AN EVALUATION OF THE AUTISM AWARENESS OF THE INDIVIDUALS CONSULTING TO FAMILY HEATH CENTER
Downloads
License
Copyright (c) 2023 B Aysu, F Aydoğdu , N Aral , F Gürsoy
This work is licensed under a Creative Commons Attribution 4.0 International License.
Autism Spectrum Disorder is a heterogeneous neuropsychiatric disorder and in the course of this disease the different levels of impairment in the social area, problems in the communication and behaviors and delay in the cognitive development are seen. Despite becoming decreasingly, the lifelong continuance of the severity and symptoms of the disease affects the communication skills, behaviors and the social life of an individual diagnosed with autism negatively. People’s point of views about the autism and their level of information about the disease affect their behaviors oriented to the individuals with autism; and such behaviors directly affect the individuals diagnosed with autism and their developments. At this point, the perspective of people in society about autism is considered important. Based on this idea, the aim of the study was to determine the opinions of adults about autism and to make suggestions. Interview technique, one of the qualitative research methods, was used in the research. The study group of the research was determined by using criterion sampling, one of the purposive sampling methods. In this context, adults who came to a family health center in Ankara between 02.09.2020-11.09.2020, who did not have a family member with special needs and who agreed to participate in the study were included in the study. The data were collected with the "Personal Information Form" and "Semi-Structured Interview Form" prepared by the researchers. Adults' thoughts about autism were evaluated with descriptive analysis, and direct quotations were included in the results. According to the results obtained, adults have different views on the diagnosis, symptoms and causes of autism, and the welfare of individuals with autism; however, it can be said that there are deficiencies and errors in the information they have.
Ahlers, K. P., Gabrielsen, T. P., Lewis, D., Brady, A. M., & Litchford, A. (2017). Supporting individuals with autism spectrum disorder in understanding and coping with complex social emotional issues. School Psychology International, 38(6), 586-607.
Arastaman, G., Fİdan, İ. Ö., & Fidan, T. (2018). Nitel araştırmada geçerlik ve güvenirlik: Kuramsal bir inceleme. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 37-75.
Aydın, D., & Özgen, Z. E. (2018). Çocuklarda otizm spektrum bozukluğu ve erken tanılamada hemşirenin rolü. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 7(3), 93-101.
Başkale, H. (2016). Nitel araştırmalarda geçerlik, güvenirlik ve örneklem büyüklüğünün belirlenmesi. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 9(1), 23-28.
Crowley, K. (2017). Child Development. London :SAGE Publications.
Berkel, S., Marshall, C. R., Weiss, B., Howe, J., Roeth, R., Moog, U., Endris, V., Roberts, W., Szatmari, P., Pinto, D., Bonin, M., Riess, A., Engels, H., Sprengel, R., Scherer, S. W., and Rappold, G. A. (2010). Mutations in the SHANK2 synaptic scaffolding gene in autism spectrum disorder and mental retardation. Nature genetics, 42(6), 489-491.
Billington, T. (2006). Working with autistic children and young people: sense, experience and the challenges for services, policies and practices. Disability & Society, 21(1), 1-13.
Bodur, Ş., & Soysal, A. Ş. (2004). Otizmin erken tanısı ve önemi. Sted, 13(10), 394-398.
Cassimos, D. C., Polychronopoulou, S. A., Tripsianis, G. I., & Syriopoulou-Delli, C. K. (2015). Views and attitudes of teachers on the educational integration of students with autism spectrum disorders. Developmental neurorehabilitation.
Della Fina, V., & Cera, R. (2015). Protecting the rights of people with autism in the fields of education and employment: International, European and national perspectives (p. 197). Springer Nature.
Duban, N. (2010). Sınıf Öğretmeni adaylarının Fen ve Teknoloji okur-yazarı bireylere ve bu bireylerin yetiştirilmesine ilişkin görüşleri. Kuramsal Eğitimbilim Dergisi, 3(2), 162-174.
Er-Sabuncuoğlu, D. M. (2016). Otizm bilgi düzeyi: Okul öncesi eğitimcileri. Hacettepe University Faculty of Health Sciences Journal, 3(1), 28-52.
Fernell, E., Eriksson, M. A., & Gillberg, C. (2013). Early diagnosis of autism and impact on prognosis: a narrative review. Clinical epidemiology, 5 (1), 33-43.
Godwyn-Emmons, P., & McKendry-Anderson, L. (2006). Understanding Sensory Dysfunction. Learning, Development and Sensory Dysfunction in Autism Spectrum Disorders, ADHD. Learning Disabilities and Bipolar Disorder, London: Jessica Kingsley Publishers.
Goin-Kochel, R. P., Fombonne, E., Mire, S. S., Minard, C. G., Sahni, L. C., Cunningham, R. M., & Boom, J. A. (2020). Beliefs about causes of autism and vaccine hesitancy among parents of children with autism spectrum disorder. Vaccine.
Gürsoy, F., Aydoğdu, F., & Aysu, B. (2019). Children with Autism Spectrum Disorder. Recent Studies in Health Sciences, 157.
Hebert, E. B., & Koulouglioti, C. (2010). Parental beliefs about cause and course of their child's autism and outcomes of their beliefs: A review of the literature. Issues in comprehensive pediatric nursing, 33(3), 149-163.
Howlin, P. (2013). Social disadvantage and exclusion: adults with autism lag far behind in employment prospects. Journal of the American Academy of Child & Adolescent Psychiatry, 52(9), 897-899.
İnce, G. (2017). Otizm spektrum bozukluğu olan çocuğa sahip ebeveynlerin spor ile ilgili görüşleri. Özel Eğitim Dergisi, 18(1), 109-124.
Dufault, R., Schnoll, R., Lukiw, W. J., LeBlanc, B., Cornett, C., Patrick, L., ... & Crider, R. (2009). Mercury exposure, nutritional deficiencies and metabolic disruptions may affect learning in children. Behavioral and Brain Functions, 5(1), 1-15.
Goin-Kochel, R. P., & Myers, B. J. (2005). Congenital versus regressive onset of autism spectrum disorders: Parents' beliefs about causes. Focus on Autism and Other Developmental Disabilities, 20(3), 169-179.
Koegel, L. K., Koegel, R. L., Ashbaugh, K., & Bradshaw, J. (2014). The importance of early identification and intervention for children with or at risk for autism spectrum disorders. International journal of speech-language pathology, 16(1), 50-56.
Kurt, O., & Subaşı Yurtçu, A. B. (2017). Otizm spektrum bozukluğu olan bireylere yönelik kapsamlı uygulamalar. Sakarya University Journal Of Education, 7 (1), 155 – 182.
La Valle, C., Plesa-Skwerer, D., & Tager-Flusberg, H. (2020). Comparing the Pragmatic Speech Profiles of Minimally Verbal and Verbally Fluent Individuals with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 1-15.
Low, H. M., & Lee, L. W. (2011). Teaching of Speech, Language and Communication Skills for Young Children with Severe Autism Spectrum Disorders: What Do Educators Need to Know?. New Horizons in Education, 59(3), 16-27.
Lukito, S., Jones, C. R., Pickles, A., Baird, G., Happé, F., Charman, T., & Simonoff, E. (2017). Specificity of executive function and theory of mind performance in relation to attention-deficit/hyperactivity symptoms in autism spectrum disorders. Molecular autism, 8(1), 60.
Mazzone, L., Postorino, V., Siracusano, M., Riccioni, A., & Curatolo, P. (2018). The relationship between sleep problems, neurobiological alterations, core symptoms of autism spectrum disorder, and psychiatric comorbidities. Journal of clinical medicine, 7(5), 102.
Murphy, D. (2020). Autism: Implications for high secure psychiatric care and move towards best practice. Research in Developmental Disabilities, 100, 103615.
Özbulut M, Özgür Sayar Ö. (2009). Bir sosyal dışlanma fotoğrafı-engelli bireylerin toplumla bütünleştirilmesine yönelik tespit, bilgilendirme ve veri tabanı oluşturma çalışması (ÖZVERİ-Malatya) projesi araştırma sonuçları. Aile ve Toplum Eğitim-Kültür ve Araştırma Dergisi, 5 (17), 59- 76.
Özeren, G. S. (2013). Otistik spektrum bozukluğu (ASD) ve hastalığa kanıt penceresinden bakış. Acıbadem Üniversitesi Sağlık Bilimleri Dergisi, 4, 57-63.
Preiserowicz, R. (2015). What are the Possible Causes for Autism Spectrum Disorder?. The Science Journal of the Lander College of Arts and Sciences, 9(1), 99-105.
Ratajczak, H. V. (2011). Theoretical aspects of autism: Causes—A review. Journal of immunotoxicology, 8(1), 68-79.
Selkirk, C. G., Veach, P. M., Lian, F., Schimmenti, L., & LeRoy, B. S. (2009). Parents’ perceptions of autism spectrum disorder etiology and recurrence risk and effects of their perceptions on family planning: Recommendations for genetic counselors. Journal of genetic counseling, 18(5), 507-519.
Siegel, B. (2002). Autism. Child Development. Ed.: Neil J. Salkind. S.: 40-43. USA: Macmillan Reference.
Taresh, S., Ahmad, N. A., Roslan, S., Ma’rof, A. M., & Zaid, S. (2020). Pre-School Teachers’ Knowledge, Belief, Identification Skills, and Self-Efficacy in Identifying Autism Spectrum Disorder (ASD): A Conceptual Framework to Identify Children with ASD. Brain Sciences, 10(3), 165.
Töret, G., Özdemir, S., Gürel-Selimoğlu, Ö., & Özkubat, U. (2014). Otizmli çocuğa sahip olan ebevynlerin görüşleri: Otizm tanımlamaları ve otizmin nedenleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 15(1), 1-14.
Tunç, F. Ve Alabay, E. (2018). Eğitimci ve ebeveynlerin otizm spektrum bozukluğu olan çocuklara yönelik uygun eğitim ortamları hakkındaki görüşlerinin incelenmesi. 4. Uluslararası Çağdaş Eğitim Araştırmaları Kongresi, 184-200.
Yazıcı, D. N., & Akman, B. (2018). Okul öncesi öğretmenlerinin otizmli çocukların kaynaştırılması hakkındaki düşüncelerinin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(1), 105-128.
Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Yüksel, H., & Tanrıverdi, A. (2019). Özel gereksinimli çocuğa sahip olan ailelerin yaşadıkları sosyal sorunlar ve baş etme yolları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(3), 535-559.