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Dissertations / Theses on the topic 'Asperger's Syndrome'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Ramstedt, Niklas. "Sociala relationer : Relationer i vardagen för personer diagnostiserade med Aspergers syndrom." Thesis, Umeå universitet, Institutionen för socialt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-113939.

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Det övergripande syftet med denna studie är att ta en närmare titt på hur personer diagnostiserade med Aspergers syndrom upplever att ens sociala relationer fungerar i vardagen utifrån deras eget perspektiv. Studien utgår ifrån material som hämtats in ifrån diverse bloggar respektive forum ute på internet. Som teoretisk bakgrund till forskningen används stämplingsteori samt Erving Goffmans stigma-teori. Analysmetoden som används är Grounded Theory, där det insamlade internet-materialet kodas för att sedan delas upp i olika kategorier. Utmärkande kategorier i studien är bland annat:Känslan av att vara missförstådd, frustration över att missuppfattas samt även depression. Studien diskuterar även olika strategier som skapats för att, ifrån samhällets sida, förebygga eventuella sociala problem innan dessa uppstår. Jag kommer även ta en titt på de positiva aspekterna av diagnosen.

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2

Bailey, Suzette. "Asperger's Syndrome in African American Children." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4834.

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The prevalence of autism in the United States is 1 in 68 children. African American children are less likely to receive advance testing to confirm the diagnosis of Asperger's Syndrome (AS) compared to other ethnic groups. The purpose of this study was to determine if demographic factors (parental education level, family annual income, marital status of custodial parent(s), parent ethnicity, number of children in home, other children with disability, family location, mother age at time of birth, gender of child, birth status of child, adoption status and age, child order, and other disability) have any predictive relationship to AS diagnosis among African American children in the Washington Metropolitan area. A quantitative correlational study of a cross-sectional nature was conducted using a survey to collect data from parents of children age 3-16 (n= 187) who may or may not have a confirmed autism diagnosis. Bronfenbrenner's ecological theory provided an understanding of how environmental factors may be related to a diagnosis of AS. Chi-square analyses were conducted and statistically significant higher frequencies of diagnosis were found in parents with no other child with a disability, later born children, and parents who have been married. Logistic regressions analysis resulted in parental marital status being found to be a statistically significant predictor of a child having an official AS diagnosis. There is a critical need to train health care professionals working in underserved communities where minority groups may reside about AS. Results from this study may provide information to develop policies, community-based services, and programs that ensure that children can receive an accurate AS diagnosis regardless of factors such as race, ethnicity, or socioeconomic status.

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3

Ruggeri, Susan. "The experience of humour in Asperger's syndrome." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/113716.

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This study investigated the experience of humour of people with Asperger’s syndrome. It aimed to explore the lived experience of this phenomenon. A literature review was undertaken which revealed that people with Asperger’s syndrome are thought not to have a sense of humour and a number of theories are proposed to explain the difficulties that may be experienced in regard to humour. In order to gain insight into the lived experience a qualitative approach was adopted using semi structured research interviews with eight, adult, male participants. Interpretative Phenomenological Analysis was then used to illuminate the “insider perspective”. The analysis highlighted four main themes, the experience of difference, the experience of learning, what I find amusing and how I use humour. It was suggested that people with Asperger’s syndrome do have a sense of humour but they may need to put in extra effort to develop it. The importance of individuality and acceptance of differences was also recognised. The report highlighted a number of clinical implications such as the role humour plays in social interactions and the importance of asking questions rather than making assumptions when working with people with Asperger’s syndrome.

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4

Butler, Robert Clark Gillis Mattson Jennifer M. "Stigmatization of adults with Asperger's disorder." Auburn, Ala, 2009. http://hdl.handle.net/10415/1687.

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5

Chow, Ying-kwan Connie. "Friendship and loneliness in high-functioning children with autism." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716565.

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6

Barrett, P. "Friendship in young people with Asperger's syndrome." Thesis, University College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520087.

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7

Black, Joanne. "Parental impact of a child with Asperger's syndrome." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413858.

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8

Doody, John. "Asperger's syndrome and the reading of nonverbal cues." Thesis, University of York, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546814.

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9

Smith, Brenda J. "Episodic memory encoding in adults with Asperger's syndrome." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443940.

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10

Craig, Jaime-Stewart. "Imagination and creativity in autism and Asperger's syndrome." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389433.

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11

Caswell, Debra. "Development of a dataset for sociological research - Asperger's syndrome /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16772.pdf.

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12

Meissner, Dawn Marie. "Lost in translation the early detection of Asperger syndrome /." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004meissnerd.pdf.

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13

Huang, Xiuchang (Ann). "Pursuing a diagnosis for children with Asperger Syndrome: parents perspectives : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2007. http://proquest.umi.com/pqdweb?index=82&did=1338867611&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1255372509&clientId=28564.

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14

Sinz, Carla Terese. "Viewpoints and attitudes of teachers (K-5) who have students with Asperger's Disorder." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004sinzc.pdf.

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15

周映君 and Ying-kwan Connie Chow. "Friendship and loneliness in high-functioning children with autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716565.

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16

Elliott, Victoria J. "Exploring gender identity within the context of Asperger's syndrome." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/55943/.

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Gender identity is an integral part of who we are and can have a huge impact on our functioning, behaviour, and psychological well-being. For years, researchers and theorists have studied the developmental course of gender identity including why, how, and when it is formed, and how it shapes our neurobiology and psychology. The first chapter of this thesis reviews existing literature on the relationships between gender identity and psychological well-being across the course of childhood. The review indicates that psychosocial adjustment and self-worth are highest when children feel secure in their gender identity, yet able to explore gender atypical options. Feelings of gender atypicality or dysphoria are associated with poorer psychological outcomes and vulnerability to mental ill health, particularly depression.The review highlights various methodological limitations within the literature and suggests improvements such as using more socially diverse samples. Chapter two presents an empirical study exploring gender and identity in adult men with Asperger’s Syndrome capturing their perceptions of masculinity, gender-typed behaviours, relationships, and societal influences. Interpretative Phenomenological Analysis of the data suggests that for participants, identifying with male gender provides a platform for fitting in by allowing them to learn from societal stereotypes and rehearse playing ‘male’ roles. Participants displayed ambivalence in their feelings of being drawn to the perceived safety of females but resenting the ‘feminine’ side of themselves. Recommendations are made for psychoeducation for Gender identity is an integral part of who we are and can have a huge impact on our functioning, behaviour, and psychological well-being. For years, researchers and theorists have studied the developmental course of gender identity including why, how, and when it is formed, and how it shapes our neurobiology and psychology. The first chapter of this thesis reviews existing literature on the relationships between gender identity and psychological well-being across the course of childhood. The review indicates that psychosocial adjustment and self-worth are highest when children feel secure in their gender identity, yet able to explore gender atypical options. Feelings of gender atypicality or dysphoria are associated with poorer psychological outcomes and vulnerability to mental ill health, particularly depression.The review highlights various methodological limitations within the literature and suggests improvements such as using more socially diverse samples. Chapter two presents an empirical study exploring gender and identity in adult men with Asperger’s Syndrome capturing their perceptions of masculinity, gender-typed behaviours, relationships, and societal influences. Interpretative Phenomenological Analysis of the data suggests that for participants, identifying with male gender provides a platform for fitting in by allowing them to learn from societal stereotypes and rehearse playing ‘male’ roles. Participants displayed ambivalence in their feelings of being drawn to the perceived safety of females but resenting the ‘feminine’ side of themselves. Recommendations are made for psychoeducation for professionals and parents of children with Asperger’s syndrome around potential gender identity confusion. The third chapter presents a reflective review of the author’s experience of conducting the research. The paper provides a personal insight into issues pertaining to methodological processes, relationships with participants and associated emotions.

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17

McGregor, Evelyn. "Developing a cognitive intervention programme to help people with autism learn about belief." Thesis, University of Dundee, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302596.

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18

Sansosti, Frank J. "Effectiveness of social story interventions for children with asperger's syndrome." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000621.

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19

Siaperas, Panagiotis. "Movement performance in Asperger's syndrome : an investigation of sensorimotor processing." Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612444.

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20

Garbutt, Ian. "Asperger's syndrome and fiction : autistic worlds and those who build them." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/26133.

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Do tangible, testable links exist between the autistic spectrum and creativity? How would such links work from the perspective of an author with Asperger's Syndrome? To what degree would autism mould the author's work, and how would it affect writing technique and style compared to neurotypical (non autistic spectrum authors)? Do these links provide a tangible advantage? Can an Asperger's author successfully engage a non-Asperger's readership? Has Asperger's become fashionable in fiction and if so what are the benefits/consequences? Can an “extraterrestrial stranded without an orientation manual”1 communicate ideas in a meaningful way to non-autistics? Asperger's Syndrome is a form of high functioning autism where those affected express a range of social, behavioural and perceptual traits which have no actual bearing on their level of intelligence. As an author with Asperger's my intention is to examine the degree to which my autism affects my writing technique and style compared to neurotypical (non autistic) creatives. Asperger's sufferers lack empathy and social skills, therefore creating situations a reader can empathise with is challenging. To an Asperger's other people are 'aliens'. If the characters and scenarios in my work are coloured by my difference, then it may be the difference itself which provides the hook for the reader. To what extent do Asperger's authors need to 'pretend to be normal' in order to engage a neurotypical reader, or to make their work generally marketable? Is there an argument that they shouldn't even try? With increasing diagnosis and better understanding of the autistic spectrum, the Asperger's limited but intense range of interests and ability to focus without human distraction might link in to creative excellence that has an appeal far beyond the boundaries of the autistic spectrum. The purpose of this thesis is to investigate whether claims of autistic links to creativity are more than heresay. I examine alleged positive evidence for these links, and see how this evidence ties in with my experience both as an Asperger's and an author, with particular regard to my decisions in crafting my novel The Ghost Land.

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21

Hayes, Kaira M. Barakat Lamia. "High-functioning autism and Asperger's Disorder : a neuropsychological comparison /." Philadelphia, Pa. : Drexel University, 2007. http://hdl.handle.net/1860/1562.

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22

Hobbs, Anna Marion. "Facilitating the inclusion of pupils with Asperger's syndrome in mainstream schools." Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411641.

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23

Wady, Kathryn May. "Adolescents with Asperger's syndrome : a qualitative study of social interaction facilitation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23540.pdf.

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24

Dunkley, Philippa J. "Evaluation of a social skills intervention for children with Asperger's syndrome." Thesis, University of Canterbury. Psychology, 1997. http://hdl.handle.net/10092/6959.

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Research has identified that deficits in social functioning are central to the presentation of Asperger's syndrome, and suggests that social skills training is a plausible and appropriate intervention to address these deficits. Social skills training with an identified Asperger's syndrome population and the development of a method for evaluating specific skill acquisition while participating within the group was undertaken for the present study. Amultiple baseline across behaviours design was used to evaluate the effect of a social skills programme on three target behaviours in four boys with Asperger's syndrome. The eight week programme was highly structured and taught conversation related social skills which were presented as useful rules or strategies. Three target behaviours; attending, initiating, and reciprocity were measured using a behaviour coding system to evaluate specific skill acquisition. Results varied between subjects but demonstrated a specific treatment effect in six of the twelve total measures. Nonspecific treatment factors were also recognised as influential in the improvements identified. The results also raise the possibility that individuals with differently subtypes of Asperger's syndrome may respond differently to social skills training. The results presented are consistent with the limited number of similar studies and lends support to the future use of social skills training groups for individuals with Asperger's syndrome.

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25

Portway, Suzannah Marie. "Living with Asperger's syndrome : the phenomenon of 'not quite fitting in'." Thesis, City University London, 2006. http://openaccess.city.ac.uk/8516/.

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This qualitative study explores the experiences of young adults with Asperger's syndrome and their parents. Using grounded theory methodology, young adults with Asperger syndrome (n=18) aged 18-35 years and parents of young adults with Asperger's syndrome (n=23) were interviewed. Participants represented twenty-five families and a total of 42 face-to-face interviews with young adults and parents were conducted. Some interviews were carried out with young adults and parent/s together, others separately. Secondary or other data sources were used in the constant comparison of interview data, this included published personal accounts and notes taken from telephone conservations, meetings and conferences. Theoretical sampling and constant comparative analysis were the processes by which a substantive theory emerged about the phenomenon not quite fitting in -a multi-dimensional concept that offers one explanation of the varying experiences of both young adults with Asperger's syndrome and their parents. The non-obvious nature of Asperger's syndrome was central to the overall experiepce of not quitefitting in for young adults and their parents. Young adults 'looked normal' and had normal levels of intelligence but they behaved in ways that seemed 'socially inept', 'socially awkward', 'inflexible', and 'lacked empathy'. They expressed 'feeling different' from others, and had difficulty identifying a sense of 'self' in relation to others. Parents also described ways in which they did not quilefit in to normal expectations of parenting an adult son or daughter. Parents did not regard themselves, nor were they recognised by others, as 'informal carers'. Furthermore their son or daughter did not perceive themselves as being 'cared for'. Nevertheless, the data revealed a considerable amount of 'caring' involved for parents, both psychological (psychological 'watching over', companionship, managing emotions) and practical (providing shelter, food, security, money). Interestingly, this unacknowledged 'caring' was often carried out without the knowledge of young adults, and was both inadvertently and deliberately 'covert' in nature. Through the process of constant comparative analysis, the phenomenon of not quite fitting in was theorised through integrating the findings with other literatures; biographical, empirical and theoretical. Through this process, a symbolic interactionist perspective, derived from the work of G. H Mead (1934) about self and society, emerged as a framework that offered a theoretical explanation for the phenomenon of not quitefitting in. 'Me study also reflects on the many ethical and practical dilemmas of undertaking research with this particular group of participants. Finally, the study has implications for practice and further research in relation to health care professionals, such as health visitors, school nurses and family doctors, who are not specialists but who may come into contact with children and adults 'living with Asperger's syndrome', often before a diagnosis has been made. In concluding the study these implications for practice are briefly outlined for the stimulation of further thought, discussion and research.

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Hart, Liza. "Assessment of social information-processing mechanisms in children with Asperger's syndrome." Thesis, Open University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287017.

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27

Wallace, Simon Bruce. "Perception of faces and visual patterns in autism and Asperger's syndrome." Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272149.

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28

Spies, Hannalie Lehome. "Teachers' readiness to support children with Asperger's syndrome within mainstream schools." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80203.

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Thesis (MEdPsych)--Stellenbosch University, 2013.
Bibliography
ENGLISH ABSTRACT: In White Paper 6 (Special Needs Education: Building an Inclusive Education and Training System), a framework was provided to establish an inclusive education and training system in South Africa. This development followed trends similar to those in other countries. The inclusive approach emerged as a key international policy at the World Conference on Special Needs Education in Salamanca, in 1994 in Spain. One of the implications of an inclusive education (IE) policy is the provision of appropriate educational opportunities for all learners, including those with disabilities, in the general education class. Therefore school policies that support this educational environment, and that provide administrative assistance, appropriate materials and resources, as well as qualified teachers, are needed. Literature states that teachers all over the world experience difficulties on different levels of IE. High school teachers, for instance, experience unique challenges and difficulties with the implementation of inclusive principles. Asperger's syndrome (AS), the focus of this study, is one of the disorders directly affected by an inclusive policy. The number of learners diagnosed with autism spectrum disorders (ASD), as well as the number attending mainstream education, has grown worldwide. The characteristics of AS lead to challenges with learning behaviour and socialisation, and cause significant difficulties for classroom teachers, who need to maintain a learning environment that is conducive to learning by all learners. Although there is an increasing flow of information available relating to support, accommodations, methods and information, this does not ensure that educators will be aware of and effectively use these sources. Since teachers are the main team players in the successful implementation of IE, this study aimed to investigate exactly how ready they are to implement IE practices, especially with regard to supporting children diagnosed with AS. The theoretical framework on which this study was based was Bronfenbrenner's bioecological model. This study's research methodology can be described as basic qualitative research embedded within an interpretive paradigm. Purposive sampling was used to select participants from three different schools in the Western Cape Province in South Africa. Three methods of data collection were employed, namely reflective questions, as well as semi-structured individual and focus group interviews. Thematic analysis was used to analyse the data. With Bronfenbrenner's bioecological model as the backdrop, the research findings indicate that the readiness of the participating teachers for IE, and therefore by implication their readiness to include learners with AS in the mainstream classes, is compromised. The findings indicate that this lack of readiness comprises factors on macro-, meso-, exo- and micro-system levels. These systems do not appear to be ready for IE, and therefore, although there is willingness to learn among the teachers in this study, it seems as though they are not ready for the inclusion of learners diagnosed with AS in their classes. Support needs to be aimed at increasing teachers' understanding of the philosophical principles of IE in general, but also increasing their knowledge of AS and providing them with practical suggestions regarding best practises relating to the inclusion of learners with AS in their mainstream classes. Since teachers seem not to be specialists in the support of learners with barriers to learning, professionals who will be able to support them in this regard need to be employed in the schools.
AFRIKAANSE OPSOMMING: In Witskrif 6 (Spesiale Onderwysbehoeftes: Die Vestiging van 'n Inklusiewe Onderwys- en Opleidingstelsel) is 'n raamwerk verskaf vir die vestiging van 'n inklusiewe onderwys- en opleidingstelsel in Suid-Afrika. Hierdie ontwikkeling het gevolg op soortgelyke tendense in ander lande. Die inklusiewe benadering het na vore getree as 'n sleutel internasionale beleid by die Wêreldkongres oor Spesiale Onderwysbehoeftes wat in 1994 in Salamanca, Spanje gehou is. Een van die aspekte wat fundamenteel is tot die beleid van inklusiewe onderwys (IO) is die verskaffing van gepaste opvoedkundige geleenthede aan alle leerders, insluitend dié met gestremdhede, in die algemene klaskamer. Skoolbeleide wat hierdie opvoedkundige omgewing ondersteun, en wat administratiewe bystand, gepaste materiale en hulpbronne, sowel as gekwalifiseerde onderwysers verskaf, word benodig. Volgens die literatuur ervaar onderwysers die wêreld oor probleme op verskillende vlakke van IO. Hoërskoolonderwysers, byvoorbeeld, ervaar unieke uitdagings en probleme met die implementering van inklusiewe beginsels. Asperger se sindroom (AS), die fokus van hierdie studie, is een van die stoornisse wat direk deur 'n inklusiewe beleid geraak word. Die aantal leerders wat met outismespektrumstoornisse (ASS) gediagnoseer word, sowel as die aantal wat hoofstroomonderrig ontvang, neem wêreldwyd toe. Die kenmerke van AS lei tot uitdagings in leergedrag en sosialisering, en veroorsaak aansienlike probleme vir klasonderwysers, wat 'n leeromgewing moet kan onderhou waarin alle leerders die vermoë het om te leer. Hoewel daar 'n toenemende vloei van inligting is wat verband hou met ondersteuning, tegemoetkomings, metodes en inligting, verseker dit egter nie dat opvoeders bewus sal wees van hierdie bronne nie en hulle doeltreffend sal gebruik nie. Aangesien onderwysers die vernaamste spanlede is in die suksesvolle implementering van IO, was die doelwit van hierdie studie om ondersoek in te stel na presies hoé gereed hulle is om IO-praktyke te implementeer, veral met betrekking tot ondersteuning aan kinders wat met AS gediagnoseer is. Die teoretiese raamwerk waarop hierdie studie geskoei is, is Bronfenbrenner se bio-ekologiese model. Die navorsingsmetodologie vir hierdie studie kan beskryf word as basiese kwalitatiewe navorsing ingebed in 'n interpretatiewe paradigma. Doelgerigte steekproefneming is gebruik om deelnemers in drie verskillende skole in die Wes-Kaap provinsie in Suid-Afrika te selekteer. Drie dataversamelingsmetodes is gebruik, naamlik reflektiewe vrae, asook halfgestruktureerde individuele en fokusgroeponderhoude. Tematiese analise is gebruik om die data te analiseer. Met Bronfenbrenner se bio-ekologiese model as agtergrond kon die navorsingsbevindings wys dat die gereedheid van die deelnemende onderwysers in hierdie studie vir IO, en by implikasie dus hulle gereedheid om leerders met AS in hoofstroomklasse in te sluit, onvoldoende is. Die bevindinge dui aan dat hierdie tekort aan gereedheid faktore op makro-, meso-, ekso- en mikro-sistemiese vlakke omvat. Hierdie stelsels blyk nie gereed vir IO te wees nie en hoewel daar 'n bereidheid is om te leer by die onderwysers in hierdie studie, is hulle nie gereed om leerders wat met AS gediagnoseer is, in hulle klasse in te sluit nie. Ondersteuning moet daarop gerig wees om die onderwysers se begrip van die filosofiese beginsels onderliggend aan IO in die algemeen te verhoog, sowel as hulle kennis van AS, en om hulle praktiese voorstelle te gee m.b.t. beste praktyk in verband met die insluiting van leerders met AS in hulle hoofstroomklasse. Aangesien dit voorkom asof onderwysers nie spesialiste is in die ondersteuning van leerders met struikelblokke tot leer nie, moet professionele persone wat hulle in hierdie opsig kan help, deur die skole aangestel word.

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Sturrock, Lisa. "Q methodological exploration of caregivers' beliefs regarding their child's Asperger's Syndrome." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/9759.

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Aims: The aims of this thesis were two-fold. First, to review the literature related to parental perceptions regarding their child’s Autism Spectrum Disorder (ASD) and its effect on behavioural or emotional outcomes. Second, an empirical study aimed to explore parental beliefs about their child’s Asperger’s Syndrome (AS) through the application of Q methodology. Method: A systematic review of the literature was carried out to address the first aim. The review included 7 studies; 5 quantitative and 2 mixed methodology studies. For the second aim, Q methodology was used to examine parental beliefs among a purposeful sample of 21 main caregivers of a child with AS. This methodology is based on two techniques: the q-sorting process and q-factor analysis, and aims to explore the understandings those caregivers’ have of their child’s AS. A set of 51 statements, representing a diverse range of opinions and perspectives on AS, was developed from a variety of sources, including bibliographic databases and online parent forums. The Q sorting process involved caregivers’ arranging the statements on a quasi-normal distribution grid based upon their agreement with them. Results: Preliminary conclusions were drawn from a synthesis of papers included in the systematic review: parental beliefs regarding their child’s ASD affects their behaviour regarding treatment options and future immunisations, as well as their experience of depression, anxiety and self-efficacy. The empirical study revealed four narratives or factors from completed Q sorts: (1) AS in a positive light, (2) AS- the default diagnosis, (3) AS- what now? and (4) AS as society’s problem. Conclusions: The results from the systematic review and empirical study highlight a variety of beliefs held by parents of children with ASD. Although the implications of such beliefs were not explored in the empirical study, the results of the systematic review suggest that parental beliefs can have a significant impact on behavioural and psychological outcomes. Parental beliefs may, therefore, be an important target for clinical intervention within child and family services. It is acknowledged that further research is required to confirm and develop these findings.

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30

Bolling, Kim L. "Asperger's Syndrome/Autism Spectrum Disorder and Marital Satisfaction: A Quantitative Study." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1438293072.

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31

Schaefer, Whitby Peggy. "The Effects of a Modified Learning Strategy on the Multiple Step Mathematical Word Problem Solving Ability of Middle School Students with High-Functioning Autism or Asperger's Syndrome." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3690.

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Students with HFA/AS present with a unique set of cognitive deficits that may prevent achievement in the mathematics curriculum, even though they present with average mathematical skills. The purpose of the study was to determine the effectiveness and efficiency of the use of a modified learning strategy to increase the mathematical word problem solving ability of children with high functioning autism or Asperger's syndrome; determine if the use of Solve It! increases the self-perceptions of mathematical ability, attitudes towards mathematics and attitudes towards solving mathematical word problems; and, determine if Solve It! cue cards or a Solve It! multimedia academic story works best as a prime to increase the percentage correct if the student does not maintain use of the strategy. The subjects were recruited from a central Florida school district. Diagnosis of ASD was confirmed by a review of records and the completion of the Autism Diagnostic Inventory-Revised (Lord, Rutter, & Le Couteur, 2005). Woodcock Johnson Tests of Achievement (Woodcock, McGrew, & Mather, 2001) subtest scores for reading comprehension and mathematical computation were completed to identify the current level of functioning. The Mathematical Problem Solving Assessment- Short Form (Montague, 1996) was administered to determine the need for word problem solving intervention. The subjects were then taught a mathematical word problem solving strategy called Solve It!, during non-content course time at their schools. Generalization data were collected in each subject's regular education mathematics classroom. Sessions were video-taped, work samples were scored, and then graphed using a multiple baseline format. Three weeks after the completion of the study, maintenance data were collected. If subjects did not maintain a high use of the strategy, they were entered into the second study to determine if a video prime or written prime served best to increase word problem solving. The results of the study indicate a functional relationship between the use of the Solve It! strategy and the percentage correct on curriculum based mathematical word problems. The subjects obtained efficient use of strategy use in five training sessions and applied the strategy successfully for five acquisition sessions. Percentage correct on mathematical word problems ranged from 20% during baseline to 100% during training and acquisition trials. Error analysis indicated reading comprehension interference and probable executive functioning interference. Students who did not maintain strategy use quickly returned to intervention level using a prime. Both primes, cue cards and multimedia academic story, increased performance back to intervention levels for two students. However, one prime, the multimedia academic story and not the cue cards, increased performance back to intervention levels for one student. Findings of this study show the utility of a modified learning strategy to increase mathematical word problem solving for students with high functioning autism and Asperger's syndrome. Results suggest that priming is a viable intervention if students with autism do not maintain or generalize strategy use as a means of procedural facilitation.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD

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Schura, Ralf-Peter Johannes David. "A psychological investigation of autistic spectrum disorders : implications for the concept of Asperger syndrome." Thesis, University of Hull, 2001. http://hydra.hull.ac.uk/resources/hull:5410.

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Asperger Syndrome was first described in 1944. Because of its similar presentation with autism it was subsumed under autistic spectrum disorders about 35 years later. The present study re-assessed Asperger's original article and identified specific differences between the two conditions leading to the hypothesis that Asperger Syndrome was different from autism. This was examined in four areas: cognitive profiles, cognitive styles, language and motor skills. A test battery of 11 standardised and non-standardised tests was used to examine the hypothesis. Medical consultants classified 50 participants, from 5 to 10 years of age, with autistic features on the basis of both the DSM-IV criteria for autism and Asperger Syndrome and, separately, Gillberg and Gillberg's (1989) criteria. The results showed very low agreement for either with consultants' overall diagnostic impressions, indicating poor validity of these three diagnostic instruments, which consequently did not allow allocation of participants into groups of autism and Asperger Syndrome. The classification was finally based on parental ratings using the Childhood Autism Rating Scale (CARS), which showed a higher agreement with consultants' overall diagnoses. Schopler (1985), one of its authors, recommended that individuals with Asperger Syndrome should be subsumed under "mild autism", and this classification was adopted here. Eighteen nonsymptomatic controls matched on age and sex were tested on the nonstandardised tests. Significant differences between experimental and control groups were found in all four areas. The experimental group displayed a cognitive style characterised by rigid field-independent information processing in the areas of intellectual abilities, perception, language and motor skills. Differences between "mild" and "severe autism" were statistically not significant. This may have been due to mild presentation of autistic features in the whole sample, ambiguity of classification or other reasons. However the profiles of traits and abnormalities in both groups were not as would be anticipated from an all-inclusive concept of autism with varying degrees of severity but were more in accord with Asperger's suggestion that there are qualitative differences between autism and Asperger Syndrome.

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Medlin, J. Michelle. "Is there a relation between Asperger's disorder and aggression? a cautionary tale /." Waltham, Mass. : Brandeis University, 2008. http://dcoll.brandeis.edu/handle/10192/22926.

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Palumbo, Letizia. "Beyond face value : involuntary emotional anticipation in typical development and Asperger's syndrome." Thesis, University of Hull, 2012. http://hydra.hull.ac.uk/resources/hull:6229.

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Understanding and anticipating the behavior and associated mental/emotional states of mind of others is crucial for successful social interactions. Typically developed (TD) humans rely on the processing and integration of social cues that accompany other’s actions to make, either implicitly or explicitly, inferences about others’ mental states. Interestingly, the attribution of affective or mental states to the agent can in turn (top down) induce distortions in the visual perception of those actions (Hudson, Liu, & Jellema, 2009; Hudson & Jellema, 2011; Jellema, Pecchinenda, Palumbo, & Tan, 2011). The aim of this thesis was to investigate bottom-up and top-down influences on distortions in the perception of dynamic facial expressions and to explore the role those biases may play in action/emotion understanding.

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Wilson, S. "How is counselling experienced by people with Asperger's syndrome? : a qualitative study." Thesis, University of the West of England, Bristol, 2017. http://eprints.uwe.ac.uk/28707/.

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Introduction: People with Asperger's Syndrome (AS) are known to have high incidences of anxiety and depression, meaning they sometimes seek counselling. The majority of authors writing about counselling for people with AS write from either psychodynamic or cognitive perspectives, advocating those approaches. Traditional counselling is based on communicating and exploring emotions but this is problematic for people with AS because of the core traits of (difficulties with emotions, socialising, communication, and sensory processing). For this reason adaptations are suggested by some therapists, for example, use of visuals, use of clear language, and psycho-education around recognising their own and other's emotions. There are some outcome studies and single case studies of therapy where the client has AS, however, the opinions and experiences of individuals have yet to be researched so the views of the client group are unknown. Clinicians and clients will benefit from the views of the client group being included in the literature base, particularly as therapists who do not have AS will not necessarily understand the experiences of people with AS. As well as this, there is currently a focus in much of the counselling literature on practical tools and adaptations (such as use of visuals) and an absence of discussion of the therapeutic relationship, something that is key for counselling psychologists. This research aimed to explore and report the counselling experiences of people with AS, including their views of the therapeutic relationship. The intention is for clinicians to be better informed about what people with AS do and do not want from counselling Psychology interventions. Methodology: Thirteen semi structured interviews were conducted with adults (nine women) recruited from online groups for people with AS. Interviews were done via Email (11), Skype (one), and face-to-face (one) to explore their experiences of counselling. Methodological recommendations for conducting interviews with people with AS are discussed (e.g. minimising use of non-literal language). The transcripts were analysed using thematic analysis so that common themes relevant to the research aims could be reported. Results: A thematic analysis of the data identified four overarching themes. 1) Being Aspie: Belonging and not belonging. This captured the participant's developing self-identity, from their experiences of being excluded by their peers and being regarded as different and strange, to their relief at being diagnosed and finding like minded people. 2) Why Traditional Counselling Does not Work for Me. This theme reported the areas of AS that participants wanted therapists to know about (e.g. emotions, communication, sensory issues). 3) The importance of the therapeutic relationship to counselling. This concerns the participants desire for a respectful relationship with a therapist who listens to and understands them. 4) What is wanted from therapy: Practical strategies and interventions. The final theme briefly outlines participant feedback about specific practical strategies or interventions. Discussion: The findings provided important insights into the wants and needs of participants including the attitude they wanted from therapists, and what they wished therapists knew about AS. It is recommended that those working with this client group educate themselves about the traits of AS, and that they pay attention to their attitude and to the relationship between themselves and their client. Further discussion points are raised such as the applications of relational therapy, and the different presentation in women and men.

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Stewart, Catriona A. "Hermeneutical phenomenology : girls with Asperger's syndrome and anxiety and Western herbal medicine." Thesis, Edinburgh Napier University, 2010. http://researchrepository.napier.ac.uk/Output/4486.

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Anxiety in young people with Asperger's syndrome (AS) is of serious concern. With a greater prevalence of girls with AS than previously considered, there is a paucity of research into experiences of anxiety in this population. Girls with AS and their parents may seek help through professional Western Herbal Medicine (WHM), the practice of which has little research evidence. The aim of this study is to explore experiences of girls in Scotland with AS and anxiety during a course of WHM treatment, described by the girls, their mothers and the herbalists. A Hermeneutical or Interpretive Phenomenological longitudinal case-study approach included a purposive sample of 3 girls, their mothers and 3 Western Medical Herbalists (WMH) (n=9). Innovative methods developed to address specific needs of the girls comprised of licensed computer interview software ‘In My Shoes' and an online diary facility. Individual interviews took place with all participants, second interviews held with girls and mothers, were transcribed verbatim and thematic analysis carried out. The study was endorsed by Edinburgh Napier University Faculty of Health, Life and Social Sciences Research Ethic and Governance Committee and the National Autistic Society. Informed consent was given by all participants. Where can we be what we are? was identified as a theme within a narrative of marginalisation in which individuals whose needs are marginalised turn to a treatment marginalised within the prevailing biomedical health care model. Anxiety manifests in girls with AS in a number of ways including chronic insomnia, emotional outbursts and school refusal. The WHM treatment had beneficial effects. However, access to, and compliance with, the treatment, may be inequitable. There is an urgent need for greater support for girls with AS and families, with an evidence base underpinning appropriate intervention. Diagnosis needs to be accompanied by acceptance in society and the availability of future opportunities. Further qualitative research in this area would increase insight and understanding and provide support for the development of larger scale studies. The creation of ‘best practice' guidelines in WHM for the treatment of girls with AS is recommended as is a pragmatic clinical trial of WHM for girls with AS and anxiety. key terms: Girls, Asperger's, anxiety, Western Herbal Medicine, hermeneutic interpretive phenomenology, methods, In My Shoes

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Riley, Pamela G. "DSM-5, Asperger's Syndrome Diagnosis, and Mothers' Experiences with Mental Health Services." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6657.

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Mothers who have children with a previous Asperger's syndrome diagnosis had to go through a process to maintain or obtain services for their child when the fifth edition of the Diagnostic and Statistical Manual of Mental Health Disorders (DSM-5) removed the diagnosis. Prior to and since the release of the DSM-5 in 2013, there has been an expression of concern in the literature about how this diagnostic change would affect services for children with a previous Asperger's syndrome diagnosis. Current research has not sufficiently explored the experiences mothers have had with this process. The purpose of this hermeneutical phenomenological study was to explore the experiences of mothers since this diagnostic change. Data were collected and saturation was reached at 6 participants using semistructured interviews. Interpretive phenomenological analysis was used to interpret the experiences of these mothers which produced 3 main themes related to the process of obtaining a new diagnosis, insurance-funded services, and educationally-funded services. The results included both subthemes and superordinate themes that highlighted the need for more stakeholder education, difficulty navigating systems, the need for advocacy, concerns about new diagnoses and loss of services, and the public's perception and the stigma associated with the Asperger's syndrome diagnosis both before and after this diagnostic change. Study results may assist with improving counselors and other stakeholder's knowledge about the importance of the mothers' experiences when there is a diagnostic change of this nature. Also, counselor educators can instill the importance of diagnostic accuracy and supporting all stakeholders when teaching new counselors.

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Russell, Emily. "An overview of Asperger Syndrome and anxiety, social worries and styles of social interaction in children with Asperger Syndrome /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17373.pdf.

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De, Jager Petronella Susanna. "Developing a conceptual framework which supports teachers of learners diagnosed with Asperger’s syndrome and high functioning autism." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2760.

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Thesis (DEd)--Cape Peninsula University of Technology, 2018.
Recent research into pedagogical practices regarding Autistic Spectrum Disorder (ASD) learners has been developing and transforming at a significant rate. However, there has been a dearth of empirical research into how teachers identify and respond appropriately to the basic personality traits of Autistic Spectrum/High Functioning Autistic (AS/HFA) learners. This thesis addresses this specific gap in the research field by undertaking an intensely empirical examination of three AS/HFA learners in transition from Grade 3 to Grade 4 who experience behavioural adaptation challenges. The investigation was conducted in the Western Cape, South Africa, at three schools: one government mainstream and two private schools. Three Grade 3 teachers and three Grade 4 teachers were involved in the project. One facilitator, a class assistant, a teacher for Learners with Special Eductional Needs (LSEN) and an educational psychologist took part. Three learners, aged 9 years transitioning from Grade 3 to Grade 4, were observed: all three were clinically diagnosed as AS/HFA. Of the learners, two were boys and one was a girl. The duration of the project was from August/September 2013 to August/September 2014. A critical interpretive qualitiative case study methodology and purposive sampling were deployed. Non-participant observations, semi-structured interviews and probing techniques suited the nature of this specific investigation. It was necessary to employ these methods to identify the social cognitive and social functioning challenges of these three learners. Analysis of effective pedagogical procedures was used to show by what means the researcher was able to extrapolate Bandura’s principles of environment, personal and behaviour which were developed for typical learners, and apply these principles to atypical learners such as the three AS/HFA subjects under observation in this thesis. Effective pedagogical procedures were analysed in terms of a paradigm of reflective cognition. Such analysis of the detail of classroom procedures allowed the researcher to proceed in an inductive manner; from the specific to the general. Balancing this empirical investigation of specific details, was a generally deductive structure which was based on national and international research in the research area. The latest DSM-V document provided a blue-print which set out the boundaries for this area of study. Before reaching the issue of knowledge that is needed to support teachers confronted by, and too often perplexed by, the inappropriate behaviour of AS/HFA learners in the classroom, it is vital to situate the whole endeavour within the context of Inclusive Education; as reflected in South African policy documents.

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Young, Christina A. "The Effects of Timed Readings on Recall and Comprehension in a Child with Asperger's Syndrome." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4902/.

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The effects of timed readings on recall and comprehension in a child with Asperger's syndrome were examined by employing a multiple-baseline design across two books with reversals. Recall timings consisted of the student's free-say compilation of what she just read. Comprehension tests consisted of the participant's answers to predetermined questions after her recall period. No consequences or feedback was given during any of the conditions. Results indicate that, initially, as the time required to read decreased, the number of unrelated words during the recall period for the two books also decreased. Related words were not as affected. Scores on comprehension tests were high. There was, however, little correspondence between the participant's recall words and the main ideas answered correctly in the comprehension test.

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Hetzke, Jennifer Diane. "A sibling-mediated social skills training intervention for children with Asperger's Syndrome : results from a pilot study /." Philadelphia, Pa. : Drexel University, 2004. http://dspace.library.drexel.edu/handle/1860/299.

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42

Shepard, Neil Patrick. "Rewiring Difference and Disability: Narratives of Asperger's Syndrome in the Twenty-First Century." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276714818.

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43

Burke, Sharon L. "Training teachers to manage students with Asperger's syndrome in an inclusive classroom setting /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18299.pdf.

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44

Wiebe, Ruth Falk. "Revisiting autism and Asperger's syndrome, building family and school communities that value diversity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24268.pdf.

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45

Szentmiklosi, Jillian. "Self-Determination Among Community College Students Diagnosed with Asperger's Syndrome: A Qualitative Study." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3452.

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This qualitative research study investigated the self-determination of community college students diagnosed with Asperger's syndrome (AS). Varying levels of self-determination were displayed within each of the five participants. However, despite the unique characteristics and experiences of the participants, five major and two minor themes related to the collegial experiences of these students were revealed. The major themes highlighted were that community college students with AS (a) enjoyed academic success, (b) found disability services and accommodations important, (c) chose majors based on personal interests, (d) relied on family members for support, and (e) had difficulty developing social connections on campus. The minor themes related to the particular importance of faculty and attendance at a community college to some of the students.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Education EdD

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Szentmiklosi, Jillian M. "Self-determination among community college students diagnosed with Asperger's syndrome a qualitative study /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002880.

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47

Borja, Aviles Cynthia. "The systemizing quotient in adults with asperger's syndrome, adhd, and a control group." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610058.

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One of the many theories that have been developed to explain the cognitive and behavioral profile of individuals with Autism Spectrum Disorders is the Hypersystemizing theory. According to this theory, humans may present different cognitive and behavioral profiles, ranging from an extreme empathizing profile to an extreme systemizing profile. It is suggested that individuals with Autism Spectrum Disorders (ASD), on average, present an extreme systemizing cognitive and behavioral profile when compared to neurotypical (NT) peers. Although this theory has been extensively tested through comparisons of NT males and females with males and females with Asperger's syndrome (AS), a comparison has not been performed with a clinical control group. As such, this study presents the first comparison of individuals with AS to a clinical control group composed of individuals with Attention Deficit/Hyperactivity Disorder (ADHD) on the Systemizing Quotient (SQ), a measure of systemizing. The results of the investigation indicate that individuals with AS obtain significantly higher scores than individuals with ADHD and NT individuals on the SQ. The results of the investigation lend support to the possibility that an above-average systemizing is unique to ASD and that this may be key to differentiating this disorder from other developmental disorders.

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McLean, Trish. "Asperger syndrome and nonverbal learning disorder : an overview /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17723.pdf.

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Schumacher, Amy. "A case study to determine best practice treatment for a child diagnosed with Asperger's syndrome and attention deficit/hyperactivity disorder /." Full text available online, 2004. http://www.lib.rowan.edu/find/theses.

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Little, Tonia Ann. "The effects of the Wilbarger protocol on task engagement in a child with Asperger's syndrome : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2006. http://proquest.umi.com/pqdweb?index=104&did=1299816351&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1257447424&clientId=28564.

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