@article{Taresh2020,
title = {Pre-school teachers’ knowledge, belief, identification skills, and self-efficacy in identifying autism spectrum disorder (ASD): A conceptual framework to identify children with ASD},
author = {S Taresh and N A Ahmad and S Roslan and A M Ma’rof and S Zaid},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082661960&doi=10.3390%2fbrainsci10030165&partnerID=40&md5=806c3d699ffc9bd518bc0397b07598a8},
doi = {10.3390/brainsci10030165},
issn = {20763425},
year = {2020},
date = {2020-01-01},
journal = {Brain Sciences},
volume = {10},
number = {3},
publisher = {MDPI AG},
abstract = {Recently, the identification and detection of children with autism spectrum disorder (ASD) has become an essential issue under ASD intervention services. The high percentage of ASD among children requires preschool teachers to recognizse children’s abnormal development and identify them at an early stage, followed by referral to specialists. Therefore, this identification calls for a specific ability among preschool teachers, identified as knowledge, belief, identification skills, and self-efficacy (KBISSE). This conceptual framework aims to utilize the current literature to present a discussion on preschool teachers’ KBISSE in identifying children with ASD and making decisions to refer children suspected with ASD to specialists. The conceptual framework is discussed based on social cognitive theory (SCT) and the health belief model (HBM). The conceptual framework emphasizes the need for preschool teachers to be educated in ASD via an educational module that could increase teachers’ self-efficacy in identifying children with ASD. Besides, knowledge in ASD, belief in ASD, and identification skills are also necessary variables for building the educational module. The educational module is useful for guiding future research on preschool teachers’ identification of children with any disability, one of which is ASD, and subsequent specialist referral at an early stage. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.},
note = {cited By 0},
keywords = {Attitude to Disability, Autism, Cognition, Conceptual Framework, Education, Health Belief, Health Care, Health Care Personnel, Human, Interpersonal Communication, Mental Health, Physiotherapist, Psychological Aspect, Questionnaires, Review, School Teacher, Self Concept, Social Behaviour, Social Cognitive Theory, Social Interactions, Social Stigma, Teaching, Training},
pubstate = {published},
tppubtype = {article}
}

@article{Bhagat201732,
title = {Emotional regulation in autism spectrum disorders: A new proposed model for regulating emotions through parent education},
author = {V Bhagat and M Haque and N B Simbak and R Husain},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85021786235&partnerID=40&md5=ece2d7c28018f0c4526810e08e314461},
issn = {09758542},
year = {2017},
date = {2017-01-01},
journal = {Journal of Global Pharma Technology},
volume = {9},
number = {7},
pages = {32-43},
publisher = {Journal of Global Pharma Technology},
abstract = {Autism spectrum disorders (ASD) may affect all spheres of a child's life. One of the areas of the behavioral spectrum need to be focused is affected. Thus, the study is enthused in impaired emotional regulation (ER) affecting children with ASD. The significance of ER is related to that promoting adaptive behavior in children; indeed, disturbed ER in ASD children leads to emotional and behavioral problems. Commonly children with ASD lack adaptive ER strategies thus they react impulsively and inadequately to emotional stimuli thus it affects their psychological well-being. Though ER in ASD children is intrinsic the nurturing of these children with an understanding of ER can promote better psychological wellbeing. Thus, study objectives to examine a) the impact of ASD on their ER b) the impact of ER on the psychological wellbeing of children with ASD c) To develop awareness among these parents regarding the impact of ER on the psychological wellbeing of their ASD child. d) To propose a new model of parental education about ER and its significance on psychological wellbeing of ASD children. This study takes a base on the keenly examined past evidence on impaired ER in ASD children and its impact on the psychological wellbeing. Proposal for aiding ER through parental education has introduced. The conclusion drawn in this study is that the intervention can be more promising with educating parents regarding ER, may help their child to gain maximum from therapeutic intervention. The new proposed model of intervention extends the further scope for research in this regard. © 2009-2017, JGPT.},
note = {cited By 0},
keywords = {Adaptive Behavior, Amygdala, Autism, Awareness, Cognition, Comorbidity, Conceptual Framework, Cost Benefit Analysis, Education, Emotion, Emotional Disorder, Emotionality, Health Care, Health Promotion, Human, Impulsiveness, Learning, Motivation, Parent Education, Perception, Practice Guideline, Prefrontal Cortex, Prevalence, Problem Behavior, Psychoeducation, Psychological Well Being, Review, Sex Difference, Social Behaviour, Social Cognition, Social Competence, Social Learning},
pubstate = {published},
tppubtype = {article}
}