Onset of intervention for learners in autism-specific government-funded schools in South Africa

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dc.contributor.author Erasmus, Sumari
dc.contributor.author Kritzinger, Alta M. (Aletta Margaretha)
dc.contributor.author Van der Linde, Jeannie
dc.date.accessioned 2019-12-10T08:51:30Z
dc.date.issued 2019
dc.description.abstract Late identification of children with ASD remains a concern. Due to limited research in low and middle-income countries (LMICs) such as South Africa (SA), the early management of autism spectrum disorder (ASD) should be further explored. The aim was to describe the demographic characteristics and early management of ASD that may influence identification, diagnosis, and intervention of learners with ASD in SA. Participants included 234 (28.4% of total approached) caregivers of children with ASD enrolled at the only six autism-specific government-funded schools in SA. Data were collected from parent-completed questionnaires. The majority of caregivers became concerned about their child’s development on average at 25.2 months, but only a few (3.8%) thought it was ASD. Late identification was significantly associated with the respondent, nationality, qualification of the father and qualification of the mother. It appears that late identification sets a trajectory of late intervention. Factors underlying the trajectory appear to be unfamiliarity with ASD, and limited services and schools for children with ASD. Public awareness should focus on early symptoms associated with ASD risk to expedite early intervention. en_ZA
dc.description.department Speech-Language Pathology and Audiology en_ZA
dc.description.embargo 2021-01-23
dc.description.librarian hj2019 en_ZA
dc.description.sponsorship The University of Pretoria en_ZA
dc.description.uri https://www.tandfonline.com/loi/cijd20 en_ZA
dc.identifier.citation Sumari Erasmus, Alta Kritzinger & Jeannie Van der Linde (2019): Onset of Intervention for Learners in Autism-Specific Government-Funded Schools in South Africa, International Journal of Disability, Development and Education, DOI: 10.1080/1034912X.2019.1653449. NYP. en_ZA
dc.identifier.issn 1034-912X (print)
dc.identifier.issn 1465-346X (online)
dc.identifier.other 10.1080/1034912X.2019.1653449
dc.identifier.uri http://hdl.handle.net/2263/72557
dc.language.iso en en_ZA
dc.publisher Routledge en_ZA
dc.rights © 2019 Informa UK Limited, trading as Taylor & Francis Group. This is an electronic version of an article published in International Journal of Disability, Development and Education, vol. , no. , pp. , 2019. doi : 10.1080/1034912X.2019.1653449. International Journal of Disability, Development and Education is available online at: http://www.tandfonline.comloi/cijd20. en_ZA
dc.subject Demographic characteristics en_ZA
dc.subject Families en_ZA
dc.subject Government-funded schools en_ZA
dc.subject Identification en_ZA
dc.subject Intervention en_ZA
dc.subject Late onset en_ZA
dc.subject Learners en_ZA
dc.subject South Africa (SA) en_ZA
dc.subject Low- and middle-income countries (LMICs) en_ZA
dc.subject Autism spectrum disorder (ASD) en_ZA
dc.title Onset of intervention for learners in autism-specific government-funded schools in South Africa en_ZA
dc.type Postprint Article en_ZA


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