Supporting Families of Preschool Children with Autism
Supporting Families of Preschool Children with Autism
复制标题
支持学龄前自闭症儿童的家庭
作者：
P. Whitaker
本文介绍了一个地方教育当局的项目，提供支持的学龄前儿童的家庭与自闭症谱系障碍。作为评估研究的一部分，在其子女进入全日制教育并离开服务工作量时，对所有家长进行了访谈。报告概述了关于对所提供服务的满意程度的主要调查结果，并介绍了父母对所提供支助的不同组成部分的反应。所有家长都认为支持工作者的投入“非常有用”。家长特别重视以下方面：帮助“理解"孩子的发展和需求;促进语言和参与互动游戏的实用策略;以及支持孩子参加的托儿所和游戏小组。采访还调查了父母的诊断经历以及他们在术后的需求。这些研究结果的主要影响，这种模式的服务提供，也进行了讨论。
This paper describes a local education authority project to provide support to the families of preschool children with autistic spectrum disorders. As part of an evaluation study, all parents were interviewed when their children entered full-time education and left the service’s caseload. The report outlines key findings regarding levels of satisfaction with the service provided and describes parental responses to the different components of the support offered. All parents rated the input of the support worker as ‘very useful’. Parents particularly valued the following: support to ‘make sense’ of their child’s development and needs; practical strategies for facilitating language and engaging in interactive play; and support to the nurseries and playgroups attended by their children. The interviews also looked at parents’ experience of diagnosis and their needs in the immediate aftermath. Key implications of these findings, and of this model of service delivery, are also discussed.