpretation that the diagnostic criteria for Asperger's syndrome are the same as for high-functioning autism; the item no.6 (p=.025): children with ADS are very similar to each other, and the item no.7(p=.015): early intervention does not lead to additional benefits for children with ASD. CONCLUSIONS: The presence of professionals with advanced skills could be a benefit and represent a strong point in the application of measures of prevention and containment of community pathologies.
Authors: Khalid Ali Alharbi; Abdulmajeed Abdullah Alharbi; Faris Saleh Al-Thunayyan; Khalid Abdullah Alsuhaibani; Najeeb Saleh Alsalameh; Mohammed Hasan Alhomaid; Ibrahim Saleh Albahouth; Pousette Farouk Hamid Journal: Mater Sociomed Date: 2019-03
Authors: Andrew J O Whitehouse; Kandice J Varcin; Sarah Pillar; Wesley Billingham; Gail A Alvares; Josephine Barbaro; Catherine A Bent; Daniel Blenkley; Maryam Boutrus; Abby Chee; Lacey Chetcuti; Alena Clark; Emma Davidson; Stefanie Dimov; Cheryl Dissanayake; Jane Doyle; Megan Grant; Cherie C Green; Megan Harrap; Teresa Iacono; Lisa Matys; Murray Maybery; Daniel F Pope; Michelle Renton; Catherine Rowbottam; Nancy Sadka; Leonie Segal; Vicky Slonims; Jodie Smith; Carol Taylor; Scott Wakeling; Ming Wai Wan; John Wray; Matthew N Cooper; Jonathan Green; Kristelle Hudry Journal: JAMA Pediatr Date: 2021-11-01 Impact factor: 16.193