@article{Ong2019,
title = {Parental satisfaction and perception of Progress in influencing the Practice of complementary health approaches in children with autism: A cross sectional survey from Negeri Sembilan, Malaysia},
author = {J J Ong},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071968009&doi=10.1186%2fs12906-019-2672-8&partnerID=40&md5=7357d9aa26c64a321790fee9aae89765},
doi = {10.1186/s12906-019-2672-8},
issn = {14726882},
year = {2019},
date = {2019-01-01},
journal = {BMC Complementary and Alternative Medicine},
volume = {19},
number = {1},
publisher = {BioMed Central Ltd.},
abstract = {Background: Parents' use of complementary health approaches (CHA) for children with autism spectrum disorder (ASD) are common despite the uncertain evidence of its benefit. Parents often adopt CHA due to dissatisfaction with conventional treatment. This study aimed to examine parents' satisfaction with ASD treatment and their perception of progress in their child's development. Parents' use of CHA among children with ASD and the factors related were also evaluated. Methods: Self-administered questionnaires were completed by 48 parents of children with ASD at a single tertiary referral hospital in Malaysia. Correlation analysis was used to explore associations between parental satisfaction scores, perception of progress scores and use of CHA. Results: Use of CHA was reported by parents for 35.4% of children with ASD in the sample. Parents who were less satisfied with conventional treatment and parents who perceived poorer progress in their child's development were more likely to use CHA. Strong positive relationship was found between parent satisfaction with ASD treatment scores and parent perception of progress scores, which indicates that parents who were satisfied with treatment were more likely to perceive greater progress in their child's development. Improvement in child's progress was most appreciated by parents in their child's behavior (85.5%), social skills (83.3%) and motor skills (77.1%). Conclusion: The use of CHA was common among children with ASD. Parents were more likely to practice CHA when they were less satisfied with conventional treatment and perceived poorer progress. A larger multicenter study is required to further explore the practice of CHA among children with ASD throughout Malaysia. © 2019 The Author(s).},
note = {cited By 0},
keywords = {Adolescent, Adult, Alternative Medicine, Autism, Autism Spectrum Disorders, Child Behaviour, Child Parent Relation, Children, Complementary Therapies, Cross-Sectional Study, Female, Human, Infant, Malaysia, Male, Middle Aged, Parents, Personal Satisfaction, Preschool, Preschool Child, Psychology, Questionnaires, Satisfaction, Social Competence, Social Skills, Surveys, Treatment Outcome},
pubstate = {published},
tppubtype = {article}
}

@article{Min201841,
title = {Integration of digital social story intervention into differentiated instruction framework},
author = {W K Min and L B Theng},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056467196&doi=10.3233%2fjid-2017-0008&partnerID=40&md5=fdc3f6472d188fb0fc7b949800a99b4d},
doi = {10.3233/jid-2017-0008},
issn = {10920617},
year = {2018},
date = {2018-01-01},
journal = {Journal of Integrated Design and Process Science},
volume = {21},
number = {4},
pages = {41-56},
publisher = {IOS Press},
abstract = {Social communication impairment is pervasive among children diagnosed with Autism Spectrum Disorder (ASD) and participating in the respective community as a full-fledge member requires positive social behaviours. To help these children acquire acceptable social behaviours, social story approach as an eminent social skills intervention technique makes use of engaging and relevant social stories. Though reported effective, not all social stories created are equally effective for all children in addition to a significant amount of human intervention this approach requires and teacher/ caretaker's difficulties in providing full-individualized attention. This study investigated how digital social stories intervention augmented with differentiated instructions could help overcome these drawbacks while supplementing the social communication needs of the children with ASD. The results of this study were positive and the proposed approach was effective in improving social behaviours of the children with ASD. © 2017 - IOS Press and the authors. All rights reserved.},
note = {cited By 1},
keywords = {Autism Spectrum Disorders, Differentiated Instruction, Diseases, E-learning, Human Intervention, Social behaviour, Social Communications, Social Skills, Social Stories, Social Story Interventions, Teaching},
pubstate = {published},
tppubtype = {article}
}

@article{ISI:000432354700015,
title = {Preschool Special Education Teachers' Perceptions on Social Skills of
Children with Autism Spectrum Disorders},
author = {Joanna Hie Ping Ting and Kee Jiar Yeo},
doi = {10.1166/asl.2018.11914},
issn = {1936-6612},
year = {2018},
date = {2018-01-01},
journal = {ADVANCED SCIENCE LETTERS},
volume = {24},
number = {1},
pages = {44-47},
publisher = {AMER SCIENTIFIC PUBLISHERS},
address = {26650 THE OLD RD, STE 208, VALENCIA, CA 91381-0751 USA},
abstract = {Social deficit is among the most common symptoms of children with Autism
Spectrum Disorders (ASD). Children with ASD display a vast heterogeneity
of social skill deficits depend on their severity of disorders. Deficits
in social skills have adverse effects on their performance and hinder
their participation in classroom activities. This study is aimed at
investigating the perceptions of preschool special education teachers on
social skills of children with ASD. A semi-structured interview was
conducted in one preschool involving three special education teachers.
The data from the interviews were transcribed using Nvivo11. Findings
from this study showed a few common characteristics associated with ASD,
namely avoidance of eye contact, limited social initiation, poor joint
attention, decrease in social communication and lesser playing skills as
compared to their peers. The analysis leads to the conclusion that ASD
displayed several social skill deficits such as impairment in social
communication, having a ``not so well-developed'' or lack of Theory of
Mind (ToM), appropriate gestures, and lack of social play skills.
Teachers interviewed suggested that early interventions should be
implemented in the early years of ASD childhood to improve their social
skills.},
note = {International Conference on Social Sciences and Education (ICSSE),
Bandung, INDONESIA, NOV 21-23, 2017},
keywords = {ASD, Preschool Teacher, Social Skills, Special Education},
pubstate = {published},
tppubtype = {article}
}