Data also suggested that some ASD symptoms, (e.g. Children whose parents reported the presence of greater numbers of autism-related symptoms tended to have concerns about the child’s development at lower age (χ2 (6, n=146) =24.07, p=.001), though the presence of more symptoms was not associated with earlier diagnosis or intervention, possibly suggesting the need for greater concentration on early identification of ASD in the professional community in China. Results: Parents reported that they first had concerns about development at a mean 3.1 years old (sd = 0.9), diagnoses were provided, on average, at 3.8 years (sd = 1.3), and interventions began at a mean of 4.3 years of age (sd = 1.4). The survey contained questions addressing the age at which parents were concerned about their children’s development, the signs that caused their concern, the age when the initial diagnosis was obtained, availability of services provided by public schools or private sectors, intensity of services, and overall satisfaction with the diagnostic and intervention process. An overall return rate of 28% resulted for the survey. A pre-survey notice was sent to parents to inform them of the upcoming survey and a second email containing the link of survey was sent a week after the pre-survey notice. A convenience sample of 146 Chinese parents of children with ASD who reside in mainland China responded to this survey which was administered via a website created for the survey. Methods: Participants and sampling procedure. This investigation was an online survey of Chinese parents (n = 146) residing in mainland China who have a child with ASD. Objectives: The purpose of this study was to obtain information on early signs that caused parental concern, age of diagnosis and provision of intervention, available intervention services, and parental satisfaction with services. Relatively little is known about the diagnostic process and early intervention services in China. However, in some countries such as China, parents face societal discrimination for having a child with ASD and historically have had fewer available services for their children with ASD. If you don’t succeed, you only have yourself to blame.Background: Parental advocacy and the growing research in early diagnosis and intervention has resulted in an increase of services for children with ASD and their families (Lovass, 1987 Wetherby et al., 2004). Ultimately, it’s you who decides whether you will be a success or not, by doing what is legally necessary to get you where you want to go. The person who has the most to do with what happens to you is you! You make the choices you decide whether you’re going to give up or ante up when the going gets tough. She further writes that remember this as you go through life. While hearing conversation between father and my sister, I remember reading Gifted Hands, in the beginning of the book Sonya Carson, mother of Ben Carson, writes a letter in which she shares a poem named “Yourself to Blame” by Mayme White Miller. I heard him saying that if you’re not succeeding then remember you’re doing something wrong, so instead of blaming others you must try to find faults in yourself. These days when my sister is facing problems in her school, my father is busy in motivating her in her studies. Today, father while talking to my younger sister about her studies advised her to remember that in no case person has any right to blame others for his failures in life.
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