The effect of the home environment on children with autism spectrum disorder

Abstract

The estimated prevalence of autism spectrum disorders (ASD) is 1% worldwide. Autistic individuals typically have a high level of sensitivity to the various environmental stimuli (smell, noise, light). These stimuli have a positive or negative influence on the person–environment interaction, and an excess of stimuli may create inappropriate or unanticipated behavioral responses (such as a crisis) effecting their well‐being. The Model of Competence, which provides an explanation of the interaction between the individual and the environment, was selected as the conceptual framework to direct this study. The purpose of this study is to investigate the opinions and experiences of mothers regarding the influence of the characteristics of the home environment on autistic individuals. A qualitative interpretative description design was utilized for this study's framework. Participants in the study were mothers who have autistic children. The study with focus groups was continued until data saturation was reached. There was a thematic investigation carried out. The findings show that the factors that have an effect on autistic individuals can be categorized into several subsets like sensory, routines, and physical environment. Despite the fact that the home setting is often a secure and consistent environment, these aspects were identified as crucial. Consequently, one should give some thought to the consequences that this could have in other settings where it would be harder to exercise control. The identification of these factors and the impact they have enables a better understanding of the interaction between an autistic individual and their environment and serves to guide professionals in their interventions.

Using varied technological agents‐assisted simultaneous prompting for teaching discrete skills to children with developmental disabilities

“…These children experience significant, unexpected, specific, and persistent difficulties in the acquisition and use of compelling reading (dyslexia), writing (dysgraphia) or mathematics (dyscalculia) skills despite conventional education, intact senses, average intelligence, appropriate motivation, and adequate sociocultural education. Common among these disorders are attention deficit hyperactivity disorder (ADHD), reading disability (RD), specific language impairment (SLI), speech‐sound disorder (SSD), and dyspraxia (Caylak, 2007, 2009, 2010, 2010/2011, 2011a, 2011b, 2011c, 2012; Kahveci et al, 2023).…”

“…adequate sociocultural education. Common among these disorders are attention deficit hyperactivity disorder (ADHD), reading disability (RD), specific language impairment (SLI), speech-sound disorder (SSD), and dyspraxia (Caylak, 2007(Caylak, , 2009(Caylak, , 2010(Caylak, , 2010(Caylak, /2011(Caylak, , 2011a(Caylak, , 2011b(Caylak, , 2011c(Caylak, , 2012Kahveci et al, 2023).…”