Pananaliksik Patungkol Sa Autism Spectrum Disorder (ASD)
Pananaliksik Patungkol Sa Autism Spectrum Disorder (ASD)
Pananaliksik Patungkol Sa Autism Spectrum Disorder (ASD)
CHAPTER I
INTRODUCTION
Our brains, which govern every aspect of our existence, are the foundation of who
problems can be physically and emotionally taxing, ranging from mobility impairments
that make ordinary tasks difficult to memory disorders that have an impact on
the brain and behavior to create appropriate therapies and services for those suffering
becoming more widely known and understood in the modern world. While the incidence
of autism varies considerably between geographical areas, it is believed that 1 in 160 kids
worldwide has ASD. The number of ASD diagnoses has significantly increased in recent
years, most likely because of better screening procedures and increased awareness (World
problems are among the most defining characteristics of autism spectrum disorder (ASD)
and can have a substantial impact on what a person does every day. The nature of these
challenges, as well as probable underlying causes and successful solutions, have been
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clarified by research during the previous ten years (Swanson et al., 2017; Fusar-Poli et
al., 2019).
One area of study has been on the particular social communication and interaction
skills that are impacted in people with ASD. The capacity to share attention with someone
else on an identical object or event was less common in those with ASD. Compared to
people who are usually developing, people with ASD display less activity in the medial
prefrontal cortex and other brain areas related to social cognition. Studies have revealed
that people with ASD have difficulties switching their focus between different tasks or
ideas, which is a sign of cognitive flexibility. Because of this, it may be challenging for
someone with ASD to adjust to changes in their environment or to switch their focus
between various social cues when interacting with others (Demetriou et al., 2017;
organization, working memory, cognitive flexibility, and inhibition are just a few of the
cognitive processes known as executive functioning that are required for goal-directed
action. Executive functioning issues are a frequent symptom of autism spectrum disorder
(ASD), which can make it difficult for affected individuals to manage social interactions
and academic activities. Additionally, people with ASD may struggle to plan and stay
organized, which might hinder their capacity to finish work and reach objectives. They
may struggle to plan and start projects, as well as to divide larger tasks into smaller ones
Review, 2021).
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and are frequently among the first symptoms of autism spectrum disorder (ASD). These
repetitive hand gestures like flapping or twisting. Although repetitive behaviors are not
exclusive to ASD, they can be a sign of the illness due to their persistence and severity, as
well as the presence of other ASD symptoms (Zwaigenbaum et al., 2015; Wetherby et al.,
2019). A study by Chevallier and colleagues (2015) found that the degree of repetitive
activities in people with ASD was more closely related to executive functioning
deficiencies.
problem for people with autism spectrum disorder (ASD). These issues may involve an
difficult for a person to carry out daily tasks or negotiate social situations because of
these sensory processing issues (Ben-Sasson et al., 2019; Lane et al., 2019).
The brain processes that underlie sensory processing can be used as a lens to
investigate sensory processing issues in people with ASD. People with ASD may
interpret sensory data differently in their brains, especially when it comes to integrating
data from several modalities. A study by Marco and colleagues (2013) found that,
compared to children who were typically developing, children with ASD had less
anxiety and other mental health issues. Research conducted by Vasa and Mazurek (n.d),
revealed that there is a wide range of data on the prevalence of anxiety in people with
ASD, from 22 to 84%. According to a recent meta-analysis, 39.6% of kids with ASD had
at least one anxiety problem. The most prevalent categories were specific phobias
(16.6%). The two anxiety disorders with the highest prevalence were social phobia
(41.7%) and generalized anxiety disorder (25.9%) in recent research of 108 high-
functioning children with ASD who were engaged in treatment trials for anxiety. Nearly
making it difficult for them to establish and maintain relationships, communicate clearly,
and engage in normal activities. It can be difficult for people with ASD to navigate social
situations because they may struggle with social cues and sensory processing issues that
can learn techniques to manage their symptoms and reach their full potential,
nevertheless, with early intervention and continued support (Swanson et al., 2017;
However, individuals with autism spectrum disorder (ASD) have special talents
that set them apart from others. These aptitudes, usually referred to as special interests,
are areas of strong focus and enthusiasm displayed by people with ASD. Studies have
and raises levels of pleasure and well-being in people with ASD (Kenny et al., 2015).
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Special abilities often fit into a small number of categories. According to a recent
study, memory (52% of the sample), visual-spatial skills (32%), calculation, drawing, or
music (approximately 17% for each subject) were among the distinctive, isolated skills
that more than 70% of autistic children and adults possessed (Happé, 2018).
One of the best-known instances of an ASD person having a special talent is their
prowess in subjects like math, music, and the arts. According to studies, people with ASD
are more adept at recognizing patterns and using their visual-spatial skills. This can be
seen in the case of British artist Stephen Wiltshire, who has ASD and possesses a
remarkable photographic recall for landscapes and urban settings (Stephen Wiltshire,
1974– UK Disability History Month, 2017). Individuals with ASD may also have
Additionally, people with ASD may have a special aptitude for processing data in
a precise and analytical way, which can be useful in industries like science and
well-known animal behaviorist with ASD who has significantly influenced the cattle
sector with her creative ideas for animal handling facilities (Grandin, T., & Panek, R.
2013).
people with autism spectrum disorder (ASD). Early screening and diagnosis are crucial
interventions since they can significantly improve results for people with ASD.
Furthermore, lowering stigma and facilitating greater access to resources and support for
people with ASD and their families are both benefits of raising public understanding and
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awareness of ASD. To ensure that people with ASD have equal access to educational
opportunities and career possibilities, schools and employers can also incorporate
accommodations and supports for them. The lives of people with ASD and their families
can be improved through ongoing research into effective ASD therapies and treatments.
By putting these solutions into practice, we may enhance the lives of people with ASD
experiences that individuals diagnosed with autism spectrum disorder (ASD) encounter in
their daily lives and to delve into the intricate details of their day-to-day activities, social
following objectives:
1. How does autism spectrum disorder (ASD) affect the life of the individual
a. Mental aspect
b. Emotional aspect
d. Intellectual aspect
2. How should people who are around someone with autism spectrum
Researching people with autism spectrum disorder (ASD) and their daily
experiences allows for a greater understanding of the challenges that individuals with
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ASD face on a regular basis. It provides valuable insight into how they perceive the
world and how they can be effectively supported. By gaining more knowledge and
acceptance of people with ASD, society can reduce the stigma and harmful
By gaining an understanding of the unique challenges and needs of individuals with ASD,
interventions and support services can be tailored to better meet those needs. This can
result in improved outcomes for individuals with ASD, such as enhanced social and
The study will primarily benefit individuals with ASD. Studying the lived
individuals. It can help them develop a deeper understanding of their own condition, a
sense of belonging and connectedness with others, and advocacy and self-advocacy
skills. By learning about the experiences of others with autism, individuals can better
understand themselves, feel more connected with others, and advocate for their own
Secondly, it can assist relatives and caregivers of people with autism to better
understand and support their loved ones by giving them insights into their experiences.
By becoming aware of the difficulties faced by those with autism, families and caregivers
can devise plans for offering the necessary assistance and modifications, which can
enhance the quality of life for both the autistic person and their loved ones.
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Thirdly, it can help those who work with autistic people in education and
healthcare. Education and healthcare workers can better assist and meet the demands of
their students' and patients' needs by learning about the experiences of those with autism.
This may contribute to raising the standard of education and care given to people with
Lastly, the promotion of increased autism understanding, and awareness can also
benefit society. People may foster more empathy and understanding for those with the
condition and seek to promote greater inclusion and acceptance in all spheres of society
To better discuss the content of this research, the following terms are defined as to
organize, pay attention, recall information, and efficiently juggle several tasks.
Medial Prefrontal Cortex- Medial Prefrontal Cortex is one of the brain regions that
inhibition.
Sensory Processing- Sensory Processing is a term that refers to the process through
which the brain converts instructions from sensory receptors into the proper motor and
behavioral responses.
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CHAPTER II
METHODOLOGY
In this chapter, the followed research methods to gather and collect data with
regards to the studying of the real-world experiences of people bearing autism spectrum
disorder (ASD) is appended. The research approach, research design, sources of data,
population of the study, sampling technique, instrumentation and data collection tools are
also presented in this chapter. Following that, there will be a discussion about the data
gathering procedure, data analysis procedure and ethical considerations made by the
researchers.
explores and provides deeper insights into real-world problems. Instead of collecting
research, qualitative research helps generate hypotheses as well as further investigate and
It answers the hows and whys instead of how many or how much. It could be structured
as a stand-alone study, purely relying on qualitative data (Brannan et al., 2022). This
review introduces the readers to some basic concepts, definitions, terminology, and
change), addressing questions beyond “what works”, towards “what works for whom,
when, how and why”, and focusing on intervention improvement rather than
accreditation.
Using qualitative methods can also help shed light on the “softer” side of medical
treatment. For example, while quantitative trials can measure the costs and benefits of
research can help provide a better understanding of patient or caregiver stress, visibility
data collection most commonly used in health research are document study, observations,
The function of a research design is to guarantee that the evidence obtained would
possible. Finding evidence relevant to the research problem generally entails specifying
With a well-planned research design, it would ensure that the methods match the
research aims, that the researchers would collect high-quality data, and that the
researchers could use the right kind of analysis to answer the questions, utilizing credible
sources. This then allows the researchers to draw valid and trustworthy conclusions.
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al., 2019). With the several types of research designs, this study used a case study design
to explore the lived experiences of individuals who suffer from the consequences and
condition, using case study design will then allow the researchers to narrow down a very
broad field of research into one or a few researchable examples. This case study that is
conducted by the researchers is bound to broaden knowledge and strengthen what has
form. In order to acquire useful data for this study, primary data collection through
conducting a one-on-one interview with each of the ASD bearers’ guardians and a focus
objects that is the main focus of a scientific query. It is for the benefit of the population
that research is done. However, due to the large sizes of populations, researchers often
cannot test every individual in the population because it is too expensive and time-
information-rich cases or make the most out of limited resources. To obtain a rational and
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scientific result that could be used to present the said population, the method of purposive
Research locale on the other hand is a term that refers to a specified area or
subject.
that is being studied in a research project. The subjects in this research were selected
from the differently abled students of Central East#2, Bangar, La Union, specifically,
This study had a total of five respondents and this study was conducted at Bangar
Central School exactly located in Central East#2, Bangar, La Union from April to May
2023.
Many misinterpret the concept and idea between instrument and instrumentation.
To help distinguish between instrument and instrumentation, consider that the instrument
is the device alone and instrumentation is the course of action, the process of developing,
testing, and using the device. In research, specialized tools are developed to make
observations for different variables, this includes the primary data being gathered,
instruments and the systematic procedure for the selection and development of these tools
questions are posed by the researcher to elicit verbal responses from the respondent. This
instrument will assist the researchers in elucidating, comprehending, and exploring the
beliefs, actions, experiences, and phenomena of the respondents. There are three distinct
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interview kinds, and each has a unique question format. The types of interviews are
Case study interviews differ from the traditional "question and answer"
scenario with the respondent to reach a logical conclusion. With the case study design
utilized by this study, a semi-structured interview would best fit in obtaining data from the
respondents for they are able to clarify, elaborate, or rephrase their responses if needed.
This type of interview would ensure convenience to both party of the researchers and the
respondents.
Before going through what is data collection, it is essential to ask the question,
“What is data?”. The abridged answer is data are various kinds of information formatted
in a particular way. Therefore, data collection is the process of acquiring and analyzing
respond to specified research questions, test hypotheses, and assess results. All academic
the generated semi-structured interview questions to the chosen respondents from Bangar
Central School. The data had been collected over a period of two months (April-May
2023). To be more precise, the researchers formally requested for a consent and
authorization coming from the head of the said educational infrastructure to conduct one-
on-one interview with the selected sample of the target population to contribute and befit
As the institutional authority permitted the conduction of the interview, the chosen
respondents were given a consent to inform them about their rights to participate and
decline at any time without penalty. They were also informed about the purpose of the
study, the procedures that the study will be following during the data gathering procedure
with the assurance of zero to no potential harm, risk or financial cost involved.
and are the most frequent qualitative data source in health services research. This method
comments. This method allows the researchers to collect open-ended data, to explore
participant thoughts, feelings, and beliefs about a particular topic and to delve deeply into
personal and sometimes sensitive issues. A semi-structured interview method would best
suit this study for it provides an open-ended data to further explore the participants’
instrument. These questions were asked to the guardians of the three different individuals
bearing autism spectrum disorder throughout the same day but with different setting and
time preferred by the respondents. During the interview, the researchers held a pen and
paper to take notes of the respondents’ responses. And to ensure the gathered data’s
Interview as a data gathering tool were decided upon because firstly, it ensures
that the data gathered were intensive and valid. Secondly, it allows in-depth questioning
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and follow-up questions. And third, it gives researchers the chance to collect information
questions mainly because it allows the subjects to respond to the asked questions in their
preferred language, word and prosody which allows them to provide more details with
ease. The interview questions were carefully dictated in English, Filipino and Iloko to
enable the respondents to comprehend and fully penetrate the asked questions so they
Aside from the one-on-one interview, a focus group discussion with three of the
other respondents was also conducted in this study. Focus group discussion on the other
hand are primarily considered a confirmatory research technique. In other words, their
discussion-heavy setting is most useful for confirming or refuting preexisting beliefs. For
this reason, they are great for conducting explanatory research, where you explore why
An addition of focus group discussion as a data gathering tool were decided upon
researchers are seeking directional information that will help the study uncover new
for their research instrument and interview questions. This involved submitting their
documents for validation to experts in research who were selected for the study. To carry
out the validation process, the researchers have chosen three science teachers as
validators.
The validity of the interview questions as the research tool for this study was
A minimum average rating score of 2.51 will be required for the interview
questions to be adequate for obtaining data that is aligned with the study’s purpose.
Based on the data collected from the validators, three teachers gave a point value of 4.00,
yielding an average point value of 4.00. According to the table, the value of 4.00 falls
within a statistical range of 3.51-4.50, indicating that the interview questions have a high
validity grade.
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demonstrate that data analysis has been conducted in a precise, consistent, and exhaustive
manner through recording, systematizing, and disclosing the methods of analysis with
enough detail to enable the reader to determine whether the process is credible.
The most critical phase of any research is the data analysis. Data analysis
condenses gathered information. It entails the analysis of acquired data using logical and
qualitative data called thematic analysis entails reading over a collection of data and
looking for themes by identifying patterns in the meaning of the data (Villegas, 2022).
In organizing and analyzing the data gathered from the one-on-one interviews, the
researchers used a thematic analysis method. This method will serve as the framework to
help and facilitate analysis of the gathered and collected data. This doesn’t only give the
researchers the flexibility in handling the data but also in obtaining a deeper
ethics. It is critical for researchers to uphold ethical standards when conducting the study.
Firstly, the American Psychological Association (APA) writing style should be used to
acknowledge the author and properly cite their work in order to avoid accusations of
interpretations could diminish the credibility of the researcher and their study, researchers
must work to ensure impartiality and correctness in the presentation of their findings.
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Last but most important of all is that these ethical considerations exist to protect
participants’ rights and their well-being as they ensure your findings are valid and
reliable. The research participants' and the organizations participating in the study's
privacy must be safeguarded. The study publication should also strictly identify all
The purpose of this chapter is to answer the research questions and discuss the
analysis and interpretation of the data, highlighting major themes, patterns, and findings
communicate, socialize, and adapt to his surroundings. One in every 100 Filipinos is on
the autistic spectrum, which equates to approximately 1.2 million Filipinos living with
autism today. Individuals with ASD and their families rely on awareness to ensure timely
diagnosis, intervention, and support. ASD awareness has grown in the Philippines over
the years, yet there are still substantial gaps and issues that must be addressed (From
“Visual Voyagers,” “Balancing Boundaries,” “Stepping into Their World,” and “Bridging
Connections.”
This section, entitled "Shards of a Memory Disk," explores the effects of having a
keen memory on the intellectual well-being of individuals with autism spectrum disorder.
behavior, social interaction, and communication. People with ASD can have special
talents and skills, such as having a good memory. It is important to remember that not all
people with ASD have great memory abilities, but some people with ASD may have
During the interview a respondent said, “kahit ganito siya natatandaan niya mga
gamit niya, kahit gamit sa bahay ung common na nakikita” (Even though he is autistic,
he can remember his belongings, even the common ones found at home.) Another said
that, “Hindi— hindi nanonood sa TV ng iba, balita, balita ang pinapanood niya.
Kabisado niya ‘yong mga reporter do’n.” ("She does not watch other shows on TV but
news, specifically news programs. She knows all the reporters there.")
According to Boucher et al. (n.d.), people with autism spectrum disorder (ASD)
may have excellent memory abilities in certain areas. Included in these improved
memory skills are rote memory, factual recall, and visual-spatial memory. The
researchers contend that people with ASD may benefit from this improved memory
Moreover, according to Happé and Frith (2006), individuals with autism spectrum
disorder (ASD) often exhibit a detail-focused cognitive style. This cognitive style is
characterized by a tendency to focus on specific details rather than grasping the overall
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context. The researchers propose the "Weak Coherence Account" as an explanation for
this phenomenon, suggesting that individuals with ASD have difficulties integrating and
specific details. This detail-oriented cognitive style may contribute to more detailed and
These findings imply that individuals with ASD may have unique memory
abilities and cognitive styles that can both benefit and pose challenges in different
contexts. While their enhanced memory skills can be advantageous in specific areas, their
detail-focused cognitive style may impact their ability to comprehend the bigger picture
or see the broader context. Understanding these characteristics can help tailor educational
and occupational environments to leverage their strengths and provide necessary support
Emotion in Motion
emotions through actions on the holistic well-being of individuals with autism spectrum
disorder.
Expressing emotions can be difficult for those who do not have autism, and this
appropriately. This issue comes because of ASD's distinct social and communication
deficits.
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maayos pero through his actions.” (He can’t talk properly but through his actions.) The
respondent also added, “Naghahanap na siya ng parang ung sa opposite sex, syempre
lahat naman tayo dumadaan sa ganun diba ung parang gusto niya kumbaga sana parang
satin nagccrush parang ganon pero di niya naeexpress kasi nonverbal nga siya, so the
way na pagtaas niya ng pants parang un ung satisfaction na nakukuha niya.” (He is
looking for someone with opposite sex, of course we all go through that, don't we? It's
like what he wants is a crush, but he can't express it because he's nonverbal, so the way
music, or drama therapy, can provide individuals with autism spectrum disorder (ASD)
and enhanced emotional well-being. These creative therapies allow for non-verbal
expression and provide individuals with ASD an avenue to showcase their emotions and
The inference is that people with ASD can gain by using non-verbal
communication since it enables them to convey their feelings and ideas in a way that
verbal communication might not fully do. People with ASD can learn to connect with
others emotionally through art, music, or theater therapy, which encourages self-
This section, entitled "Unravelling the Aggression Enigma," explores how the
aggressive behavior of individuals with autism spectrum disorder impacts their well-
being.
and can be triggered by various factors. Physical aggression involves physically harmful
actions such as hitting, biting, scratching, kicking, or throwing objects. Verbal aggression
objects, furniture, or belongings. Aggression in ASD can manifest in different ways and
Teenagers, n.d.).
During the interview a respondent said, “Pag ginalaw mo ‘yong mga gamit niya...
pinagalaw, nagwawala ‘pag pinagalaw at pinakealaman mo. Nagwawala siya.” (If you
touch his belongings, move them around, or meddle with them, he goes berserk and
freaks out. He becomes uncontrollable.) Another respondent answered, “Si Moses ano,
uhmm parang wala siyang pinipili, aggressive.” (Moses is aggressive towards anyone he
encounters.).
autism spectrum disorder (ASD) can have a negative impact on their overall well-being,
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including emotional, social, and physical health. This behavior can result in increased
functioning.
autism spectrum disorder (ASD) can lead to a decreased quality of life for both the
individual with ASD and their families. It can result in increased stress for caregivers and
hinder their ability to engage in social activities and integrate into the community.
The information suggests that aggressive conduct in people with autism spectrum
disorder (ASD) has serious negative effects on their quality of life and overall well-being.
Aggressive conduct can have a severe impact on the emotional, social, and physical well-
being of people with ASD. This can result in elevated stress levels, difficulties
establishing and sustaining relationships, and difficulties carrying out everyday tasks.
This directly affects not just the person with ASD but also the family members, which
raises caregiver stress levels. A person's overall quality of life may also be negatively
impacted by violent conduct if it prevents them from participating in social activities and
This section, entitled "Sloth Like Growth," explores the development delay
among people who suffer from autism spectrum condition and how it impacts their
wellness.
across multiple areas of development, including cognitive, physical, emotional, and social
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skills, compared to what is considered typical for their age group. It is a broad term that
developmental delay and ASD are distinct, they can be related in some cases. However,
not all individuals with developmental delays have ASD, and not all individuals with
disorder (ASD) have a substantial impact on their overall holistic well-being. Delays in
crucial areas, including language acquisition, social skills, and adaptive functioning, can
create significant challenges in their daily lives and impede their ability to effectively
engage with others. These delays not only affect their cognitive and communication
abilities but also hinder their social interactions and ability to adapt to various situations.
Understanding and addressing these delays is crucial for healthcare professionals, as early
intervention and targeted therapies can greatly improve the overall well-being and quality
While developmental delays can pose challenges for individuals with autism
spectrum disorder (ASD), it is essential to recognize that not all individuals with ASD
experience delays in their development. Some individuals with ASD may demonstrate
interactions and communication. This highlights the heterogeneity within the ASD
strengths when assessing and supporting individuals with ASD. The Diagnostic and
Statistical Manual of Mental Disorders (DSM-5) recognizes that the core features of ASD
understanding that developmental delays may or may not accompany these difficulties.
diverse needs and strengths of individuals with ASD (Autism Spectrum Disorder, 2023).
The implication is that to address the various needs and strengths of people with
recognized and addressed by healthcare experts because early intervention and focused
therapy can greatly enhance the general wellbeing and quality of life for people with
ASD. However, it is equally important to acknowledge that people with ASD might have
distinctive personalities and skills, necessitating specialized care and therapies that go
The theme, entitled "A Mirror of Brimful Mimics", discusses how imitation
characteristics of others. Imitation is a natural part of human behavior and learning, and
kuya niya, siguro dahil nakikita ‘yong mga gamit ni kuya na may pangalan niya. Kaya
ang ginawa ko rin nilagyan ko ng pangalan niya ‘yong mga gamit niya para makita
niyang sakanya ‘yon. Pero ngayon sinusulat niya pangalan ng kuya niya, eh hindi ko
naman tinuro.” (He always writes his brother's name, maybe because he sees his
brother's things with his name on them. So, what I did was put his name on his things so
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he could see that they belonged to him. But now he's writing his older brother's name,
without me teaching him.) Another respondent also answered, “And then ni ******,
with autism spectrum disorder (ASD) are substantially linked to more severe social
functioning. The results imply that imitation problems have a major effect on an
individual with ASD's overall wellbeing. Deficits in this area might impede social
engagement and adaptive functioning because imitation skills are directly related to
The implication is that difficulties in imitation skills can hinder social interaction
various situations. As imitation skills play a crucial role in social interaction, addressing
these deficiencies becomes important in interventions and therapies for children with
impact the general social and adaptive functioning of individuals with ASD. Therefore,
comprehensive support for individuals with ASD, aiming to improve their overall well-
discusses the fast-learning abilities of autistic children and their impact on their
intellectual well-being.
Individuals with Autism Spectrum Disorder (ASD) can have a wide range of
abilities and learning styles. While some individuals with ASD may face challenges in
certain areas of learning and development, they can also possess unique strengths and
abilities.
During the interview, a respondent answered, “Mabilis siyang matuto, tapos ‘di
araw, kasi ‘yong “Ikaw”, kasi ‘yong kapatid ko nagpapatugtog ‘yan ng USB, tapos ulit
ulit ‘yong kanta na ‘yon. Noong isang araw kinakanta niya ‘yong “Ikaw~ ang pag-ibig
na~” hahaha kinakanta niya ‘yon. Kabisado niya.” (He learns fast. The other day my
brother played the song “Ikaw” in his USB and played it repeatedly. Then yesterday, he
Research conducted by Mottron et al. (n.d.) suggests that individuals with autism
spectrum disorder (ASD) can exhibit fast learning abilities that have positive effects on
their intellectual well-being. Some individuals with ASD demonstrate exceptional skills
in specific areas such as memory, attention to detail, and pattern recognition. These
and recognizing these strengths can help create a more comprehensive understanding of
autism and provide opportunities for nurturing and supporting the intellectual potential of
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individuals with ASD. By focusing on these areas of exceptional ability, interventions and
individuals with ASD, fostering their overall cognitive well-being and optimizing their
educational experiences.
While fast learning abilities can be observed in certain individuals with autism
spectrum disorder (ASD), it is crucial to acknowledge that not all individuals with ASD
disorder characterized by diverse learning profiles that can vary significantly among
recognizes the wide range of abilities and challenges within the ASD population.
is necessary when assessing and supporting individuals with ASD, taking into account
their unique learning profiles and needs. By recognizing and addressing the specific
strengths and challenges of each individual, interventions and educational strategies can
be tailored to optimize their learning experiences and promote their overall well-being
addressing the specific strengths and challenges of each individual with ASD to foster
their overall cognitive well-being and optimize their educational experiences. This
individuals with ASD and provides support tailored to their specific abilities and
challenges.
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This section entitled, “The Focused Frontier,” explores how hyperfocus affects
the point where they appear to disregard or 'tune out' everything else. It is a well-known
occurrence in the autism world, with multiple studies and clinical findings supporting it.
According to a respondent, “Kung ano ‘yong ginagawa niya, doon lang siya.”
that “Si naman *** dedma, dedma aloof isuna, lalo nu nakafocus ijay araramiden na ken
Rojas et al. (2014) investigated the cognitive profiles of people with ASD and
cognitive activities. The authors hypothesized that hyperfocus could contribute to the
(2016) discovered that children with ASD had more intense focus on specific tasks than
cognitive performance in children with ASD. Hyperfocus was linked with better
performance on those activities, but it was also associated with difficulty shifting
attention.
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ASD and discovered no variations in attentional focus when compared to people without
ASD. Individuals with ASD, on the other hand, demonstrated more variability in
attentional focus, implying that hyperfocus may not be consistent across all individuals
with ASD. Also, Sikora et al. (n.d.) investigated focused aptitude in children with ASD
typically developing children. The authors concluded that hyperfocus is not a universal
feature of ASD.
This implies that hyperfocus is not a universal trait of autism spectrum disorder
(ASD). While some research has discovered evidence of hyperfocus among individuals
with ASD and its possible favorable impact on cognitive function, other studies have
attentional focus among individuals with ASD. When evaluating the function of
attentional patterns. More research is needed to better understand the nature and variety
Pursuit of Perfection
The theme entitled "Pursuit of Perfection" delves into the impact of perfectionism
is distinguished by high standards, careful behavior, and a strong need for order and
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hmm dajay ti kayat da nga maaramid, dapat dajay met lang ti maaramid da, ta nu once
ngay nga adda ti mistake niya agsakit, agtantrums dan.” (If they are given an activity
that requires them to imitate the pictured action, they want to do the same because if not,
they will throw tantrums. Likewise, another respondent said, “Pero kwa perfectionist da,
adda ti mistake ngay ket agsangit dan.” (They are perfectionists. When we assign them
activities, they must complete them perfectly, because if not, they will really cry.)
psychological health of adults and adolescents with ASD. The findings revealed that
higher levels of perfectionism were associated with higher levels of anxiety, despair, and
stress, all of which had an impact on overall wellbeing. Furthermore, Hiraishi et al.
(2014) discovered that having higher levels of perfectionism was associated with lower
life satisfaction, particularly in the areas of relationships, self-esteem, and mental health.
These findings imply that perfectionism can have a negative impact on the
psychological well-being of people with ASD, but other personal and environmental
factors can also influence overall happiness. Understanding these intricacies is essential
The theme entitled " A Gush of Hlud and the Unceasing Exasperation" delves into
sounds, which is common among individuals with autism spectrum disorder (ASD). It
can lead to significant challenges in daily life, such as difficulty tolerating common
environmental sounds. This heightened sensitivity can trigger stress, anxiety, or sensory
overload, leading to behavioral responses like covering the ears, becoming agitated, or
trying to escape from the source of the sound (Reynolds and Lane n.d.)
maiingay… nadidistract din sila… yung isang autistic namin ‘pag maingay, ayaw niya.”
(When their classmates are noisy, they get distracted. One of our autistic students doesn't
like it when it's noisy.) One of the respondents also said, “Ni Gab idi ket kwa han na
according to research investigations and clinical findings. Their capacity to operate and
efficiently engage in daily activities may be hampered by the increased stress, anxiety,
and sensory overload brought on by their heightened sensitivity to sound. As people try to
35
deal with or avoid overwhelming auditory stimuli, it could also contribute to behavioral
Although hyperacusis can be disruptive for people with ASD, it's crucial to
remember that not everyone with ASD has it or suffers from severe impairments from
sound sensitivity. The sensory experiences that people with ASD have can vary greatly,
and some people may be more sensitive to touch, taste, or visual stimuli than they are to
This implies that hyperacusis can significantly impact the well-being and daily
functioning of individuals with ASD who experience it. It can lead to increased stress,
anxiety, and sensory overload, which can negatively affect their ability to engage in
activities and cope with their environment. It is important to recognize and address the
interventions tailored to their specific sensory needs. However, not all individuals with
individuals with autism spectrum disorder and how it affects their well-being.
disorder (ASD) are sometimes stigmatized because of cultural misconceptions and a lack
nakapaligid sa kaniya hindi siya matanggap kasi base na lang sa experience ko ngayon
sa amin so sino pa tatanggap sa kaniya kung hindi ako na kasama niya… Kasi sa totoo
lang ung lolo niya na kasama naming hindi rin siya maintindihan kasi talagang
mahirap.” (Of course, it's challenging because the people around us can't fully accept
him, based on my current experience with them. So, who else would accept him if not
me? Because honestly, even his grandfather, who is with us, can't understand him
Zablotsky et al. (2015) investigated the relationship between perceived stigma and
the social well-being of individuals with ASD. It was discovered that higher levels of
perceived stigma were connected with worse social well-being, including difficulty
initiating and sustaining social interactions. Also, Crane et al. (2015) explored the effect
of stigma on the social participation of adults with ASD. Stigma was discovered to be a
Conversely, Reed et al. (2019) explored the effect of stigma on the social
experiences of people with ASD. Stigmatization events were found to have no substantial
impact on social well-being, implying that other factors may be more relevant. As well as
in the investigation conducted by Dowdney et al. (2017), which showed that stigma was
The findings imply that stigma is not the only determinant of social well-being for
people with ASD and that comprehensive approaches to social inclusion and well-being,
including stigma reduction and the promotion of understanding and acceptance, are
required.
This section, entitled "Guiding the Way," demonstrates how individuals with
In order to assist people with ASD in learning and performing tasks, techniques
prompting combines verbal instructions and physical guidance to help individuals with
ASD learn and do tasks. Modeling provides a visual and behavioral example for
individuals with ASD to learn from and imitate through live demonstrations, video
focus and engage by directing attention to relevant information or activities, it also helps
ano, i-distract para ma... ma-i-transition mo ‘yong ginagawa niya. Hindi mo basta-
basta, “Akin na ‘yan ta gagawa tayo ng...”, “Hindi.” ("You just need to gradually, you
know, distract them to... transition them from what they are doing. You can't just abruptly
38
say, 'Give it to me, let's do...' and expect them to comply. No."). Another said, “Bannogen
mi pay, tapno agkalma dan ton. Nu agkalma dan ton, nalaklakan ton.” (We will let them
tire first to calm down, so it will be easier to teach them afterwards.) Similarly, another
respondent said that “Modelling… wen modelling ngay ket ipakita mi pay kanyada sa da
kami tuladen.” (We also use modeling. We show them what to do, and then they imitate
it.) Someone also said that, “Tapos uhh,anya dijayen… physical prompting, iassist mi jay
ima da nu adda ti ipasurat mi nu han da pay ammo, aglalo dagijay babattit. Pero ni kuya
kanyana, ammo na met. “Kuya *****, ayan na ditoy jay…wen kusina,” ayanti pictures
kuma anya, ammo na. Ammo na nga iidentify, verbal prompting dijay. Ngem dagijay
babattit, physical.” (We also use physical prompting, where we assist their hand when
they need to write. However, for *****, we rely on verbal prompting because he already
knows how to do it. We mainly use physical prompting for the younger ones.
The impact of crucial response therapy, which includes modeling and prompting,
on the social and communication abilities of kids with ASD was investigated by Koegel
et al. in 2014. The outcomes showed advancements in social skills and communication
abilities. Moreover, Delano (2013) evaluated the impact of prompt delay and prompt
fading approaches, which involve verbal and physical prompting, on skill development in
individuals with ASD. The data revealed that these prompting strategies were successful
However, Macoun et al. (2018) compared the impact of several prompting tactics,
including verbal and physical prompting, on skill development in ASD individuals. The
39
findings revealed that various prompting tactics, rather than verbal and physical
flexibility in selecting and changing teaching tactics for individuals with ASD, taking into
Visual Voyagers
This section, entitled "Visual Voyagers," explains how visual aids as a learning
tool, utilized by people around individuals with autism spectrum disorder as a potential
Individuals with Autism Spectrum Disorder (ASD) might benefit greatly from
visual assistance. People with ASD frequently have visual processing skills and can learn
When asked about the strategies they use in teaching, a respondent answered that,
“Through vision… nu agisuro kami gamin adda ti visual aids...” (In teaching, we use
visual aids.) Another respondent said, “Ni ******* ti learning style na, nu numbers
kuma niya, kayat na jay adda ti mabuybuya na, adda makitkita na. Pa… agpa…jay ngay
adda ipabpabuya na, ABCD, numbers… Awan pay one-week naa…natutunan nan jay
ABCD, namemorize nan jay ABCD.” (For ******, her preferred learning style is visual.
40
She enjoys watching things, such as in the case of ABCD, where she prefers watching the
letters in motion. Within less than a week, she has already memorized it.)
visual supports to promote communication and social skills in students with autism
spectrum disorder, visual supports were effective in achieving several positive outcomes,
social interactions. Visual aids provided a visual representation or cue that facilitated their
understanding and expression of thoughts, needs, and desires. Additionally, the use of
Finally, the implementation of visual support also led to an increase in social interactions
Though, according to Dardanou and Papadopoulos (2020), Visual aid alone may
not be sufficient to improve learning outcomes in students with ASD. This conclusion is
based on a comprehensive review of existing studies and may not apply to everyone. To
The findings show that visual aids are important tools for improving
with ASD. However, addressing the different needs of children with ASD and promoting
Balancing Boundaries
used by others when interacting with individuals with autism spectrum disorder,
Tantrums are a common behavior in people with autism spectrum disorder (ASD).
Tantrums can occur in both children and adults with ASD, and their intensity and
duration can vary. When dealing with tantrums in people with ASD, it is critical to handle
In the interview, the first respondent answered, “At that time kasi kung the more
na paluin mo siya magiging mas aggressive siya, kaya ang ginagawa ko kung halimbawa
mag iikot ikot siya jan kung hindi niya makuha mga gusto ganon, pinapabayaan ko lang
siya hanggang sa tumigil siya.” (At that time, the more you beat him, the more that he
will become aggressive, that’s why I just let him do what he wants until he stops.) The
other respondent answered, “Ano... pinapaano lang namin... pinapaalis ko mga pinsan
niya, mga kapatid niya.” (I just tell his cousins and siblings to go away from him.)
individuals with ASD, including those aimed at managing tantrums. The study
behaviors rather than allowing unrestricted access to whatever the individual desires
during tantrums. In addition, a study by Lerman et al. (2015) investigated the effects of a
communication and appropriate behavioral skills, rather than allowing the child to engage
in whatever they desired during tantrums. The results showed significant improvements
replacement behaviors can help individuals with ASD manage tantrums and improve
their general conduct and well-being. These therapies empower individuals to express
behavioral responses.
This section, titled "Plunging into their Domain of Spires," points out the
importance of taking a step into their world to help people with autism spectrum disorder.
Stepping into the world of individuals with autism spectrum disorder (ASD)
involves delving into a rich and diverse realm of experiences, challenges, and strengths.
genders, and backgrounds, and it manifests differently in each person. By exploring this
world, we can foster empathy, appreciation, and support for individuals with ASD
sakanya, “Ano to?” ginaganon ko, tinatanong ko siya.” (I approach, pretending... I play
43
with him, saying, 'What's this?' I mimic it, I ask him.). One of the respondents also said,
“Jay ngay pumasok ka muna sa mundo nila.” (You need to first enter their world.)
According to Grandin n.d., understanding and taking steps into the world of
individuals with autism spectrum disorder (ASD) is essential for promoting inclusivity
and providing effective support. To achieve this, it is important to educate yourself, listen
sensory awareness, foster inclusion, promote social interactions, and provide support for
building meaningful relationships. Educating yourself and listening to Autistic Voices can
provide insights into the characteristics, challenges, and strengths of individuals with
ASD. Listening to Autistic Voices can offer valuable insights and guidance on
understanding their needs and preferences. Empathy and acceptance can be developed by
putting yourself in their shoes and recognizing the unique ways in which they experience
the world.
that individuals with ASD have equal opportunities for participation and engagement.
This suggests that becoming aware of the reality of people with autism spectrum
disorder (ASD) and trying to understand it can help advance inclusivity, offer useful
support, and build a more tolerant and tolerant society. For offering suitable assistance
and interventions, it is crucial to educate oneself and pay attention to autistic voices. For
Adopting sensory awareness helps people feel comfortable and relaxed. To foster
inclusion, barriers must be taken down and social connections must be encouraged.
Webs of Hobnob
This section, titled "Webs of Hobnob," points out the importance socialization to
Individuals with Autism Spectrum Disorder (ASD) have unique challenges and
social cues can present challenges, but they also have their own strengths and
preferences. Understanding and supporting the social life of individuals with ASD
ngay mas umasideg da kanyami, gamin once ngay nga aloof dagijay ubbing, awan, han
min ngay kaya nga pakisamahan, pakibagayan. Han da ngay nga maibagay jay bagbagi
da.” (We conduct socialization activities every Friday to foster a closer bond between the
students and us. This is because if they remain aloof, they won't be able to fully integrate
Socialization plays a vital role in the lives of individuals with autism spectrum
disorder (ASD) as it offers various benefits to their overall well-being and development.
Socialization provides opportunities for individuals with ASD to learn and practice
essential social skills such as turn-taking, sharing, greetings, and cooperative play. It also
allows individuals with ASD to experience and manage a range of emotions, promote
45
peer interactions, improve flexibility and adaptability, and build a sense of belonging and
inclusion. Regular social interactions can enhance their ability to understand social cues,
activities allows individuals with ASD to experience and manage a range of emotions,
individuals with ASD to interact with peers, foster the development of friendships and
social connections, improve flexibility and adaptability, and build a sense of belonging
This implies that, socialization provides opportunities for individuals with ASD to
develop social skills, emotional well-being, peer connections, flexibility and adaptability,
meaningful connections with others. Socialization plays a crucial role in the holistic
This section, titled "Ripples of Simulating Support," illustrates how social support
Social support from people around individuals with autism spectrum disorder
(ASD) plays a pivotal role in promoting their well-being, development, and overall
engagement, and leads to improved social integration and a sense of belonging. It also
contributes to skill development and advocacy for the needs, rights, and inclusion of
According to a respondent, “Kagaya no’ng pag— kasi may baboy ako ano...
kailangan hintayin ko siyang magpakain kasi, ayaw niya eh. ‘Yong gusto niya, tutulong
siya, gano’n.” (Just like before, because I have a pig, I need to wait for Avrylle to come
and feed it because that's what she wants, like that.) “At that time kasi kung the more na
paluin mo siya magiging mas aggressive siya, kaya ang ginagawa ko kung halimbawa
mag iikot ikot siya jan kung hindi niya makuha mga gusto ganon, pinapabayaan ko lang
siya hanggang sa tumigil siya.” (At that time, because the more you hit him, the more
aggressive he becomes, so what I do is if, for example, he goes around there and can't get
Brookman-Frazee et al. (2019) said that higher levels of social support were
linked to less parenting stress and better psychological well-being. Parents who reported
more social support from family, friends, and professionals involved in their kid's care, in
particular, reported less stress associated with parenting their child with ASD.
Furthermore, higher levels of social support have been associated with improved mental
health outcomes, such as decreased symptoms of despair and anxiety. These findings
imply that social support is critical to reducing stress and increasing the well-being of
parents of children with ASD who are getting mental health care.
However, the study of Bishop-Fitzpatrick et al. (2018) suggests that while social
support does not directly affect the well-being outcomes of individuals with autism
spectrum disorder (ASD), it does play an important role in modulating the link between
stress and well-being. In other words, social support can help mitigate the detrimental
These findings emphasize the significance of social support in the lives of people with
ASD and their families. It emphasizes the importance of a robust support network as well
as access to resources and specialists who may offer aid and guidance. Social support can
assist individuals with ASD and their families cope with stress, enhance mental health
CHAPTER IV
This chapter will outline the qualitative data collection methods used, describe the
analytic techniques employed as well as presenting the findings from this phase of the
research study and recommendation of the system as a basis of the next researchers.
Summary
differences in the brain. Some people with ASD have a known difference, such as a
genetic condition. Other causes are not yet known. Scientists believe there are multiple
causes of ASD that act together to change the most common ways people develop. We
still have much to learn about these causes and how they impact people with ASD.
People with ASD may behave, communicate, interact, and learn in ways that are
different from most other people. There is often nothing about how they look that sets
them apart from other people. The abilities of people with ASD can vary significantly.
For example, some people with ASD may have advanced conversation skills whereas
others may be nonverbal. Some people with ASD need a lot of help in their daily lives;
As children with ASD become adolescents and young adults, they may have
adults, or understanding what behaviors are expected in school or on the job. They may
come to the attention of healthcare providers because they also have conditions such as
50
Union with a total of eight (8) participants, the three (3) being the students with an autism
spectrum disorder (ASD) from Bangar Central School’s Special Education, three (3)
other participants being the parents/guardians of the said students and the other two being
The conducted observation for the three (3) students with ASD, one-on-one
interview with the parents/guardians and a focus group discussion with the teachers
showed findings that emphasize the significance of social support in the lives of people
with ASD and their families. That the importance of a robust support network as well as
access to resources and specialists who may offer aid and guidance is important. With
social support, the individuals with ASD and their families can be assisted to cope with
stress, enhance mental health outcomes, and contribute to their overall well-being.
Conclusion
After extensively studying the lived experiences of children with autism spectrum
disorder (ASD), it becomes evident that their journey is marked by unique challenges and
repetitive patterns of behavior. By delving into the day-to-day lives of these children,
First and foremost, it is clear that the experiences of children with ASD vary
greatly, highlighting the broad-spectrum nature of the disorder. Each child possesses a
distinct set of strengths and weaknesses, which manifest in diverse ways. While some
children may struggle with verbal communication and exhibit repetitive behaviors, others
may excel in specific areas, such as mathematics or visual arts. Recognizing and
expressions and body language, often lead to miscommunication and a sense of isolation.
Many children with ASD face obstacles in forming and maintaining friendships, often
social skills can be developed and improved through targeted interventions, allowing
children with ASD to engage more effectively with others and enhance their overall well-
being.
Furthermore, the sensory experiences of children with ASD greatly impact their
day-to-day lives. Heightened sensitivity to certain stimuli, such as loud noises, bright
lights, or specific textures, can trigger anxiety and distress. Conversely, some children
sensory activities into daily routines can greatly alleviate the challenges faced by these
children.
It is worth emphasizing that the experiences of children with ASD are not limited
to the challenges they encounter. Despite the difficulties they may face, they exhibit
52
remarkable resilience, unique perspectives, and talents that should be acknowledged and
celebrated. Many children with ASD demonstrate exceptional attention to detail, intense
focus, and creative problem-solving abilities. By nurturing their strengths and providing
appropriate support, society can empower these children to reach their full potential.
Recommendations
It is essential for ASD patients to recognize and embrace their individuality. Each
child with ASD has a unique set of strengths and weaknesses that manifest in diverse
ways. Tailored support and interventions should be provided to address their specific
needs and help them thrive. Social interactions can be particularly challenging, so
targeted interventions to develop social skills can significantly improve their ability to
friendly environments, providing sensory breaks, and incorporating sensory activities into
daily routines can greatly alleviate their challenges. For people living with individuals
with ASD, understanding and acceptance are crucial. Recognizing the broad-spectrum
nature of ASD and the unique experiences each child faces can foster empathy and create
a supportive environment. Educating oneself about the disorder and its challenges can
with individuals with ASD. For society at large, it is important to celebrate the strengths
and talents of individuals with ASD. Despite the difficulties they may encounter, they
inclusive spaces, society can empower children with ASD to reach their full potential.
53
engagement that values and accommodates the diverse needs and perspectives of
printed and distributed in relevant community spaces. The concise and visually
individuals with ASD to share knowledge, experiences, and advancements in the field.
allowing professionals and the public to engage in meaningful discussions and learn from
each other. Symposiums can cover a wide range of topics related to ASD, including
diagnosis, treatment options, therapies, and strategies for supporting individuals on the
affected individuals and families, and advocating for better resources and services. These
ASD, provide financial aid for therapy and educational resources, and offer support
54
groups for individuals and families affected by ASD. By establishing partnerships with
positive change and create a more inclusive society for individuals with ASD.
55
REFERENCES
What is sensory processing? - Best Practice: Sensory. (n.d.). Best Practice: Sensory.
What Is Cognitive Flexibility, and Why Does It Matter? (2021, June 15). What Is
Executive Function & Self-Regulation. (n.d.). Center on the Developing Child at Harvard
University.
Vasa, R. A., & Mazurek, M. O. (n.d.). An update on anxiety in youth with autism
Happé, F. (2018, September 7). Why are savant skills and special talents associated with
Demetriou, E. A., Lampit, A., Quintana, D. S., Naismith, S. L., Song, Y. J. C., Pye, J. E.,
Hickie, I., & Guastella, A. J. (2017, April 25). Autism spectrum disorders: a meta-
Temple Grandin | Cold Spring Harbor Laboratory. (n.d.). Cold Spring Harbor Laboratory.
Baron-Cohen, S., Ashwin, E., Ashwin, C., Tavassoli, T., & Chakrabarti, B. (n.d.). Talent
Stephen Wiltshire, 1974– – UK Disability History Month. (2017, September 22). Stephen
Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2015, July
1). Which terms should be used to describe autism? Perspectives from the UK
Aggressive behaviour: autistic children and teenagers. (n.d.). Raising Children Network.
30). PubMed.
Young, R. (n.d.). Police-Citizen Interactions, Theory of Mind, and ASD. (PDF) Police-
Sofronoff et al. (2021) - "The Stress and Adjustment Inventory for Parents (PAIRS) -
Disability:
Happé and Frith (2016) - "The Weak Coherence Account: Detail-Focused Cognitive Style
Disorders:
APPENDICES
Appendix A
Region I
La Union Schools Division Office
REGIONAL SCIENCE HIGH SCHOOL FOR REGION I
RESEARCH INSTRUMENT
VALIDITY TESTING TOOL
Rate the Research Interview Questions according to its Content Validity. Put a check (√ )
mark as your rating for the instrument.
Criteria 5 4 3 2 1
59
Very
Highly Somewhat Not
highly Valid
Valid Valid Valid
valid
The test fully
Content
represents what it
Validity
aims to gather.
Validator:
Interview Questions:
with ASD?
3. How does their disorder impact their ability to learn and process information?
with ASD?
6. How does their disorder impact the development of their social skills?
maintaining relationships?
60
8. Can you describe any strategies or techniques you have developed in managing
their tantrums?
Region I
La Union Schools Division Office
REGIONAL SCIENCE HIGH SCHOOL FOR REGION I
RESEARCH INSTRUMENT
VALIDITY TESTING TOOL
Rate the Research Interview Questions according to its Content Validity. Put a check (√ )
mark as your rating for the instrument.
5 4 3 2 1
Very
Criteria Highly Somewhat Not
highly Valid
Valid Valid Valid
valid
Content The test fully
61
represents what it
Validity
aims to gather.
Validator:
Interview Questions:
with ASD?
3. How does their disorder impact their ability to learn and process information?
with ASD?
6. How does their disorder impact the development of their social skills?
maintaining relationships?
8. Can you describe any strategies or techniques you have developed in managing
their tantrums?
62
Region I
La Union Schools Division Office
REGIONAL SCIENCE HIGH SCHOOL FOR REGION I
RESEARCH INSTRUMENT
VALIDITY TESTING TOOL
Rate the Research Interview Questions according to its Content Validity. Put a check (√ )
mark as your rating for the instrument.
5 4 3 2 1
Very
Criteria Highly Somewhat Not
highly Valid
Valid Valid Valid
valid
The test fully
Content
represents what it
Validity
aims to gather.
63
Validator:
Interview Questions:
with ASD?
3. How does their disorder impact their ability to learn and process information?
with ASD?
6. How does their disorder impact the development of their social skills?
maintaining relationships?
8. Can you describe any strategies or techniques you have developed in managing
their tantrums?
64
Appendix B
Region I
La Union Schools Division Office
REGIONAL SCIENCE HIGH SCHOOL FOR REGION I
RESEARCH INSTRUMENT
VALIDITY TESTING TOOL
Interview Questions:
with ASD?
3. How does their disorder impact their ability to learn and process information?
with ASD?
6. How does their disorder impact the development of their social skills?
maintaining relationships?
8. Can you describe any strategies or techniques you have developed in managing
their tantrums?
66
Appendix C
Validator 1 score: 4
Validator 2 score: 4
Validator 3 score: 4
Appendix D
May 4, 2023
FERNANDO M. APOLINAR
Office of the School Principal
Bangar Central School
Central East #2, Bangar, La Union
Sir:
Greetings!
We, the undersigned students, are from the Regional Science High School for Region I (RSHS). As part of
our subject, Practical Research I, we are currently doing a research project entitled, Beyond Labels:
Uncovering the Unique Lived Experiences of an Individual with Autism Spectrum Disorder (ASD).
As part of the study, we will conduct one-on-one interviews using validated semi-structured interview
questions with Bangar Central School students who suffer from ASD for our data gathering. We will ensure
that the research is conducted in an ethical and professional manner and that the personal data collected will
be kept confidential.
We would appreciate it if you could grant us permission to gather data at your school. We look forward to
a favorable response regarding this humble request in the name of noble cause of research.
Thank you and may the Lord bless you with thousand folds.
CHESEDH G. CALIXTO
Noted:
Appendix E
INFORMED CONSENT
This informed consent form is for the parents or guardians of the participants of the study who are
being invited to take part in this research entitled BEYOND LABELS: UNCOVERING THE UNIQUE
LIVED EXPERIENCES OF AN INDIVIDUAL WITH AUTISM SPECTRUM DISORDER (ASD).
The purpose of this study is to explore the unique lived experiences of an individual with autism
spectrum disorder (ASD). Your child’s participation is entirely voluntary, and you may choose to withdraw
your child at any time without consequence.
As part of the study, we will be collecting data through semi-structured interviews. If you confirm
your child’s participation in this study, you agree that your child will respond to questions the researchers
have developed for a one-on-one interview, as well as any potential follow-up questions related to the
research topic. As long as your child feels safe and has the option to stop the procedure whenever it puts
him or her in a difficult situation, he or she is urged to freely share your ideas with the researchers.
To ensure confidentiality, we will not disclose your child’s name. The data that we collect will be
used only for the purpose of this study.
I have read the foregoing information, or it has been read to me. I have had the opportunity to ask
questions about it. I consent to my child's voluntary participation in this study.
INFORMED CONSENT
This informed consent form is for the teachers of the participants of the study who are being invited
to take part in this research entitled BEYOND LABELS: UNCOVERING THE UNIQUE LIVED
EXPERIENCES OF AN INDIVIDUAL WITH AUTISM SPECTRUM DISORDER (ASD).
The purpose of this study is to explore the unique lived experiences of an individual with autism
spectrum disorder (ASD). Your participation is entirely voluntary, and you may choose to withdraw at any
time without consequence.
As part of the study, we will be collecting data through semi-structured interviews. If you confirm
your participation in this study, you agree that you will respond to questions the researchers have developed
for a one-on-one interview, as well as any potential follow-up questions related to the research topic. As
long as you feel safe and has the option to stop the procedure whenever it you in a difficult situation, you
are urged to freely share your ideas with the researchers.
To ensure confidentiality, we will not disclose your name. The data that we collect will be used only
for the purpose of this study.
I have read the foregoing information, or it has been read to me. I have had the opportunity to ask
questions about it. I consent voluntary participation in this study.
Appendix F
Interview Proper
71
72
73
74
Appendix G
Repertory Grid
How does ASD affect the life of the individual Codes
diagnosed with this illness in terms of:
a. Mental Aspect
b. Emotional Aspect
c. Social Aspect
d. Intellectual Aspect
R1 Mostly sa bahay, hindi hindi niya talaga Satisfaction
dapat pag meron siyang kailangan ung Action-based
mga parang basic needs niya expression of
masasatisfied siya, vicks, rexona tsaka feelings
nailcutter niya kapag wala mga un, Hygienic
nagwawala siya, nagttrantrums siya. Keen memory
Lahat ng masisira niyang gamit, Asociality
electrical man o nonelectrical, gusto Aggression
niya agada gad napapalitan, un ang ano Stigmatization
niya, dapat maayos agad.
hindi siya nakakapagsalita nang maayos
pero through his actions syempre sa
tagal naming pagsasama since birth
kasi two years pa lang siya ganito na
siya, gamulado ko na ung ano galaw
niya.
Naghahanap na siya ng parang ung sa
opposite sex, syempre lahat naman tayo
dumadaan sa ganun diba ung parang
gusto niya kumbaga sana parang satin
nagccrush parang ganon pero di niya
naeexpress kasi nonverbal nga siya, so
the way na pagtaas niya ng pants
parang un ung satisfaction na nakukuha
niya pero after that wala na, hindi
naman siya ung nananakit na
bubugbugin ka, hindi naman, basta ung
kung hindi mo lang maibigay mga gusto
75
niya.
Tapos sa activities sa daily living niya
from wake up sa lahat lahat, kaya
niyang gawin independently, lahat ng
gagawin niya sa bahay halimbawa mag
toothbrush.
Tapos ano siya sa fixing of bed, parang
maano nga siya sa housekeeping eh,
kung madevelop lang siya ng TESDA,
tapos sa hygiene sobra malinis siya.
kahit ganito siya natatandaan niya mga
gamit niya, kahit gamit sa bahay ung
common na nakikita niya halimbawa sa
kitchen utensils halimbawa kung wala
ung palayok ganon kung nasira dapat
palitan kahit ganito siya matandain siya
sa gamit, halimbawa itong mga kulay
kapag kulang wala hahanap at
hahanapin niya yan.
Ay ayun na nga, bagsak siya doon kasi
hindi namin pinapayagan kasi ayaw
naming na may hindi naman siya
nananakit kaso nga lang prevention na
lang para di niya masaktan mga kalaro
niya ganun. Kasi sa totoo lang ung lolo
niya na kasama naming hindi rin siya
maintindihan kasi talagang mahirap
pero sabi ko nga sana bigyan ako ng
lakas ng Panginoon na harapin ang
lahat ng ito. Sinubok ako ng Panginoon
sa kalusugan ko tapos ganyan din ang
sitwasyon niya kaya talagang
mahirap…
Mahirap na ano lalo na siguro dahil
mag-isa siya kaya un siguro ang naging
epekto sa kaniya syempre iba naman
ung ako lang nakakasalamuha niya, iba
rin kapag kaedaran niya makasalamuha
sana niya pero dahil nga sa ganiyan
siya, un nga iniiwasan na lang naming
na makihalubilo siya para wala siyang
masaktan, un ang number one na
dahilan kung bakit ayaw naming iano
siya sa ibang tao na playmate sana niya
ganon.
76
CURRICULUM VITAE
83
PERSONAL INFORMATION
Gender: Female
Nationality: Filipino
EDUCATIONAL ATTAINMENT
Region 1
Region 1
84
PERSONAL INFORMATION
Gender: Female
Nationality: Filipino
EDUCATIONAL ATTAINMENT
Region 1
Region 1
85
PERSONAL INFORMATION
Gender: Female
La Trinidad, Benguet
Nationality: Filipino
EDUCATIONAL ATTAINMENT
Region 1