Cairo university

Faculty of Graduate Studies of Education

Abstracts
Department of Special Education

Nariman alaa eldeen abd-elaty mohamed

Under supervision

Dr muhammed M.M.Abdel Latif

Development of children with autism spectrum disorders in special needs education schools in
the Netherlands: a three-year follow-up study.
Eirini Manti,Evert M. Scholte &Ina A. Van Berckelaer-Onnes.
Abstract
The purpose of the study was to investigate the development of symptomatology and academic
growth of children with autism spectrum disorders (ASD) attending a special needs education
school in the Netherlands as well as to explore the relationship between academic achievement
and symptom reduction of those children. To this end a three-year follow up study was
conducted by using multiple informants. The group of children with autism was compared with a
group of children having other diagnoses but attending the same school. Results showed that
teachers’ and parents’ perceptions about children’s symptomatology development differed
significantly. Even though teachers reported a significant symptom reduction of ASD symptoms
after two years of school attendance the parents of the same children did not. Furthermore, it was
found that both groups of children had gains in different aspects of school-based cognitive skills;
however, no association was found between symptom reduction and academic growth of the
children. Implications of the study are discussed.

Background:
There’s no back ground.
Aim\purpose:
The purpose of the study was to investigate the development of symptomatology and academic
growth of children with autism spectrum disorders (ASD) attending a special needs education
school in the Netherlands as well as to explore the relationship between academic achievement
and symptom reduction of those children.
Methods:
To this end a three-year follow up study was conducted by using multiple informants. The group
of children with autism was compared with a group of children having other diagnoses but
attending the same school.
Results:
Results showed that teachers’ and parents’ perceptions about children’s symptomatology
development differed significantly. Even though teachers reported a significant symptom
reduction of ASD symptoms after two years of school attendance the parents of the same
children did not. Furthermore, it was found that both groups of children had gains in different
aspects of school-based cognitive skills; however, no association was found between symptom
reduction and academic growth of the children. Implications of the study are discussed.

Conclusion:
There’s no conclusion.
Quiet time via transcendental meditation in secondary school pupils with special educational
needs: effects on well-being and behaviour
Hannah Droscher,Bernadette Van Den HoutORCID Icon,Leila Hughes,Helen Evans,Robin
BanerjeeORCID Icon &Mark Hayward.

ABSTRACT
This paper describes effects on wellbeing as well as logistical difficulties of implementing
regular Quiet Time (QT) via Transcendental Meditation (TM) among mainstream secondary
school pupils with special educational needs, age 12–16 measured via a pilot Randomised
Control Trial (RCT). Participants were recruited from three mainstreams and one special school
for children with autism and randomly allocated to QT (n = 17) or a Carry on as Usual (n = 16)
control group. On average, the QT pupils attended only 2.7 meditation sessions per week, far
fewer than the 10 sessions per week encouraged, despite TM being well liked. Pupils reported
conflicting demands during TM time preventing regular attendance. Intention-to-treat analyses
revealed no significant interactions between group and time. Within the QT group, higher
attendance was associated with reductions in teacher-rated externalising difficulties, but these
effects were mainly driven by the four pupils who attended more than 60% of the QT sessions.
The main analysis revealed no significant effect of QT. The need for further feasibility work to
establish and test strategies for promoting engagement with meditation strategies in busy
secondary school environments is clear.

Background:
There’s no background.
Aim\ purpose:
This paper describes effects on wellbeing as well as logistical difficulties of implementing
regular Quiet Time (QT) via Transcendental Meditation (TM) among mainstream secondary
school pupils with special educational needs, age 12–16 measured via a pilot Randomised
Control Trial (RCT).
Methods:
Participants were recruited from three mainstreams and one special school for children with
autism and randomly allocated to QT (n = 17) or a Carry on as Usual (n = 16) control group.
Results:
On average, the QT pupils attended only 2.7 meditation sessions per week, far fewer than the 10
sessions per week encouraged, despite TM being well liked. Pupils reported conflicting demands
during TM time preventing regular attendance. Intention-to-treat analyses revealed no significant
interactions between group and time. Within the QT group, higher attendance was associated
with reductions in teacher-rated externalising difficulties, but these effects were mainly driven by
the four pupils who attended more than 60% of the QT sessions. The main analysis revealed no
significant effect of QT.

Conclusion:
The need for further feasibility work to establish and test strategies for promoting engagement
with meditation strategies in busy secondary school environments is clear.
Exploring the relationships between school suspension, ADHD diagnoses, and delinquency
across different school punitive and special education climates.
David M. Ramey ,Brittany N. Freelin ,sciencedirect .
Abstract
In this paper, we examine the relationships between school suspensions and/or ADHD diagnoses
and delinquency across different school disciplinary and special education climates. Given how
these childhood interventions are intended to improve schoolchildren’s behavior and create a
safe and predictable learning environment, it is critical for scholars to compare how these diverse
yet connected responses to child misbehavior influence delinquent behavior. We use data from
the Fragile Families and Child Well-Being Study (n = 2,267). Results from binomial regression
models show that delinquency scores are higher among suspended children and children
receiving both suspension and ADHD treatment, compared to young people who experience
neither. Further, school context has a direct association with delinquency scores, as children
attending schools with higher rates of school suspensions and special education enrollment have
lower delinquency scores. Moreover, the relationship between individual childhood experiences
with school suspension and/or ADHD treatment and delinquency is moderated by school
context, especially regarding special education enrollment rates.

Background:
There’s no background
Aim/purpose:
In this paper, we examine the relationships between school suspensions and/or ADHD diagnoses
and delinquency across different school disciplinary and special education climates. Given how
these childhood interventions are intended to improve schoolchildren’s behavior and create a
safe and predictable learning environment, it is critical for scholars to compare how these diverse
yet connected responses to child misbehavior influence delinquent behavior.
Methods:
We use data from the Fragile Families and Child Well-Being Study (n = 2,267).
Results:
Results from binomial regression models show that delinquency scores are higher among
suspended children and children receiving both suspension and ADHD treatment, compared to
young people who experience neither. Further, school context has a direct association with
delinquency scores, as children attending schools with higher rates of school suspensions and
special education enrollment have lower delinquency scores. Moreover, the relationship between
individual childhood experiences with school suspension and/or ADHD treatment and
delinquency is moderated by school context, especially regarding special education enrollment
rates.
Conclusions:
There’s no Conclusions.
Motor function in children with autism: Why is this relevant to psychologists?
Ariane M. Dowd,Nicole J. Rinehart &Jennifer McGinley, pp90-96, Clinical Psychologist ,
informa.
Abstract
Over the last decade, researchers have continued to make breakthroughs in understanding the
clinical significance of motor symptoms in neurodevelopmental disorders, in particular, autism.
With funding now available for assessment and therapy via the Federal Government's “Helping
Children with Autism” initiative, there is an increased need for clinicians to have access to the
latest research evidence which may both inform, and expedite the diagnostic process to ensure
that this most vulnerable population is referred for timely interventions and therapies. This paper
focuses on the importance of neuromotor impairment to the clinical conceptualisation of autism.
There are three key ways in which motor function may be useful for improving our clinical and
neurobiological understanding of autism: (a) as a quantifiable and pervasive feature of autism
that may reflect a diagnostic marker; (b) as an endophenotype, for the identification of
underlying genetic loci of impairment; and (c) as a potential “proxy” marker of degree and
nature of social-communicative impairment. With the impending move towards neurobiological
models of psychological disorder classification, motor as well as cognitive symptoms are
beginning to matter to psychologists.

Background:
Over the last decade, researchers have continued to make breakthroughs in understanding the
clinical significance of motor symptoms in neurodevelopmental disorders, in particular, autism.
With funding now available for assessment and therapy via the Federal Government's “Helping
Children with Autism” initiative, there is an increased need for clinicians to have access to the
latest research evidence which may both inform, and expedite the diagnostic process to ensure
that this most vulnerable population is referred for timely interventions and therapies.
Aim/purpose:
This paper focuses on the importance of neuromotor impairment to the clinical conceptualisation
of autism.
Methods:
There are three key ways in which motor function may be useful for improving our clinical and
neurobiological understanding of autism: (a) as a quantifiable and pervasive feature of autism
that may reflect a diagnostic marker; (b) as an endophenotype, for the identification of
underlying genetic loci of impairment; and (c) as a potential “proxy” marker of degree and
nature of social-communicative impairment.
Results:
There’s no results.
Conclusions:
With the impending move towards neurobiological models of psychological disorder
classification, motor as well as cognitive symptoms are beginning to matter to psychologists.