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Prompt Response, Cues-Pause-Point Therapies and Gender on Management of Echolalia among Children with Autism Spectrum Disorder
By Jacob, Udeme Samuel
The repetitive and delayed nature of echolalia can hinder the development of adaptive behaviors and impact the ability to establish rapport with others. This study investigated the effects of prompt response and cues-pause-point therapies on the management of echolalia among children with autism spectrum disorder. A pre-test, post-test, and control group of a 3x2 factorial matrix of quasi-experimental research design was used to assess the effect of the therapies on children with autism spectrum disorder in Ibadan, Nigeria. 90children with autism spectrum disorder were purposively selected using Diagnostic Statistical Manual- V (DSM-V) for ASD (0.70), Gilliam Autism Rating Scale/Third Edition (GARS-3) (in terms of sensitivity= 0.97, ROU/AUC= 0.93). In contrast, the Autism Treatment Evaluation Checklist (ATEC) (0.90) was used for the pretest and posttest to ascertain the presence of echolalia. Participants were assigned to one of three groups: prompt response, cues-pause-point therapies, or control (N = 90, male = 44, female = 46, age range = 3 –5 years old). Twenty-four prompt response and cues-pause-point therapy were held for each experimental group. The findings showed that the main effect of treatment (prompt response and cues-pause-point therapies) (F (2; 72) = 45.519, p<.05, ƞ2 =.558) on the management of echolalia among children with autism was significant, premised on this, the null hypothesis was rejected. The post hoc estimated marginal mean indicates that prompt response treatment was higher than cues-pause-point therapy; however, this difference was statistically significant. The study findings indicated that the impact of gender on managing echolalia in individuals with ASD was not statistically significant. Based on the findings, it is recommended that speech therapists, caregivers, and parents of children with autism spectrum disorder should seek alternative therapy that will take into cognizance other underlying factors associated with the presence of echolalia. © 2024 Jacob et al. This is an open-access article licensed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the work is properly cited.
Mental Health among Secondary School Students: Predictive Factor Analysis
By Adewuyi, Habeeb Omoponle
Poor mental health impairs an individual's functioning and cognitive processes, reducing their social role and output in society. The study investigated factors that determine mental health predictors among secondary school students in southwestern Nigeria. The study used a correlational-descriptive research approach. A total of 1000 secondary school pupils from southwestern Nigeria were chosen using a multistage sampling procedure. Three study questions were addressed at a 0.05 significance level utilizing frequency distribution, percentage, Pearson product-moment correlation, and multiple regressions. The findings of the study showed that self-esteem (r = .202, p<0.05), self-efficacy (r = .207, p<0.05), social integration (r = .275, p<0.05), gender (r = .138, p<0.05) and parental socioeconomic status (r = .207, p<0.05) have a significant relationship with mental health among secondary school students in southwestern Nigeria. In contrast, age (r = .047, p>0.05) has no significant relationship. All the independent variables jointly accounted for a 10.2% variance in predicting mental health among secondary school students in southwestern Nigeria. Also, self-esteem (β = .182, t = 2.049, p<0.05), self-efficacy (β = 138, t = 2.548, p<0.05), social integration (β = .122, t = 2.751, p<0.05), gender (β = .104, t = 1.944, p<0.05) and parental socioeconomic status (β = .457, t = 3.181, p<0.05) had a relative influence on mental health among secondary school students in southwestern Nigeria, while age (β = .069, t = 1.701, p>0.05) had no relative influence. In conclusion, there should be rehabilitation and counselling services available to students of this category. Trained special educators should be posted to all secondary schools to guide them through transitioning and help them manage stress. © 2024 Horizon Research Publishing. All rights reserved.
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