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Journal of Applied Research in Intellectual Disabilities
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Patterns of Time Processing Ability in Children with and without Developmental Disabilities
Background Children with developmental disabilities, e.g. intellectual disability or autism, are reported to have problems in time perception, time orientation or time management, i.e. in time-processing ability (TPA). The aim was to investigate whether the problems described are diagnosis specific or reflect differences in age or in level of TPA.Methods Using a cross-sectional design, this study investigated if there were different patterns of TPA in 5- to 10-year-old children with (n = 77) and without disabilities (n = 89). The results indicated that the patterns of TPA mainly follow the chronological age of children without disabilities, all clusters differing as regards levels of TPA. Daily time management (as estimated by the parents) and children's self-rated autonomy differed between clusters and was related to TPA.Conclusions The level of TPA seems to be a more valid overall base than the type of diagnosis for the planning of interventions in daily time management.
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Participation of Children with and without Disabilities in Social, Recreational and Leisure Activities
Background One method of promoting children's friendship development is through activity participation with peers. However, children with disabilities seem to engage in fewer of these activities, and when they do participate often do so primarily with adults.Materials and Methods This study compared activity participation and friendship in typically developing (TD) children (n = 90), children with an autism spectrum disorder (ASD; n = 65), and children with an intellectual disability (n = 30) between the ages of 5 and 17 years. Parents completed a questionnaire about their child's participation in social, recreational and leisure activities.Results The TD children participated in significantly more social and recreational activities and had more friends than the children with disabilities. Notable differences emerged among groups in the percentage of activities the children participated in with peers, parents and/or other adults. Some significant differences were noted between the ASD and intellectual disability groups.Conclusions Research concerning activity participation should continue to take into account not only whether children are engaging in activities, but explore more precisely 'with whom' these activities are occurring.
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Attribution Model of Stigma towards Children with Autism in Hong Kong
Background Accounting for the effects of knowledge of and experience with autism, the relationships of cognitive attribution (perceived controllability), emotions (anger and sympathy), as well as helping and punitive behavioural intentions towards children with autism were examined. Based on the attribution model, mediating effects of anger and sympathy on cognitive attributions and behavioural intentions were tested.Materials and Methods 123 frontline staff in educational settings completed a modified version of the Attribution Questionnaire after reading a hypothetical vignette and completing a quiz on autism.Results Knowledge and experience were only significantly related to punitive behavioural intention towards children with autism. Anger and sympathy mediated the effect between perceived controllability on both helping and punitive behavioural intentions.Conclusions The intentional responses towards children with autism were strongly related to their emotional reactions. Thus, in addition to educating frontline staff about autism, training them on emotion regulation is equally important in autism stigma reduction.
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