Evolving Nursing Communication Strategies for Children with Autism Assignment Sample

Introduction

Over the years, nursing communication strategies centred on children with ASD have been a journey that progressed into understanding and adaptation (Matthews, Puplampu and Gelech, 2021). To begin with, when ASD was generally less known communication methods were not designed for this group specifically (Cummins, Pellicano and Crane, 2020). However, with the increased awareness and as a result, more specialized training for nurses was developed to address communication challenges associated with ASD children (Cummins, Pellicano and Crane, 2020). This resulted in the production of particular strategies, which include the use of visual aids; and the creation and structuring of environments that are conducive to learning coupled with sensory adaptation (Cummins, Pellicano and Crane, 2020). The introduction of technology such as digital communication technologies and telehealth services improved these approaches (Cummins, Pellicano and Crane, 2020). 

A remarkable change was the transition to person-centred and family-oriented approaches with focus on individualised communication protocols and participative involvement of families. This transformation is supported by continuous scientific research and evidence-based practices, with nurses progressing towards their professional improvement. Additionally, partnerships with therapists and educators coupled with an emphasis on cultural competency have been integral to the creation of efficient communication plans for kids with ASD. This pathway not only reveals a greater understanding of ASD but also fits into the philosophy in healthcare that aims for individual therapy driven by patient preference.

Significance

ASD level Two is considered severe autism, and with this Level children need a lot of support because verbal as well nonverbal communication becomes such challenging (Koegel et al., 2020). They rely much on structured language teaching and visual aids such as picture prompts. Moreover, children who suffer from Level. Three severity face even more difficulties because they have little to no functional language skills (Koegel et al., 2020). This intense communication barrier can result in increased frustration and behavioural problems. This implies that the nurses should be good at interpreting each child’s mode of communication and identify best practices to work with them. The common linguistic characteristics that are typical for ASD children include repetitive language (echolalia), delayed comprehension, abnormal use of gestures, mix-ups with pronouns and creating neologisms. Due to the complex nature of communication in these children, their parents or primary caregivers are necessary to serve as intermediaries. It should be highlighted that only a small percentage of children with ASD acquire effective language skills which calls for the implementation of supportive communication strategies. Knowing the particulars of how these children communicate allows nurses to include specific and helpful techniques in their treatment plans, geared towards each child (Hockenberry, Wilson and Rodgers, 2021).

Search Strategy

Searches should be completed using at least two search tools, one of which should be an academic database.

Key Terms and Synonyms

Primary Terms: Autism Spectrum Disorder, ASD, nursing, communication strategies, paediatric nursing.

Synonyms and Related Terms: Nonverbal communication, verbal communication deficits, echolalia, ASD Levels, healthcare communication, therapeutic communication.

Develop Search Queries

Combine key terms and synonyms to create search queries.

• "Autism Spectrum Disorder" AND "nursing communication strategies"
• "Paediatric nursing" AND "ASD communication challenges"
• "Nonverbal communication in ASD" AND nursing
• "Echolalia in Autism" AND "nursing interventions"
• Using Boolean operators (AND, OR, NOT) to refine the search.

While studying nursing communication techniques for autism spectrum disorder children, it is essential to use various databases in the right way. First of all, broader searches should be run first from Google Scholar helping to narrow down results on more specific subjects. Review articles are especially helpful for a thorough understanding of the topic. The "Cited by" link on Google Scholar is an indispensable tool for discovering recent and contemporary but related studies that continue where previous researches left off.

In Science Direct, the search should be narrowed to more specialized research articles and clinical studies. This database is highly accessible in medical and health care journals, therefore using specific key words For a Research Get it is also an excellent tool that helps to keep up with the current state of development in science. 

They then screen titles and abstracts to determine the relevance of papers, focusing on recent publications within 5-10 years as this ensures updated information. After identifying such relevant papers, proper full-text evaluation is required. This requires an in-depth appraisal of research methods, findings and discussions to develop a comprehensive understanding of the topic.

It is important to organize and synthesize the gathered information. They can be arranged thematically or chronologically so that the development and current state of nursing procedures concerning communication strategies for autism spectrum disorder children may be understood. Staying updated is also key. This can be achieved by setting up alerts in Google Scholar and Researcher for new publications thereby establishing a sense of continuous awareness. Finally, evaluating and reflecting about the strategy of systematic search is important. This includes assessing the relevance and adequacy of data collected as well as modifying criteria associated with search methods for a quality research process. This holistic approach enables one to develop a detailed understanding of the topic that facilitates designing appropriate nursing procedures for ASD children.

Inclusion and Exclusion 

Table 1: Inclusion and Exclusion Criteria

To develop evidence of nursing communication strategies for children with autism spectrum disorder (ASD), there is a need to set concise inclusion and exclusion criteria. In this regard, a structured model is applied focusing majorly on articles published recently within the last 10 years (2014–2 The study limits research to ASD paediatric population with no other adult populations or non-ASD individuals. Basically, inclusion is a significant goal that should be pursued by the researchers to secure applicability of analyzed communication strategies excluding researches performed in other environments such as schools or community institutions which may have marginal ties with healthcare activities.

Language barriers are addressed because only studies published in English were included, knowing that captivating insights could be missed through other languages. There is a bias towards peer-reviewed articles, clinical trials and review studies as editorials, commentaries and opinion pieces are eliminated in the analysis to maintain empirical theme based on facts. Communication strategies within nursing practices for children with ASD are at the heart of this research, which focuses on studies that address communication in specific detail as opposed to those surveys that do not focus specifically on such aspects.

Conclusion

The study on how to communicate with children who have autism shows the difficulties and obstacles of supporting this special group. These results show that this process is dynamic and requires constant updating based on the changing needs of autism spectrum disorder children and their families. The crucial issue is the need to know how children with ASD communicate individually. This embraces identifying the various forms in which these children manifest themselves and why health workers have to change their communication methods accordingly.

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Recommendations 

Individualized Communication Strategies: Therefore, healthcare professionals such as nurses should learn to apply personalized communication strategies that suit the demand and capability of every child with autism spectrum disorder (Lowe, Beach and Roter, 2019). This involves utilizing other means of communication such as the employment of visual aids, sign language or apps for communicating children who are non-verbal or minimally verbal (Lowe, Beach and Roter, 2019).

Family-Centred Approach: Implement a family-centred practice because families are crucial in the proper management of ASD. The care planning and decision-making processes should involve family members whose knowledge of the child’s communication preferences should be valued.

Continuous Professional Development: Those involved in the healthcare industry should continue to receive training and professional development regarding current research on ASD communication strategies.

Interdisciplinary Collaboration: Create cooperation between different professionals – speech therapists, educators and psychologists- to ensure a comprehensive approach in handling such children with ASD (Khusniddinova, 2022).

References

B.Kh.Khusniddinova (2022). INTERACTION OF A SPEECH THERAPIST WITH OTHER PARTICIPANTS IN THE CORRECTIONAL PROCESS. The American Journal of Social Science and Education Innovations, [online] 4(11), pp.01–05. doi: https://doi.org/10.37547/tajssei/Volume04Issue11-01.

Brignell, A., Chenausky, K.V., Song, H., Zhu, J., Suo, C. and Morgan, A.T. (2018). Communication interventions for autism spectrum disorder in minimally verbal children. Cochrane Database of Systematic Reviews, 5(11). doi: https://doi.org/10.1002/14651858.cd012324.pub2.

Cummins, C., Pellicano, E. and Crane, L. (2020). Autistic adults’ views of their communication skills and needs. International Journal of Language & Communication Disorders, 55(5). doi: https://doi.org/10.1111/1460-6984.12552.

Gibson, J.L., Pritchard, E. and de Lemos, C. (2021). Play-based interventions to support social and communication development in autistic children aged 2–8 years: A scoping review. Autism & Developmental Language Impairments, [online] 6(7), p.239694152110158. doi: https://doi.org/10.1177/23969415211015840.

Hockenberry, M.J., Wilson, D. and Rodgers, C.C. (2021). Wong’s Essentials of Paediatric Nursing - E-Book. [online] Google Books. Elsevier Health Sciences. Available at: https://books.google.com/books?hl=en&lr=&id=KLEhEAAAQBAJ&oi=fnd&pg=PP1&dq=children+communicate+allows+nurses+to+include+specific+and+helpful+techniques+in+their+treatment+plans [Accessed 19 Jan. 2024].

Ibrahimagic, A., Patkovic, N., Radic, B. and Hadzic, S. (2021). Communication and Language Skills of Autistic Spectrum Disorders in Children and Their Parents’ Emotions. Materia Socio Medica, 33(4), p.250. doi: https://doi.org/10.5455/msm.2021.33.250-256.

Koegel, L.K., Bryan, K.M., Su, P.L., Vaidya, M. and Camarata, S. (2020). Definitions of Nonverbal and Minimally Verbal in Research for Autism: A Systematic Review of the Literature. Journal of Autism and Developmental Disorders, 50(8), pp.2957–2972. doi: https://doi.org/10.1007/s10803-020-04402-w.

Lowe, C., Beach, M.C. and Roter, D.L. (2019). Individuation and implicit racial bias in genetic counseling communication. Patient Education and Counseling, [online] 5(7). doi: https://doi.org/10.1016/j.pec.2019.10.016.

Matthews, E.J., Puplampu, V. and Gelech, J.M. (2021). Tactics and Strategies of Family Adaptation among Parents Caring for Children and Youth with Developmental Disabilities. Global Qualitative Nursing Research, 8(7), p.233339362110281. doi: https://doi.org/10.1177/23333936211028184.

Roquette Viana, C., Caldeira, S., Lourenço, M. and Simões Figueiredo, A. (2021). Parenting of Children with Autism Spectrum Disorder: A Grounded Theory Study. Healthcare, [online] 9(7), p.872. doi: https://doi.org/10.3390/healthcare9070872.

Scarpinato, N., Bradley, J., Kurbjun, K., Bateman, X., Holtzer, B. and Ely, B., 2010. Caring for the child with an autism spectrum disorder in the acute care setting. Journal for Specialists in Paediatric Nursing, 15(3), pp.244-254. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1744-6155.2010.00244.x.