Contemporary Approaches to Autism: Where Are We Now—a Cross-National Perspective
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".
Deadline for manuscript submissions: closed (31 March 2023) | Viewed by 10963
Special Issue Editors
Interests: educational inclusion; ADHD; autism; rare disease; 22q11.2 deletion syndrome; early intervention; psychology applied to education; bullying/cyberbullying/disablist bullying; bully; victim; disability; special educational need; universal design; universal design for learning; psychometrics; personal and vocational guidance and counselling; educational intervention and prevention
Special Issues, Collections and Topics in MDPI journals
Interests: arts in education; autism spectrum disorder; child and educational psychology issues; early childhood education; early intervention; early years education; educational intervention; family practice/education; special-education
Special Issue Information
Dear Colleagues,
Increased prevalence of Autism Spectrum Disorder (ASD) has been observed over the past few decades. It is estimated that 1.85% (1 in 54) children in the U.S. are autistic (Maenner et al., 2020), according to the Centers for Disease Control and Prevention (CDC). In 2021, the World Health Organization cited that about 1 in 160 children has an ASD (Mayada et al., 2012).
This Special Issue of Education Sciences aims to reflect contemporary research trends in the field of autism intervention. Potential topics include current educational, familial, and clinical aspects of autism; co-related issues such as anxiety; professional areas of enquiry such as early intervention, teaching, and contemporary knowledge of intervention and prevention approaches, among others.
Please see some related references below:
Baron-Cohen, S. (2009). Autism and the empathizing-systemizing (ES) theory. Developmental social cognitive neuroscience, 125-138.
Davis Iii, T. E., Castagna, P., Shaheen, G., & Reuther, E. T. (2017). Anxiety disorders in Handbook of social behavior and skills in children. (pp. 293-322). Springer International Publishing. https://doi.org/10.1007/978-3-319-64592-6_16
Maenner, M. J., Shaw, K. A., Baio, J., EdS1, Washington, A., Patrick, M., DiRienzo, M., Christensen, D. L., Wiggins, L. D., Pettygrove, S., Andrews, J. G., Lopez, M., Hudson, A., Baroud, T., Schwenk, Y., White, T., Rosenberg, C. R., Lee, L. C., Harrington, R. A., Huston, M., Dietz, P. M. (2020). Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years - Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2016. Morbidity and mortality weekly
report. Surveillance summaries (Washington, D.C. : 2002), 69(4), 1–12. https://doi.org/10.15585/mmwr.ss6904a1
Mayada et al. (2012). Global prevalence of autism and other pervasive developmental disorders. Autism Res. 2012 Jun; 5(3): 160–179.
White, S. W., Oswald, D., Ollendick, T., & Scahill, L. (2009). Anxiety in children and adolescents with autism spectrum disorders. Clinical Psychology Review, 29(3), 216-229. https://doi.org/https://doi.org/10.1016/j.cpr.2009.01.003
In addition to these examples, we are also open to other topics. Original research, review articles, secondary data analysis studies, and perspectives, opinions, and commentaries are welcome. We look forward to receiving your contributions.
Assistant GE: Ms. Stella Wai-Wan Choy
E-mail: [email protected] and [email protected]
Affiliation: School of Education, Trinity College Dublin, Dublin, Ireland
Dr. Conor Mc Guckin
Dr. Miriam Twomey
Guest Editors
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