Research done by Dr. Farhana Safa about Autism Spectrum Disorder in Bangladesh. This was done during my MPH program under the course no.: MPH5040 at American International University, Bangladesh (AIUB).
The information in these slides was shared by Gauri Shirali-Deo, Sr. Manager Early Childhood Education, The Source for Learning, during the 2018 Annual Conference for the Virginia Association of Education for Young Children (VAAEYC) in Fredericksburg, VA on March 9, 2018. The content in these slides is intended to help session participants understand the components of Autism Spectrum Disorder (ASD), recognize the indicators of ASD, and learn strategies to support superior participation of children with ASD in the classroom.
autism apps, ipad apps for autism, apps for autism, ipad aac app for autism, autism app, ipad app for autism, speech therapy app for autism, language development app for autism
Since the 1970s, the United States has recognized April as National Autism Awareness Month. It is estimated that one in 110 babies born in U.S. have autism, with symptoms occurring in later childhood.
Attention deficit hyperactivity disorder is a lifelong neurodevelopmental disorder that affects the brain and results in a variety of inappropriate and maladaptive behaviors. ADHD is not a disease (Kajander 1995) but is a processing deficit that results in children having difficulty with inhibitory control. That is, children with ADHD lack self-control, something they cannot help. In children with ADHD, the parts of the brain that control attention and stop inappropriate behavior are underdeveloped (Barkley 1996; Kajander 1995). ADHD occurs three times more frequently in male students than female students (Reeve et al. 1995) and commonly occurs with other disorders. For example, ADHD occurs in 20 percent to 50 percent of the students with learning disabilities, in 65 percent of the students with oppositional defiant disorder, and in 20 percent to 30 percent of the students with conduct disorder (Reeve et al. 1995; Barkley 1990).
ADHD and Addiction: Diagnosis and ManagementJacob Kagan
Presentation by Jacob Kagan MD on the diagnosis and management of ADHD and Substance Abuse Disorders, including epidemiology and comorbid conditions,
causality and functional impact, potential explanations for the ADHD/SUD association,stimulant treatment and the risk for SUDs, diversion and misuse of stimulant medications, and treatment recommendations. http://jacobkaganmd.com
Different people with autism can have very different symptoms. Health care providers think of autism as a “spectrum” disorder, a group of disorders with similar features. One person may have mild symptoms, while another may have serious symptoms. But they both have an autism spectrum disorder.
Currently, the autism spectrum disorder category includes:
-- Autistic disorder (also called “classic” autism)
-- Asperger syndrome
-- Pervasive Developmental Disorder Not Otherwise Specified (or atypical autism)
In some cases, health care providers use a broader term, pervasive developmental disorder, to describe autism. This category includes the autism spectrum disorders above, plus Childhood Disintegrative Disorder and Rett syndrome.
The term ADHD refers to Attention Deficit Hyperactivity Disorder, a condition that makes it difficult for children to pay attention and/or control their behavior. Learn more about about the causes, diagnosis and treatment of ADHD.
A collection of information about Autism Spectrum Disorder definition,symptoms,therapies,last researches about behavioral analysis and a comaparaison between signs in children ,adolescents and adults
What is we made a mistake, and told parents their kid has ADHD when in fact they just can't breathe properly? It may be that up to half of kids labelled as having ADHD actually have something else entirely.
The information in these slides was shared by Gauri Shirali-Deo, Sr. Manager Early Childhood Education, The Source for Learning, during the 2018 Annual Conference for the Virginia Association of Education for Young Children (VAAEYC) in Fredericksburg, VA on March 9, 2018. The content in these slides is intended to help session participants understand the components of Autism Spectrum Disorder (ASD), recognize the indicators of ASD, and learn strategies to support superior participation of children with ASD in the classroom.
autism apps, ipad apps for autism, apps for autism, ipad aac app for autism, autism app, ipad app for autism, speech therapy app for autism, language development app for autism
Since the 1970s, the United States has recognized April as National Autism Awareness Month. It is estimated that one in 110 babies born in U.S. have autism, with symptoms occurring in later childhood.
Attention deficit hyperactivity disorder is a lifelong neurodevelopmental disorder that affects the brain and results in a variety of inappropriate and maladaptive behaviors. ADHD is not a disease (Kajander 1995) but is a processing deficit that results in children having difficulty with inhibitory control. That is, children with ADHD lack self-control, something they cannot help. In children with ADHD, the parts of the brain that control attention and stop inappropriate behavior are underdeveloped (Barkley 1996; Kajander 1995). ADHD occurs three times more frequently in male students than female students (Reeve et al. 1995) and commonly occurs with other disorders. For example, ADHD occurs in 20 percent to 50 percent of the students with learning disabilities, in 65 percent of the students with oppositional defiant disorder, and in 20 percent to 30 percent of the students with conduct disorder (Reeve et al. 1995; Barkley 1990).
ADHD and Addiction: Diagnosis and ManagementJacob Kagan
Presentation by Jacob Kagan MD on the diagnosis and management of ADHD and Substance Abuse Disorders, including epidemiology and comorbid conditions,
causality and functional impact, potential explanations for the ADHD/SUD association,stimulant treatment and the risk for SUDs, diversion and misuse of stimulant medications, and treatment recommendations. http://jacobkaganmd.com
Different people with autism can have very different symptoms. Health care providers think of autism as a “spectrum” disorder, a group of disorders with similar features. One person may have mild symptoms, while another may have serious symptoms. But they both have an autism spectrum disorder.
Currently, the autism spectrum disorder category includes:
-- Autistic disorder (also called “classic” autism)
-- Asperger syndrome
-- Pervasive Developmental Disorder Not Otherwise Specified (or atypical autism)
In some cases, health care providers use a broader term, pervasive developmental disorder, to describe autism. This category includes the autism spectrum disorders above, plus Childhood Disintegrative Disorder and Rett syndrome.
The term ADHD refers to Attention Deficit Hyperactivity Disorder, a condition that makes it difficult for children to pay attention and/or control their behavior. Learn more about about the causes, diagnosis and treatment of ADHD.
A collection of information about Autism Spectrum Disorder definition,symptoms,therapies,last researches about behavioral analysis and a comaparaison between signs in children ,adolescents and adults
What is we made a mistake, and told parents their kid has ADHD when in fact they just can't breathe properly? It may be that up to half of kids labelled as having ADHD actually have something else entirely.
This presentation is an introductory presentation on Autism (ASD): together with the list of lots of online sources and organizations that can help you to find out more information on this type of brain developmental disorder.
A Descriptive Study to Assess the Level of Knowledge and Attitude Regarding A...ijtsrd
ADHD attention deficit hyperactive disorder is a condition of the brain that makes it difficult for children to control their behavior .It is one of the most common chronic conditions of childhood. It affects 4 12 of school aged children about 3 times more boys than girls are diagnosed with attention deficit hyperactive disorder. ADHD attention deficit hyperactive disorder is a disorder make by an ongoing pattern of inattention and hyperactivity impulsivity that interferes with functioning or development. In this study a descriptive research design was used to assess the level of knowledge and attitude regarding attention deficit hyperactive disorder among 3rd year nursing students in a selected college of nursing in Lucknow with a view to develop an information booklet. Study result revealed that the majority of the subjects had good knowledge i.e. 50 , 30 of the subjects had average knowledge and 20 had poor knowledge regarding ADHD. Majority of the subjects 28 70 belong to the age group of 19 21 years, followed by 12 30 of the student belong to the age group of 22 24 year. In this study 5 12.50 were male and remaining 35 87.50 were female. The mean of knowledge score is 11.4 with SD 3.20415.The chi square test depict that education status of father and gender is associated with knowledge score, else no demographic variable shows any significant association with their demographic variable. In attitude score majority of the student 65 belong to the attitude score 21 40 had average attitude, 30 student belong to the attitude score 41 50 had good attitude and 5 student belong to the attitude score 1 20 had poor attitude regarding ADHD.The study results conclude that majority of the student has good knowledge and average attitude regarding ADHD. This study shows that there is a significant association between the level of knowledge with their demographic variables i.e. gender and father education .In attitude score there is a significant association between the level of knowledge and gender and age of 3rd year nursing student and there is no significant association between other demographic variables. Hence the curriculum needs to include behavior therapy for the health benefit of the students. The benefits of this study are that, by participating in the study, the students become aware of their existing knowledge and attitude regarding ADHD. Rajesh Singh | Adarsh Yadav | Basanti Kumari | Jyoti Patel | Khushi Verma | Rupal Gautam "A Descriptive Study to Assess the Level of Knowledge and Attitude Regarding Attention Deficit Hyperactive Disorder (ADHD)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46482.pdf Paper URL : https://www.ijtsrd.com/medicine/nursing/46482/a-descriptive-study-to-assess-the-level-of-knowledge-and-attitude-regarding-attention-deficit-hyperactive-disorder-adhd/rajesh-singh
Impact of Educational Package on Attitude Regarding Healthy Life Style Patter...ijtsrd
The present study has been conducted to know the impact of educational package on attitude regarding healthy life style among adolescent at selected schools of Bhopal. Inorder to achieve the objectives one group pretest post test preexperimental research design with quantitative approach was adopted. Setting of the study was MGM coed. School, Bhopal. The selection of sample was done by using convenient non probability sampling technique. The sample size was 30. The method of data collection was using baseline characteristics questions and attitude rating scale related to healthy life style pattern. Result shown that educational package on attitude regarding healthy life style pattern was effective to bring positive attitude among participants, i.e. hypotheses 1 accepted and there is no significant association between majorities of baseline characteristics with pretest attitude of adolescents, hence hypotheses 2 rejected. Dr. Saniya Susan Issac | Dr. Bince Varghese "Impact of Educational Package on Attitude Regarding Healthy Life Style Pattern among Adolescents" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd43924.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/43924/impact-of-educational-package-on-attitude-regarding-healthy-life-style-pattern-among-adolescents/dr-saniya-susan-issac
School Entry Age: The younger group has more behavior and academic problemsYanki Yazgan
Sule Yazgan, M.D. and I represented our group of child psychiatry, pediatrics and psychology at the AAP 2015 meeting in Wash DC.
Sule presented data from a community based study that was conducted during the 2012-2013 academic year when the compulsory school age entry in Turkey was redefined as 60/66 months.
The study was led by Sebla Gokce, M.D. and I was the senior investigator.
Our findings showed that the 1st grade children who were under 72 months had more behavioral symptoms and functional impairment. There were more diagnosable cases of ADHD in the under 72 months group than the "older" children who became 1st graders after 72 months. The changes in school entry age appears to be associated with more children with ADHD symptoms and impairment in that urban sample.
We need to further elaborate the discussion and do quite a few analyses before we proceed with the write up. The findings are parallel to earlier findings of younger age in the classroom to be associated with more diagnoses of ADHD. Here we have an even younger than usual group whose symptom/impairment level and caseness escalated. Whether these changes in behavior led to an increase in the referrals and treatment for ADHD, and whether this findings is generalizable to more disadvantaged, semiurban and rural areas of Turkey await further research.
Your feedback will be welcome.
Sebba o higgins-educational outcomes of children in care_4_nov2014Young Lives Oxford
Understanding the Educational Outcomes of Young People in Care - presentation by Professor Judy Sebba and Aoife O'Higgins from the Rees Centre for Research in Fostering and Education. Gives an overview of research to date and some of the sources of data about education for children in care. Outlines a new study to assess and promote 'what works' to improve education outcomes for young people in care in the UK.
Presenter: Gregory Fabiano, Ph.D.
From: UB Alberti Center for Bullying Abuse Prevention, Colloquium Series (April 9, 2015)
More: gse.buffalo.edu/alberticenter
........
Attention-deficit/hyperactivity disorder (ADHD) is a chronic, pervasive childhood mental health disorder with a typical onset during early childhood, and it results in considerable impairments in social, academic, and family functioning.
Evidence-based treatments for ADHD include pharmacological interventions and behavioral interventions. Behavioral interventions typically include teaching parents and teachers how to manipulate and control the antecedents and consequences of behavior to promote increased adaptive functioning and reduce problematic behaviors. Recent innovations in behavioral interventions include using social, recreational activities to engage fathers in treatment programs, combining pharmacological and behavioral interventions to promote appropriate behaviors in schools, and enhancing special education services for youth with ADHD.
Emphasis within the talk will include a discussion of how youth with ADHD and their families can be effectively treated to reduce their roles as both perpetrators and recipients of aggressive, bullying, and other negative social behaviors.
The referral process is not always straightforward based on the needs of the patient, family or the clinician. Frequently they need to follow systemic rules that govern the availability and eligibility to services. These slides are meant to elicit a discussion among learners and to raise awareness of how these rules might impact the quality of healthcare. The cases were created by Dr. Ronit Mesterman and the members of the board of PONDA (Physicians of Ontario Neurodevelopmental Advocacy Network). You can follow PONDA on Twitter @pondanetwork.
1Comparison of Therapies for children Diagnosed with ADH.docxdurantheseldine
1
Comparison of Therapies for children Diagnosed with ADHD
Student Name
University
Course
Professors Name
Date
Comparison of Therapies for children Diagnosed with ADHD
Participants
This study's participants will consist of 100 children (N=100) aged 4 to 6 years. This study will be conducted in the school where the children attend the class. The main reason behind selecting the school setting is because, in this setting, all the factors that affect work ethic, social interaction, and behavior will be considered. To conduct this study successfully, a class will be required to have 20-25 students, their teacher, and our professionals. All the participants will be kindergarten children with who ADHD has been diagnosed. We will ensure that the sample size is large enough so that we will be able to collect data that will support or dispute the research question. Using 100 participants surpasses the threshold; therefore, the data to be collected will have a weight to support or dispute the research question. We will use purposeful sampling criteria to find 100 students in the grade kindergarten aged 4-6 years. In qualitative research, it is essential to use purposeful sampling to get valuable data despite the limited resources. The children's choice will be based on pediatrician evaluations and diagnosis of ADHD. To get the participant, it will be ensured that they have not gone a treatment therapy before the start of the study. This is to facilitate the participant to be chosen randomly between methylphenidate treatment and behavioral therapy. The study will ensure that the parent consent of the children is taken. The participant will involve males and females.
Measures
In this study, the best research design is using qualitative experimental research. The main feature of experimental design is selecting the participant randomly; therefore, the research has a maximum control level. In many research for identifying a relationship between two or more variables, they embrace experimental research. This research amicably compares two or more groups. Experimental research consists of both of experimental group and the control group. This experimental group will consist of the children undergoing medication or behavioral therapy; on the other hand, a control group entails children undergoing Methylphenidate. The experimental group gives an independent variable of behavioral therapy. The research will relate behavior therapy's effects symptoms of ADHD and the effect of Methylphenidate therapy on the same symptoms.
Extraneous Variables
Many variables must be examined and recorded in observing and recording various issues related to ADHD children. No factors present in the children's classroom that may not have an indirect influence on the children's behaviors yet are not related to the ADHD symptoms. The presence of distractibility and peer influence are some of the core aspects that are likely to influence children's behaviors. The children can.
1Comparison of Therapies for children Diagnosed with ADHsimisterchristen
1
Comparison of Therapies for children Diagnosed with ADHD
Barbara Maclure
10/03/22
Comparison of Therapies for children Diagnosed with ADHD
Participants
This study's participants will consist of 100 children (N=100) aged 4 to 6 years. This study will be conducted in the school where the children attend the class. The main reason behind selecting the school setting is because, in this setting, all the factors that affect work ethic, social interaction, and behavior will be considered. To conduct this study successfully, a class will be required to have 20-25 students, their teacher, and our professionals. All the participants will be kindergarten children with who ADHD has been diagnosed. We will ensure that the sample size is large enough so that we will be able to collect data that will support or dispute the research question. Using one hundred participants surpasses the threshold; therefore, the data to be collected will have a weight to support or dispute the research question. We will use purposeful sampling criteria to find one hundred students in the grade kindergarten aged 4-6 years. In qualitative research, it is essential to use purposeful sampling to get valuable data despite the limited resources. The children's choice will be based on pediatrician evaluations and diagnosis of ADHD. To get the participant, it will be ensured that they have not gone a treatment therapy before the start of the study. This is to facilitate the participant to be chosen randomly between methylphenidate treatment and behavioral therapy. The study will ensure that the parent consent of the children is taken. The participant will involve males and females.
Measures
In this study, the best research design is using qualitative experimental research. The main feature of experimental design is selecting the participant randomly; therefore, the research has a maximum control level. In much research for identifying a relationship between two or more variables, they embrace experimental research. This research amicably compares two or more groups. Experimental research consists of both of experimental group and the control group. This experimental group will consist of the children undergoing medication or behavioral therapy; on the other hand, a control group entails children undergoing Methylphenidate. The experimental group gives an independent variable of behavioral therapy. The research will relate behavior therapy's effects symptoms of ADHD and the effect of Methylphenidate therapy on the same symptoms.
Extraneous Variables
Many variables must be examined and recorded in observing and recording various issues related to ADHD children. No factors present in the children's classroom that may not have an indirect influence on the children's behaviors yet are not related to the ADHD symptoms. The presence of distractibility and peer influence are some of the core aspects that are likely to influence children's behaviors. The children can also b ...
STUDY TO ASSESS THE KNOWLEDGE OF GOVERNMENT PRIMARY SCHOOL TEACHERS REGARDING...Kailash Nagar
STUDY TO ASSESS THE KNOWLEDGE OF GOVERNMENT PRIMARY SCHOOL TEACHERS REGARDING ATTENTION DEFICIT HYPER ACTIVITY DISORDER IN SELECTED GOVERNMENT PRIMARY SCHOOL OF NADIAD CITY”
Similar to Health Related Quality of Life with Children of Autism Spectrum Disorder in Bangladesh (20)
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Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
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Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
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Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
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Workout Routine
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Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
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Health Related Quality of Life with Children of Autism Spectrum Disorder in Bangladesh
1. Health Related Quality Of Life in Children
with Autism Spectrum Disorder (ASD) in
Bangladesh
Presented by
Dr. Farhana Safa
ID:14-98079-3
Department of Public Health
American International University, Bangladesh (AIUB)
January 8, 2016
2. Introduction
• Autism Spectrum Disorder (ASD) sometimes
referred to as “autism”.
• It is “a chronic disorder whose symptoms include
failure to develop normal social relations with
other people, impaired development of
communicative ability, lack of imaginative ability,
and repetitive, stereotyped movements”
3. • Quality Of Life is a broad concept incorporating
the person's physical health, psychological state,
level of independence, social relationships,
personal beliefs and their relationship to salient
features of the environment.
• The importance of quality of life (QoL) is widely
recognized in many fields, including economics,
social sciences, and medicine.
4. • Measurement of QOL is important indicator.
• It is necessary for treatment purpose.
• Usually autistic children have lower quality of life
in comparison to normally developing peers.
• In Bangladesh, measurement have not done yet.
5. Background information
• Autistic Disorder, Asperger’s Disorder and PDD-
NOS are collectively known as Autism Spectrum
Disorder. (DSM-5)
• Autism spectrum disorders (ASD) are complex
neurodevelopment disorders characterized by
qualitative impairments in three domains-
-Social interaction
-Communication and
-Repetitive, stereotyped behavior.
6. • About 1 in 68 children has been identified with
autism spectrum disorder (ASD) according to
estimates from CDC's (ADDM) Network.
• ASD is almost 5 times more common among
boys (1 in 42) than among girls.
• ASD has great impact on the affected child and
his/her family's quality of life.
• Lifetime cost for an individual with ASD at $3.2
million.
7. Justification of the study
• 1 child in 500 in Bangladesh has autism.
• Approximate number of children with ASDs in
Bangladesh is no less than 280,000.
• General attitude towards autism is mostly
negative.
• It is considered as a social barrier.
• Treatment facility is not properly available.
• Measurement of QOL have not done yet.
8. Research hypothesis:
• Health related quality of life in children with
Autism Spectrum Disorder (ASD) is poor in
comparison to normally developing peers in
Bangladesh.
General objective:
• To assess the HRQL in children with ASD (8-12
years) by using the Modified Pediatric Quality Of
Life inventory 4.0 Generic Core Scale.
9. Specific objectives
• To estimate the socio-demographic
characteristics of children with ASD.
• To assess the HRQL in children with ASD (8-12
years) by using the Modified Pediatric Quality Of
Life inventory 4.0 Generic Core Scale from
parent’s perspective.
• To assess the HRQL in normally developing
peers by using the same scale and compare it
with ASD children.
10. List of variables
Independent variable:
1) Variables related to socio-demographic status:
• Age
• Gender
• Occupation of parents
• Monthly family income of parents
• Educational status of parents
• Religion
2) Autism Spectrum Disorder (ASD)
Dependent variable:
• Health related quality of life (HRQL)
12. Operational definitions
• Health: Health is a state of complete physical,
mental and social well-being and not merely the
absence of disease or infirmity. (WHO)
• Quality of life: Individuals' perception of their
position in life in the context of the culture and
value systems in which they live and in relation
to their goals, expectations, standards and
concerns.(WHO)
13. • Children: The United Nations Convention On
the Rights of the Child defines child as "a human
being below the age of 18 years unless under
the law applicable to the child, majority is
attained earlier.
• Autism spectrum Disorder or autistic
spectrum describes a range of conditions
classified as neurodevelopmental disorder.
(DSM-5)
14. Literature review
• Literature review was done appropriately by
using
- Books
- Journals
- Magazines
- Internet
- Library documents etc.
16. Study design:
Cross sectional comparative study.
Study population:
Children age group 8-12 years, both ASD and
normally functioning peers.
Study period:
July 2015- December 2015. The total study
period was six months. A prior work schedule
was prepared on the basis of different tasks.
17. Study locale
• 3 centers of Dhaka city which are dealing with
autistic children.
1) Bangladesh Protibondhi Foundation (BPF),
Kalyani.
2) SWID Bangladesh and its sister wing Ramna
Protibondhi Shongstha.
3) Institute of Neuro-develpment and Research
Centre.
18. For normally developed children the chosen
study locales are:
1) Willes Little Flower School and College
2) Sky View Garden Apartment, and
3) Cordova International School and College
19. Sample size calculation
Sample size was calculated from study population
by using the formula: n= z2pq / d2
Where, n= desired sample size.
p= 0.5 (as there is no reasonable estimate
of any prevalence rate, we use 50%).
q = 1-p = 1-0.5 = 50%
d = degree of error (absolute precision of
the study assumed 0.05)
z = the reliability co efficient at the 95%
Confidence Interval = 1.96.
Thus required sample size is 385.
20. Study sample
• Considering the complexity of the study and my
definitive age group (8-12 years), my feasible
study sample was 115.
• 57 ASD children and 58 normally developing
peers were chosen as my study sample.
21. Eligibility criteria
Inclusion criteria:
• Have one of the three ASD diagnoses (e.g.
autism disorder; pervasive developmental
disorders, not otherwise specified; or Asperger
disorder).
• Are not suffering from other complicated
diseases.
• Parents of autistic child who are willing to
provide data.
22. Exclusion criteria:
• Are not diagnosed as ASD.
• Suffering from other diseases
• Parents of autistic child who are not willing to
provide data.
23. Development of Research Instrument
• A semi structured interview questionnaire was
prepared.
• Developed on the basis of relevant literature.
• The questionnaire was pre-tested and evaluated
thoroughly.
• Necessary revision and adjustment was done
accordingly.
• It was prepared in both Bangla and English.
• 80% were close ended & 20% were open ended
questions.
24. Data collection procedure
• Data was collected from the parents in the
institution premises by face to face interview.
• Two or three visits within a 4-week period at the
location of six study places were done.
• During the first visit, eligibility criteria was
confirmed.
• During the second visit, the PedsQL was
administered.
• Interviewing the parents (either father or mother)
according to scale was required 20 min each.
• In a day I collected data from 15 participants.
25. Data analysis
• Data analysis was done according to the specific
objectives of the study.
• Data was entered into computer using SPSS 20 version.
• Then relationship between the variables was established
by mean, median, mode, standard deviation and t- test.
• After that MLR (Multiple Logistic Regression) was done
to assess the strength of association between the
variables.
• For inferential statistics, mainly one way ANOVA, and
Pearson’s correlation was used.
• In all the tests p˂0.05 was considered to be statistically
significant.
26. Data presentation & interpretation
• Data was presented by:
-Tables
-Graphs
-Chart
-Statistical interference.
• Easy demonstration was
done for general understanding.
27. Results and Findings
• A cross sectional comparative study was carried
out among 115 children, 57 of them were
diagnosed as Autistic children.
• Data was collected from the parents of autistic
and normal children.
• My respondents were very much cooperative
and responded well.
• There was no missing data.
• Data are presented through tables and figures.
31. 96.5
3.5
Islam
Hindu
Figure: Distribution of religion of autistic
children
82.8
17.2
Islam
Hindu
Figure: Distribution of religion of normal
children
Figures represent that majority of the respondents (96.5%) of autistic
children’s parents were Muslims and so as normal children’s parents
(82.8%) and rest were Hindus
34. Previous 2 figures show that major proportion of
respondents (50.9%) was in the educational
level of Graduate & Post graduate in autistic
group and 75.9% in normal group. Educational
status among the respondents of normal child is
higher than the respondents of autistic child.
37. Previous 2 figures state that among 57
respondents of Autistic child group 61.4% were
housewives, service holder 28% (both govt. and
private) and rests were businessman
(5.3%),unemployed, retired and agricultural
worker (1.8% of each) whereas majority under
normal child group (51.8%) were service holder.
39. This bar chart shows that monthly family income
of the respondents was ranging from 10000 to
100000+ taka. Higher proportion of the
respondents 54.4% and 48.3% had family
income 25001-50000 taka of Autistic and normal
child group respectively.
40. Quality of life related variable
0-4 5-9 10-14 15-19 20-24
45.6
36.8
8.8
7
1.8
Figure: Total physial function of
autistic children
0
10
20
30
40
50
60
70
80
90
100
100
0-4
Figure : Total physical function of
normal child
44. Comparing Means of Autistic Children &
Normal Children
Characteristics Group Mean SD P-Value
Physical Health
Summery
Autistic
Normal
6.04
0.10
5.281
0.10 0.000
Emotional Health
Summery
Autistic
Normal
9.77
1.79
3.128
1.373 0.000
Social Health
Summery
Autistic
Normal
14.51
00
2.861
00 0.000
School Health
Summery
Autistic
Normal
8.12
0.45
3.601
0.626 0.000
45. Higher mean value for variables ‘Physical Function’ ,
‘Emotional Function’ , ’ Social Function’ , ‘School
Function’ indicates a lower quality of life . Here , Mean of
‘Physical Function’(Autistic Child)=6.04 >Mean of
‘Physical Function’(Normal Child) =0.10 ; Mean of
‘Emotional Function’(Autistic Child) =9.77 > Mean of
‘Emotional Function’ (Normal Child ) = 1.79 ; Mean of
Social Function (Autistic Child ) =14.51 >Mean of Social
Function(Normal Child ) =0;Mean of School
Function(Autistic Child ) =8.12> Mean of School
Function(Normal Child ) = 0.45 . Since the mean value
for all these variables is higher for autistic children than
for normal children, we can conclude that autistic children
enjoy a lower quality of life.
46. Association between groups and socio-demographic
status
Educational status Autistic Normal Total X2 P-Value
Frequency per Frequency per Frequency per
16.08 a 0.000Below H.S.C 20 35.1 3 5.2 23 20
H.S.C and above 37 64.9 55 94.8 92 80
**Fisher’s exact test with 2 tailed significance
Table : Association between educational status of the respondents with the group (autistic and normal)
47. Table reveals that 64.9% percent respondents of
autistic children are found whose educational status
is H.S.C and above while 94.8% respondents of
normal children are found who is in same status.
There is significant relationship between the
educations of respondents with autism as
p<0.001.
48. Occupational
status
Autistic Normal Total X2 P-Value
Frequency
per
Frequency per Frequency
per
9.46 a 0.002Employed 21 36.8 38 65.5 59 51.3
Unemployed 36 63.2 20 34.5 56 48.7
**Continuity Correction with 2 tailed significant
Table : Association between occupational status of the respondents with the group (autistic and normal)
49. Table reveals that 63.2% percent respondents of
autistic children are found who were
unemployed while 34.5% respondents of normal
children are found who is in same status. There
is significant relationship between the
occupation of respondents with autism as
p<0.05.
50. Monthly
Family income
Autistic Normal Total X2 P-Value
Frequency per Frequency per Frequency per
5.17 a 0.017
10000-50000 40 70.2 28 48.3 68 59.1
> 50000 17 29.8 30 51.7 47 40.9
****Continuity Correction with 2 tailed significant
Table: Association between monthly family income of the respondents with the
group (autistic and normal)
51. Table reveals that 70.2% percent respondents of
autistic children are found whose monthly family
income Is within 10k-50k taka while 59.1%
respondents of normal children are found who is
in same status. There is significant relationship
between monthly family income of respondents
with autism as p<0.05.
52. Total physical
function
Autistic Normal Total X2 P-Value
Frequency per Frequency per Frequency per
43.185 a 0.000
Good 26 45.6 58 100 84 73.0
Poor 31 54.4 0 00 31 27.0
** Fisher’s exact test with 2 tailed significance
Table: Association between total physical function of the children with the group
(autistic and normal)
53. Table shows that, only 45.6% autistic children
have good physical function where all the
normal children have also good physical
function. So, there is a significant association
between autism and physical function as
p<0.001.
54. Total emotional
function
Autistic Normal Total X2 P-
Value
Frequency per Frequency per Frequency per
95.894 a 0.000
Good 03 5.3 56 96.6 59 51.3
Poor 54 94.7 02 3.4 56 48.7
** Fisher’s exact test with 2 tailed significance
Table: Association between total emotional function of the children with the group (autistic
and normal)
55. Table represents that, 94.7% autistic children
have poor emotional function where only 3.4%
of the normal children are emotionally disturbed.
So, there is a significant association between
autism and emotional function as p<0.001.
56. Total social
function
Autistic Normal Total X2 P-
Value
Frequency per Frequency per Frequency per
115.000 a 0.000
Good 00 00 58 100 58 50.4
Poor 57 100 00 00 57 49.6
** Fisher’s exact test with 2 tailed significance
Table ; Association between total social function of the children with the group (autistic and normal)
57. Table reveals that, no autistic children have good
social function where only all the normal children
are emotionally sound. So, there is an obvious
significant association between autism and
emotional function as p<0.001.
58. Total school
function
Autistic Normal Total X2 P-
Value
Frequency per Frequency per Frequency per
80.880a 0.000
Good 10 17.5 58 100 68 59.1
Poor 47 82.5 00 00 47 40.9
** Fisher’s exact test with 2 tailed significance
Table: Association between total school function of the children with the group (autistic and
normal)
59. Table reveals that, 82.5% autistic children have
impaired or poor school functions where all the
normal children have good school function
according to the pedsQL scale. So, there is a
significant association between autism and
emotional function as p<0.001.
62. Discussion
• This study set out to increase our knowledge of
children with ASD’s HRQL compared to typically
developing peers.
• Regarding HRQOF, I have found a significant
poorer QOL in children with autism in
comparison to normally developing peers from
parent’s point of view by using Pediatric Quality
Of Life inventory 4.0 Generic Core Scale.
• Higher mean value for variables ‘Physical
Function’ , ‘Emotional Function’ , “Social
Function” , ‘School Function’ indicates a lower
quality of life .
63. • Chi square test was done and each of the 4
domains – total physical, emotional, social and
school function shows significant difference as p
value is less than 0.001.
• Multiple Logistic Regression was done to
strengthen the association and that was also
found statistically significant.
64. Data Quality Management
• Data quality management was done in every
stages of research.
• During the data collection in the field, data was
checked and re-checked for data consistency.
• After the data entry, data was checked again for
ensuring there was no missing information as
well as inconsistent by comparing the raw data
and the entry data.
• Data filtration was also done again after the
statistical test.
65. Study Limitations
• The study population was a specific group (8-12
years children) of the country, does not include
all the age groups of ASD.
• Not merely represent the general population of
the country.
• I did not include all the ASD children in our
study, so the study did not contain the overall
HRQL of ASD children.
66. Ethical issues
• Ethical clearance was obtained from the
university authority.
• Informed written consent (ICF) was taken.
• Data secrecy part was assured to every
participant.
• No one had been forced to provide data unless
they give it deliberately.
• Privacy of the respondents was maintained
during data collection.
67. Work statement July August September October November December
Topic selection
and proposal
submission
Approval of
proposal
Literature review
Development of
research
instrument &
pretest
Data collection
Data compilation
& analysis
Report writing
and editing
Printing and
submission
July – December, 2015
68. Conclusion
• This study is the first to estimate HRQL in
children with ASD in Bangladesh as compared to
normally developed peers, from the parent’s
point of view.
• Children with ASD reported having lower HRQL
than peers, which was confirmed by parents.
• Autism Spectrum Disorder has been, and
continues to be, a major health issue in our
current society.
• This study will help the policy makers contribute
in implementing different strategies for improving
health status of autistic children.
69. Recommendation
• Improve educational Setting.
• Improve functional Skills.
• Individualized Educational Plan (IEP) should be
incorporated.
• Training should be provided to teachers, aides,
and therapists.
• Providing education to family members.
• Siblings should also be monitored.
70. Acknowledgement
• My academic supervisor Prof. Dr. Md. Nazrul
Islam ph.D sir
• Dr. Ahmed Neaz, Advisor, Department of Public
Health of AIUB.
• All the faculty members of AIUB.
• My family members.
• My classmates.
• Respondents.