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Fulltext Mainstream Preschool Teachers' Skills at Identifying and Referring Children with Autism Spectrum Disorder (ASD)

Mohammed Taresh S, Aniza Ahmad N, Roslan S, Ma'rof AM, Mohammed Zaid S

Int J Environ Res Public Health, 2020 06 16;17(12).
PMID: 32560042 DOI: 10.3390/ijerph17124284

Background: Early intervention will help children with autism spectrum disorder (ASD) to attain early learning reinforcement. This study focuses on exploring the ability of preschool teachers to identify children with ASD and their referral decision-making process. Method: This is a mixed-method study (qualitative and quantitative methods) involving 20 respondents. The qualitative study is based on an open question case study, while the quantitative study consists of questionnaire with demographic variables to identify the effect of the demographic variables on the preschool teachers' ability to identify children with ASD. Sample: The sample was selected via convenience sampling among mainstream preschool teachers. The data was analyzed using SPSS software and thematic analysis. Results: The findings show that preschool teachers did not have skills at identifying children with ASD, and the majority of them labelled children with ASD as spoilt or hyperactive children. They also viewed children with ASD as having other disorders such as attention deficit hyperactivity disorder (ADHD) or communication disorders such as introversion. Moreover, preschool teachers expressed that the reason for the child's behaviour could be due to the parents' inability to properly educate their child. Additionally, the demographic variables of the preschool teachers, such as age, education level and teaching experience, were found not to affect their ASD identification skills. Conclusion: Preschool teachers need to improve their skills in identifying ASD among children via training.
Fulltext A systematic review and meta-analysis of interventions to decrease cyberbullying perpetration and victimization: An in-depth analysis within the Asia Pacific region

Kamaruddin IK, Ma'rof AM, Mohd Nazan AIN, Ab Jalil H

Front Psychiatry, 2023;14:1014258.
PMID: 36778634 DOI: 10.3389/fpsyt.2023.1014258

BACKGROUND: Cyberbullying perpetration and victimization are prevalent issues in adolescent development and are a rising public health concern. Numerous interventions have been developed and implemented to decrease cyberbullying perpetration and victimization. Through an updated systematic review and meta-analysis, this study aimed to tackle a significant gap in the cyberbullying literature by addressing the need to empirically determine the effectiveness of programs with non-school-aged samples with a specific focus on studies conducted within the Asia-Pacific region.
METHODS: A systematic literature review was conducted to identify intervention research to reduce cyberbullying perpetration and victimization published from January 1995 to February 2022. Ten electronic databases-Cambridge Journal Online, EBSCOHOST, ERIC, IEEE XPLORE, Oxford Journal Online, ProQuest Dissertations and Theses, PubMed (Medline), Science Direct, Scopus, Springerlink-and a subsequent manual search were conducted. Detailed information was extracted, including the summary data that could be used to estimate effect sizes. The studies' methodological quality was assessed using the Effective Public Health Practice Project (EPHPP) quality assessment tool.
FINDINGS: Eleven studies were included in the review of the 2,540 studies identified through databases, and 114 additional records were discovered through citation searching. Only four studies were included in the meta-analysis, exploring game-based, skill-building, school-based, and whole-school interventions. The first meta-analysis pooled estimates from these four studies that assessed cyberbullying perpetration frequency using continuous data post-intervention. These studies reported data from 3,273 participants (intervention n = 1,802 and control n = 1,471). A small but not statistically significant improvement favoring the intervention group from pre- to post-intervention was shown by the pooled effect size, -0.04 (95% CI [-0.10,0.03], Z = 1.11, P = 0.27). The second meta-analysis included two qualified studies investigating cyberbullying victimization frequency using continuous data at post-intervention among 2,954 participants (intervention n = 1,623 and control n = 1,331). A very small but non-significant effect favoring the intervention group was discovered.
CONCLUSION: This research primarily highlights that the endeavor for cyberbullying intervention is still developing in the Asia-Pacific region, currently involving a limited set of stakeholders, settings, and delivery modes. Overall, meta-analyses of cyberbullying interventions conducted in the Asia Pacific found no significant effects in reducing cyberbullying perpetration and victimization.
SYSTEMATIC REVIEW REGISTRATION: https://www.crd.york.ac.uk/prospero/, identifier CRD42022313369.
Fulltext Corrigendum: A systematic review and meta-analysis of interventions to decrease cyberbullying perpetration and victimization: an in-depth analysis within the Asia Pacific region

Kamaruddin IK, Ma'rof AM, Mohd Nazan AIN, Ab Jalil H

Front Psychiatry, 2023;14:1226698.
PMID: 37547214 DOI: 10.3389/fpsyt.2023.1226698

[This corrects the article DOI: 10.3389/fpsyt.2023.1014258.].

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