Autism Service Providers Report: Behavioral and Educational Interventions Used in Ethiopia

Autor/inn/en	Zeleke, Waganesh A.; Chitiyo, Morgan; Hughes, Tammy L.
Titel	Autism Service Providers Report: Behavioral and Educational Interventions Used in Ethiopia
Quelle	In: International Journal of School & Educational Psychology, 6 (2018) 3, S.176-187 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2016.1278568
Schlagwörter	Autism; Pervasive Developmental Disorders; Children; Intervention; Special Education; Foreign Countries; Special Needs Students; Skill Development; Daily Living Skills; Social Development; Behavior Modification; Self Help Programs; Emotional Development; Interpersonal Competence; Training; Self Management; Communication Skills; Ethiopia + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Sonderpädagogischer Förderbedarf; Kompetenzentwicklung; Qualifikationsentwicklung; Alltagsfertigkeit; Soziale Entwicklung; Behaviour modification; Verhaltensänderung; Self help programmes; Selbsthilfebewegung; Gefühlsbildung; Interpersonale Kompetenz; Ausbildung; Selbstmanagement; Kommunikationsstil; Äthiopien
Abstract	Autism has begun to attract both media and research attention across many developing countries. In Ethiopia, where there is limited attention to diagnostic processes and therapeutic interventions for children, the treatment for autism is widely misunderstood. This study examines the available behavioral and educational interventions currently implemented for children with autism in the Ethiopian capital of Addis Ababa, which is considered a progressive area of treatment in Africa. Survey data were collected from 80 helping professionals that included teachers, special needs educators, counselors, therapeutic care workers, and social workers. Results indicated that children with autism spectrum disorders (ASDs) who were enrolled in intervention programs received primarily (daily living) skill-based interventions delivered on an ad hoc basis rather than structured social, behavioral, and educational interventions. The children were underserved due to a dearth of available professionals, low number of training facilities, and inadequate resources for family support. Results also highlighted the need for preservice and in-service educators' training as well as the need to document and evaluate the types of strategies that are used in schools and agencies for children with ASDs in Ethiopia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01