Characteristics of Autism Center in Malaysia

Authors

  • Amily Fikry Centre for Postgraduate and Professional Studies, Faculty of Business Management, Universiti Teknologi MARA Shah Alam, 40000 Shah Alam, Selangor, Malaysia
  • Hamizah Hassan Centre for Postgraduate and Professional Studies, Faculty of Business Management, Universiti Teknologi MARA Shah Alam, 40000 Shah Alam, Selangor, Malaysia

DOI:

https://doi.org/10.21834/e-bpj.v1i4.173

Abstract

Autism Spectrum Disorder (ASD) is a group of mental developmental disabilities; with one out of 625 Malaysian children has autism. Noting that, the existence of center that provides varieties of treatments is crucial to reduce numerous aberrant behaviors of children with Autism. This paper aims to explore the characteristics of autism centers in Malaysia.  Based on phone interviews conducted with the staff of 22 Autism centers, it was found that majority of Autism centers in Malaysia requires children to undergo a diagnostic test, offered a combination of classes and charged classes fees in the range of RM356 to RM 600 per month.

© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

Keywords: Autism; Malaysia; center; characteristic

References

Azhari, N. F. N., Qamaruzaman, N., Bajunida, A. F. I., & Hassan, A. (2015). The Quality of Physical Environment in Workplace Childcare Centers. Procedia - Social and Behavioral Sciences, 202, 15-23.

Azizan, H. (2008). The Burden of autism. The Star Online Retrieved 8 August 2015, from http://thestar.com.my/news/story.asp?file=/2008/4/27/focus/21080181&sec=focus

Au, A. H. C., Mountjoy, T. J., & Man, K. L. P. (2015). A Programmatic Description of an International Private Behaviorally Orientated Autism School. Education and Treatment of Children, 38(1), 121-144.

Autism Association Singapore (2016). http://www.autismlinks.org.sg (Retrieved on 16 June 2016).

Autism Spectrum Australia (2016). https://www.autismspectrum.org.au (Retrieved on 16 June 2016).

Charman, T., Pellicano, L., Peacey, L.V., Peacey, N., Forward, K., & Dockrell, J. (2011). What is good practice in autism education? Autism Education Trust (AET) Report.

Chaudhary, S.B. (2012). The rise of autism in the UAE. http://gulfnews.com/leisure/health/the-rise-of-autism-in-the-uae-1.1020114 (Retrieved on 16 June 2016).

Christiansen, A.M., Lignugaris-Kraft, B., & Fiechtl, B.J. (1996). Teaching pairs of preschoolers with disabilities to seek adult assistance in response to simulated injuries: Acquisition and promotion of observational learning. Education and Treatment of Children, 19, 3–18.

Eden School (2016). http://www.edenschool.edu.sg (Retrieved on 16 June 2016).

Feeley, C., Deka, D., Lubin, A., & McGackin, M. (2015). Detour to the Right Place: A Study with Recommendations for Addressing the Transportation Needs and Barriers of Adults on the Autism Spectrum in New Jersey.

HMIE (2006). Education for pupils with autism spectrum disorders. Scottish Her Majesty’s Inspectorate of Education (HMIe).

Hussein, H. (2011). The Influence of Sensory Gardens on The Behaviour of children with Special Educational Needs. Asian Journal of Environment-Behavior Studies, 2(4).

Ibrahim, N. M., Osman, M. M., & Bachok, S. (2014). The public School Development and Planning: Parents’ criteria of selecting a public school in Gombak District. Procedia - Social and Behavioral Sciences, 153, 274-285.

Kasari, C., & Smith, T. (2013). Interventions in schools for children with autism spectrum disorder: Methods and recommendations. Autism, 17(3), 254-267.

Khakzanda, M., & Aghabozorgi, K. (2015). Achievement to Environmental Components of Educational Spaces for Iranian Trainable Children with Intellectual Disability. Procedia - Social and Behavioral Sciences, 201, 9-18.

MacDonald, R.P.F., Dixon, L.S., & LeBlanc, J.M. (1986). Stimulus class formation following observational learning. Analysis and Intervention in Developmental Disabilities, 6, 73–87.

Ministry of Education. (2012). Malaysian Education Blueprint 2013-2025, p. 4, 17.

Noiprawat, N., & Sahachaisaeree, N. (2012). Interior Environment Enhancing Physical Treatment: A Case of Child Autistic and Medical Development. Procedia Social and Behavioral Sciences, 38, 108-113.

Paulraj, S. J. P. V., Karim, R. A., & Vetrayan, J. (2015). Evaluation of Occupational Performance Imitation Intervention on Three Imitation Learnings among Autism: Case series. Procedia - Social and Behavioral Sciences, 202, 58-66.

Rehfeldt, R.A., Latimore, D., & Stromer, R. (2003). Observational learning and the formation of classes of reading skills by individuals with autism and other developmental disabilities. Research in Developmental Disabilities, 24, 333–358.

Schoen, S.F., & Ogden, S. (1995). The impact of time delay, observational learning and attention cueing upon word recognition during integrated small-group instruction. Journal of Autism and Developmental Disorders, 25, 509–519.

Vetrayan, J., Zin, M. F. M., & Paulraj, S. J. P. V. (2015). The relationship between Visual Perception and Imitation in School Function among Autism. Procedia - Social and Behavioral Sciences, 202, 67-75.

Werts, M.G., Caldwell, N.K., & Wolery, M. (1996). Peer modeling of response chains: Observational learning by students with disabilities. Journal of Applied Behavior Analysis, 29, 53–66.

Downloads

Published

2016-08-07

How to Cite

Fikry, A., & Hassan, H. (2016). Characteristics of Autism Center in Malaysia. Environment-Behaviour Proceedings Journal, 1(4), 75–82. https://doi.org/10.21834/e-bpj.v1i4.173