Knowledge and Perceptions about Fragile X Syndrome: Implications for Diagnosis, Intervention, and Research

Autor/inn/en	Finucane, Brenda; Haas-Givler, Barbara; Simon, Elliott W.
Titel	Knowledge and Perceptions about Fragile X Syndrome: Implications for Diagnosis, Intervention, and Research
Quelle	In: Intellectual and Developmental Disabilities, 51 (2013) 4, S.226-236 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9556
DOI	10.1352/1934-9556-51.4.226
Schlagwörter	Autism; Genetic Disorders; Mental Retardation; Knowledge Level; Etiology; Pervasive Developmental Disorders; Allied Health Personnel; Professional Training; Clinical Diagnosis; Intervention + Suchen Sie Ihr Suchwort? Autismus; Geistige Behinderung; Wissensbasis; Ätiologie; Berufliche Fachbildung; Berufliche Fortbildung
Abstract	We surveyed 439 professionals in the field of autism to assess their knowledge and perceptions about fragile X syndrome (FXS) and related issues. Almost half had worked with at least one child diagnosed with FXS, yet most lacked basic knowledge about the condition, underestimated its significance in the etiology of autism spectrum disorders, and rarely accessed fragile X-specific resources. A majority perceived etiology to be an important variable in therapeutic response while three quarters felt that professionals in the field of autism should play an active role in referring children for etiological evaluation. Despite these opinions, most respondents either rarely or never inquired about etiology when working with a new client. The survey results underscore the need for training and education so that autism professionals can become effective partners in diagnostic genetic referral and in research and implementation of syndrome-specific interventions. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 7065, Lawrence, KS 66044-7065. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://aaiddjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10