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Dissertations / Theses on the topic 'Autism analysis'
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Norris, Megan. "Examining the Autism Phenotype: The Structure of Autism Spectrum Disorders as Measured by the Autism Diagnostic Observation Schedule." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281709680.
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de, Sousa Ines Girao Meireles. "Molecular genetics of autism : Identification and analysis of autism susceptibility genes." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526435.
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Donnelly, Julie A. "Subtypes of autism by cluster analysis /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737864.
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Johnson, Taylon M. "Autism Policy: State and National Legislation Analysis." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/278.
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This research thesis is a policy assessment of the factors that contribute to the current status in treating autism. The policy assessment begins with a description of the key components that that influence policy outcomes in regard to autism.
After developing a policy model that outlines various components of issues and approaches to the policy has on Autism, the paper examines several issues with regard to Autism policy, including the lack of insurance coverage, state legislation, waiting lists, evidence vs. non evidence treatments, and the high price for treatments. The paper also examines current approaches to Autism, and potential solutions. Solution analysis on current policy alternatives is provided and, this suggests that increasing knowledge and awareness of the affects of autism on society needs further attention along with proper funding for early treatment.
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Huws, Jacqueline C. "Making sense of autism: A component analysis." Thesis, Bangor University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516446.
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Georgi, Udo [Verfasser]. "Functional Analysis of Autism Genes in Zebrafish : Investigation of the Autism Related 16p11.2 Deletion / Udo Georgi." Berlin : Freie Universität Berlin, 2014. http://d-nb.info/1051812429/34.
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Bonora, Elena. "Autism susceptibility genes : analysis of candidate genes at the AUTS1 locus on chromosome 7q." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404109.
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Harding, Susie. "Interpretative phenomenological analysis of the experiences of autism and perceptions of parenting in parents with a child with autism." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9880.
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Background: Research has highlighted that parenting a child with autism can be challenging and stressful. However, many parents successfully cope with the challenges posed by autism. A systematic review investigated parental psychological predictors of positive adjustment and coping in parents with a child with autism. Although a range of potential predictor variables were examined, including social support, coping styles and religious beliefs, the results of the review were inconclusive due to the conceptual overlap of predictor variables, and inconsistent use of outcome indicators of positive adjustment. However, parental perceptions of their situation and themselves as parents were represented across a number of variables, and were thought to be of relevance in understanding processes of adjustment. Therefore, qualitative research was undertaken to explore this further. Method: Semi-structured interviews were conducted with eight parents of children with autism on their experiences of being a parent, and their perceptions of influences on their sense of self. The data were analysed using interpretative phenomenological analysis (IPA). Results: The following five super-ordinate themes emerged from the study: ‘experiencing autism as hard to know’, ‘experiencing autism as all-consuming and extreme’, ‘diagnosis giving understanding and confidence’, ‘parenting in the eyes of others’, and ‘dilemma of acceptance’. The meaning of these themes for parents and how they related to their sense of self and belief in their ability was discussed. For example, the ambiguity and difficulty in understanding autism, and the overwhelming nature of the condition related to feelings of self-doubt in parents. On the other hand, confidence increased when the diagnosis was identified, and when parenting skills and the child’s progress were recognised by others. Discussion: This research has provided a richer understanding of self-perceptions of parenting and the impact of these experiences on a parent’s sense of self. It has contributed to a broader literature on positive adjustment in families with a child with autism. This understanding will be useful to those seeking to engage and support families with a child with autism, and assist parents with coping and adjustment.
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Blondin, Sandra Nicole. "TEACHING OLFACTORY RELATIONS TO ADOLESCENTS WITH AUTISM." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2675.
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The current study utilized a multiple baseline design to teach olfactory discrimination skills to adolescent participants with autism spectrum disorders. Relational abilities among smells and causal relations were initially probed and an intervention was implemented via training and reversal testing probes using frames of distinction between stimulus depicting clean clothing (A) and worn clothing (B), causal framing to relate those odors with specific actions stimulus depicting clean clothing (A) with wearing or hanging the clothing (C) and stimulus depicting worn clothing (B) and placing the clothing in the laundry or hamper (D). Finally, these skills were tested in an applied setting when comparing clothing items that may or may not need to be laundered through the demonstrate of transformation of stimulus function in a novel setting by testing relations between clean clothing (Y) and wearing or hanging the clothing (C) and previously worn clothing( Z) and putting them in the laundry or hamper (D). The intervention was effective at establishing these relational responses for all 4 participants throughout each phase leading to the application of these responses in an applied setting with 80%-100%. Limitations and future application are discussed involving the use of cross modal stimuli in when teaching relations and broader implications of the science.
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Foxall, Gemma. "When autism strikes (an exegesis)." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2299.
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The structure of this thesis is twofold: a creative work and exegesis. The creative work is a book entitled When Autism Strikes, and documents my family's journey into the world of Autism Spectrum Disorder (ASD) and the actions taken to reduce the disabling features of my son's diagnosis. The text is supplemented with commentary sections, presenting information gathered from my professional and personal experiences.
The creative work uses the writing genre known as Creative Nonfiction and shares scenes over the course of one year in the characters’ lives. Character development and first person dialogue create an emotive narrative to link together clinical disciplines not usually integrated in published work. Relevant in-text links to academic literature and references are cited at the end of each of the three parts, so that readers are supported to learn more about significant publications. Key features of Autism Spectrum Disorder that underpin the clinical diagnostic terms are incorporated into the story to demonstrate the complexity and broadness of the condition.
Whilst the creative work has implicit discussion points and messages, the exegesis explicitly explores and reviews the issues highlighted in the creative work. The methodology underpinning this research is Practice-based research, and sourced data according to the four perspectives I bring to the project, that of: therapist, researcher, parent and teacher. The evolution of the research design is discussed in the exegesis and how data were presented to produce the creative work. When Autism Strikes communicates information in a new way, thereby creating a novel contribution to the academic community, and pending future publication, the broader audience for whom it is written.
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Fatema, Afshaan. "Acceptability of Behavioral Interventions for Autism." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955055/.
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Caregivers' evaluation of evidence-based behavioral interventions may differ dependent upon the type of language used to describe the intervention. We administered a survey to 24 parents of children with autism to assess social validity measures of behavioral interventions described in one of three communication styles: technical, conversational, and conversational with intended outcome. Participants were presented with a description of two behavior-reduction and two behavior-acquisition interventions. Overall, interventions described in conversational with intended outcome style received the highest social validity ratings, while interventions described in the technical style received the lowest ratings. Moreover, behavior-acquisition interventions were rated significantly higher than behavior-reduction interventions when described in either conversational or conversational with intended outcome style. The current study supports the requirements of the Behavior Analyst Certification Board's Compliance Code that behavior analysts should inform the client/consumer of the treatment/interventions in an understandable language. Findings are also discussed in terms of verbal communities.
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Rogers, Tamara. "A linkage study of autism using multipoint sib-pair analysis." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1536.
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Autism is a severe developmental disorder that was first described by Kanner in 1943. It is characterised by four major criteria: marked social deficits, delay in language development, a restricted range of stereotyped repetitive behaviours and onset of the disease within the first three years of life. The last decade of research has provided support for a strong genetic basis in the aetiology of autism. Firstly, a number of genetic conditions, such as fragile X syndrome, chromosome 15 anomalies and tuberous sclerosis, have been associated with autism. Secondly, family studies have demonstrated that the recurrence risk for autism among siblings of autistic children is 50-200 times higher compared to the risk of autism in the general population (4-5 in I 0 000 births). Thirdly, twin studies show a significantly higher concordance rate among monozygotic twins compared to dizygotic twins. To explore the theory of a biological basis of autism, molecular genetic strategies were employed in this study. Two collaborative groups (Stanford University in the U.S.A. and Edith Cowan University/Graylands Hospital in Perth, Australia) scanned the entire human genome for autism susceptibility genes in 90 American multiplex families, making this the largest genome screen in autism to date. Candidate regions were also run in an additional group of 41 Australian multiplex families. One hundred of the total of 519 markers were analysed as part of this PhD project. Since autism is most likely a complex disorder involving interacting genes with unknown modes of inheritance, non-parametric linkage analysis utilising the multipoint sib-pair approach is the best method presently available for identifying these susceptibility genes. Using this method and given the power of the study to reliably detect genes of moderate effect, findings from this PhD project and the overall genome scan provide substantial evidence for the absence of such genes in autism. Regions that may, however, contain these disease-predisposing loci were identified. These include regions on chromosomes Ip and 22q. Results from other smaller genome scanning studies also indicate these two candidate regions as possibly containing loci involved in the aetiology of autism. Our results could also not exclude chromosomes 7q, 9q, 10q, 11p and 17, regions that have previously been suggested by other studies to contain susceptibility loci. Overall, our data were most consistent with a model of ≥15 susceptibility loci, each with a small effect on autism. These results are important for future studies. In particular, they have shown the requirement for a large sample size to detect genes of small effect contributing to a disorder. Whilst it may be difficult for individual research groups to recruit an adequate sample size, collaboration with other groups may provide sufficient power to detect these susceptibility loci. By combining our results with those from other linkage studies on autism, we may also be able to eliminate some genetic models for this disease and provide an insight into the boundaries of the autistic phenotype. With advances in the Human Genome Project and the development of rigorous statistical approaches to the analysis of multifactorial diseases, the molecular characterisation of genes that have a small effect on the overall aetiology of complex polygenic disorders, such as autism, could soon be feasible.
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Callaghan, Daniel Benjamin. "An analysis of genetic variants associated with autism spectrum disorder." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/64118.
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Sykes, Jeffrey T. (Jeffrey Thomas). "Assessing movement skills in children with autism : a generalizability analysis." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56903.
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The movement skill abilities of fourteen children with autism were assessed on three movement tasks: the overhand throw, kick and horizontal jump. Skill level was assessed both quantitatively and qualitatively. Correlations were calculated to determine the relationship between these two measures on all skill items.A Generalizability Analysis was conducted to determine the minimal conditions required to observe reliably the movement skills of children with autism. The conditions generalized in this study were observers and trials.
The results indicated that there was a significant relationship between quantitative and qualitative measures on the horizontal jump and the kick. A correlation of.37 was obtained for the overhand throw, but was not considered significant. Results of the generalizability analysis indicated that reliable results were obtained with one observer and one trial for all three skill items.
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Thomson, Sarah. "Parents of children with autism who blog : a thematic analysis." Thesis, University of Hertfordshire, 2015. http://hdl.handle.net/2299/15369.
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This study used thematic analysis to investigate the blogs of parents of children diagnosed with an Autism Spectrum Condition, with a particular focus on themes that emerge when parents write about themselves, their child and their family relationships. The first stage of the study involved a broad analysis of the first six months of entries presented within eight blogs. Themes which emerged during this stage included ‘Coping’, ‘Searching for an explanation - Meaning making’ and ‘Sense of belonging vs not belonging’. The second stage of the study involved a deeper analysis of two of the eight blogs, used as case studies, which were selected due to differing on aspects of the themes found during the first stage of analysis. Themes which emerged from the second stage were a superordinate theme of ‘Searching for an explanation - Meaning making’, with subordinate themes of ‘Relationship with ASC’ and ‘Relationship with society’. There were only brief mentions of family relationships within the blogs, except the relationship with the child and it seemed that parents often made sense of their experiences through their relationship with ASC and their relationship with society. Many of the parents who blogged reported changes in their relationship with society due to feeling that others do not understand and a sense of not belonging. It seemed that blogging provided a sense of belonging and a way of being understood for these parents, as well as a source of information to help parents explore ASC and their relationship with ASC. The themes that emerged may provide important information for clinicians and the implications of the research findings are discussed. The limitations of the study are noted and there are suggestions for future research.
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Hines, Monique Avril. "Living with autism : a narrative analysis of older parents' experiences." Thesis, Faculty of Health Sciences, 2009. http://hdl.handle.net/2123/10233.
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Thomas, Tiffany. "Parent-Child Interaction Therapy for Children with Autism." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2269.
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Autism spectrum disorder (ASD) is a pervasive lifelong developmental delay with a prevalence of 1 in 68 children. This growing epidemic occurs for unspecified causes and researchers continue to explore evidence-based treatments available. Parent–child interaction therapy (PCIT) is a parent training program, initially developed for implementation with typically-developing children. PCIT has shown effectiveness in increasing child compliance, minimizing disruptive problem, improving parent-child relationship satisfaction, and communication. The present study investigated the efficacy of PCIT as an evidence-based practice (EBP) for children with ASD by implementing a non-concurrent multiple baseline design across three participants. Results indicated socially significant increases in child compliance, decreases in aberrant behavior, rapid acquisition and maintenance of acquired parenting skills, as well as improved parent-child relationship satisfaction. This study aimed to replicate previous research measuring the effectiveness of PCIT with children with ASD.
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Solomon, Laura Elizabeth. "Reconstructing Autism: A Phenomenological Study of the Relationship Between Parents and their Children Diagnosed with An Autism Spectrum Disorder." Wright State University Professional Psychology Program / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1307496223.
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Clubb, Courtney. "A Functional Analysis of Sharing in Preschoolers with Autism Spectrum Disorder." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703390/.
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Individuals with autism spectrum disorder (ASD) demonstrate deficits in social behavior which may hinder them from engaging in social interactions. Results of descriptive analyses suggest that children who engage in prosocial behaviors, such as sharing, likely receive social positive reinforcement from peers in the form of attention. However, functional relations between prosocial behaviors, such as sharing, and their maintaining consequences have yet to be identified. Thus, the purpose of this study was to extend previous research by evaluating the naturally maintaining contingencies associated with sharing in three preschool-aged children with ASD. Functional analyses have traditionally been used to identify the function of maladaptive behavior; however, we extended the same methodological approach to identify functional relations of sharing. Results suggest that sharing was maintained by attention for two participants and was multiply-maintained by both attention and access to tangibles for one participant. These findings indicate that the functional analysis methodology is appropriate to understanding prosocial behaviors. In addition, results advance our understanding of prosocial behavior and may better inform methods of how to functionally teach sharing to individuals with ASD.
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Gaffney, J. C. ""It's autism, it's just a name" : exploring the impact of autism spectrum diagnosis with adolescent females using Interpretative Phenomenological Analysis." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18724/.
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Individuals regarded as being on the autism spectrum are commonly understood to experience difficulties with social communication and to have an inflexible style of thinking (APA, 2013). Recent research has proposed a prevalence rate for autism in the UK of 1.04 per cent (104 in 10,000) (MacKay, Boyle and Connolly, 2016). Autism ‘diagnosis’ in the UK is a National Health Service-led process, whereby professionals involved, compare a child or young person’s behaviours against a behavioural checklist (NICE, 2011): hence the use of medical language or terminology around this topic. For children and young people autism diagnosis tends to be ‘done to’ or ‘given’, rather than ‘done with’ or ‘sought’. I wanted to hear the views of adolescents who had been given an autism spectrum diagnosis and to explore the impact of this diagnosis on their relationships, their sense of self and their future aspirations. I hope that health and educational professionals and young people will be interested in hearing these voices and viewpoints. I decided to focus upon adolescent females, a group whose voices are missing from much of the literature around this subject. There are many more males diagnosed with autism than females and autism could therefore be regarded as a predominantly male ‘disorder’ or ‘condition’. Adolescent females who are diagnosed with autism experience a dual difference: difference from their ‘typical’ peer group and being in a female minority of people ‘diagnosed’ with autism. Six females aged between 14 and 20 participated; five participants were attending mainstream schools and one participant is a university student. Interpretative Phenomenological Analysis (IPA) was used to analyse or make sense of participants’ accounts and to identify superordinate themes for individual participants and across the group. IPA aims to offer insights into how a person makes sense of a given phenomenon, in the case of this research, having been given an autism spectrum diagnosis. Three superordinate themes for the group emerged from IPA analysis: Understanding Autism, Acceptance or Rejection and Self and Autism.
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Johnston, Sarah P. "A Cultural Comparison of Applied Behavior Analysis for Autism Spectrum Disorder." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/540.
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Autism spectrum disorder (ASD) is a pervasive developmental disorder (PDD) with no cure (Hall, 2011). A variety of treatments exist to help with symptoms and one therapy is applied behavior analysis (ABA) (Virues-Ortega, 2010). ABA works by providing rewarding stimuli, specifically verbal praise, to encourage positive behavior. Most of the current research related to autism and ABA has been done in the US or other western countries (Hall, 2011), but studies show that verbal praise motivates people differently in different cultures (Henderlong & Lepper, 2002). One of these differences occurs between individualist and collectivist cultures. The current study will manipulate verbal praise administered in ABA therapy in two different countries, the United States, an individualist culture, and South Korea, a collectivist culture. There will be two types of ABA interventions: type A, with individualist-focused verbal praise and type B, with collectivist-focused verbal praise. Thirty children from each country will receive type A and 40 from each country will receive type B. The results would likely confirm the hypotheses which are: 1) that children with an individualist upbringing will have a greater improvement in symptoms with intervention type A than children with a collectivist upbringing, and 2) that children with a collectivist upbringing will have greater symptom improvement with intervention type B than children with an individualist upbringing. Further directions regarding the development of treatments for children with autism are discussed. This research will help to provide insight into the importance of considering culture when treating children with autism.
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Russell, Ginny. "Diagnosing autism spectrum disorders in children : medical and social perspectives." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3188.
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In this submission, five articles are presented examining one theme: diagnosis of autism spectrum disorders (ASD) in children. Three articles provides perspectives on various social and medical factors that influence the diagnosis of ASD, and the others examine social and behavioural outcomes for children diagnosed with ASD. One article provides an in depth examination of the dilemmas of diagnosis from a parental perspective. The research utilized both qualitative and quantitative methods. A secondary analysis of a longitudinal birth cohort study revealed that there were a number of children who had autistic traits equally severe as those with clinical diagnosis. Further analysis exposed a possible gender bias in diagnosis. Outcomes for children with ASD diagnoses were worse than for those without diagnoses but with comparable behaviours as preschoolers. ASD diagnosis apparently had no positive effect on the developmental trajectory of prosocial behaviour. The implications of these results are discussed. Analysis of qualitative data collected in semi-structured interviews with parents of both diagnosed and undiagnosed children exposed dilemmas faced by parents as they contemplated an ASD diagnosis and highlighted parental action to de-stigmatise the condition after diagnosis had been applied. The body of work as a whole falls at the junction of clinical and educational psychology, developmental psychology, social psychology, social psychiatry, sociology and epidemiology. It draws attention to a number of social processes that contribute to ASD diagnosis. Overall, it is argued, the work supports the conceptualisation of ASD as both a biologically and socially determined condition.
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Ch'ng, Carolyn Lin Wei. "Meta-analysis of gene expression in individuals with Autism Spectrum Disorders." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44979.
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Linden, Paola Maria. "Children with autism disorder receiving applied behaviour analysis therapy : parents’ experiences." Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71781.
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Thesis (MEdPsych)--Stellenbosch University, 2012.Bibliography
ENGLISH ABSTRACT: The purpose of this study was to explore the experiences of parents who have a child previously diagnosed with autistic disorder who is following or has in the past followed an intensive Applied Behaviour Analysis programme. Parents willingly participated in this research study. The aim of this study was to explore parents' experiences and the various challenges they face. This study also focuses on support and coping strategies experienced by parents. Parents were also asked to provide ideas for support strategies, coping strategies and advice to other parents who may be embarking on a similar journey. A literature review was conducted in order to obtain perspective on research conducted in this field. I fulfilled the dual role of researcher and trainee educational psychologist. The interpretive paradigm was chosen as the framework for this study and the data was gathered by means of semi-structured interviews and written reflections. This research report describes a variety of experiences that parents underwent and the repercussions thereof. Suggestions were made and parents shared advice and support strategies to help other parents who have a child with autism who may decide to embark on an intensive ABA programme.
AFRIKAANSE OPSOMMING: Die doelwit van hierdie studie was om die ondervindinge van ouers met 'n kind wat voorheen met outistiese versteuring gediagnoseer is en wat tans of in die verlede 'n intensiewe Toegepaste Gedrags Analise program voltooi het, te verken. Ouers het vrywillig aan hierdie navorsingsprojek deelgeneem. Die mikpunt van die projek was om die ouers se ervaringe en die verskeie uitdagings wat hulle in die gesig staar, te ondersoek. Hierdie studie fokus ook op ondersteuning en hanteringstrategieë wat deur ouers ervaar word. Ouers is ook gevra om ondersteuningstrategieë, hanteringstrategieë en advies te bied aan ander ouers wat dalk 'n soortgelyke reis sal deurmaak. 'n Literatuuroorsig is gedoen ten einde die perspektief van navorsing wat op hierdie gebied gedoen is, te verkry. Ek het die dubbele rol van navorser en leerling opvoedkundige sielkundige gevul. Die interpretatiewe paradigma is gekies as die raamwerk vir hierdie studie. Die ervaringe is vanuit semi-gestruktureerde onderhoude en geskrewe refleksies versamel. Hierdie navorsingsverslag beskryf 'n verskeidenheid ervaringe wat die ouers deurgemaak het, asook die gevolge daarvan. Voorstelle is gemaak en advies en ondersteuningstrategieë is deur ouers gedeel om hulp te verleen aan ander ouers van 'n kind met outisme wat 'n intensiewe ABA program gaan begin.
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Bunsen, Teresa Dawn. "Analysis of Critical Skills Used By Educators of Students With Autism." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331481/.
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A review of the literature indicated that critical skills needed by educators of students with autism had not been sufficiently identified. Research efforts using survey instruments appeared to offer a method for gathering data in order to develop and analyze a comprehensive list of critical skills for educators of students with autism.
A survey instrument was developed in bifurcate format that required respondents to rate 118 skill items according to Importance and Proficiency. Two Likert-type scales were provided to enable respondents to record their perceptions of Importance and Proficiency. The instrument was mailed to a nationwide stratified sample of educators of students with autism. A total of 90 surveys were mailed with 52 (57%) returned.
Four hypotheses and two research questions were developed. Data were analyzed using MANOVA to test for significant differences among the four geographic regions of the United States and within ten skill areas. The findings did not support the hypotheses; therefore, all hypotheses were rejected. In further analysis utilizing the ANOVA and Chi-Square procedures, significant differences among some regions and within some of the skill areas were found. The findings suggest that educators from the four regions tended to differ in regard to Importance and Proficiency for certain skill items. Findings led to recommendations being given relevant to future research on critical skills needed for teachers in the field of autism.
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Benevides, Teal W. "ACCESS TO THERAPY FOR CHILDREN WITH AUTISM: A POPULATION-BASED ANALYSIS." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3344.
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Children with autism spectrum disorder (ASD) represent a growing category of children who have special health care needs. Recent Centers for Disease Control and Prevention (CDC) estimates suggest that 1 in 88 children in the United States have an ASD (CDC, 2012). Due to difficulty with communication, social skills, and restricted and/or repetitive behaviors that comprise current diagnostic criteria (APA, 2013), children with ASD require significant medical, mental health, and therapeutic supports that contribute to greater heath care utilization costs than persons without ASD (e.g., Shimabukuro, Grosse, & Rice, 2008). Therapies such as occupational, physical, and speech therapy are among recommended services provided to remediate functional or behavioral needs (Johnson & Myer, 2007). Studies investigating access to healthcare services such as diagnostic and genetic screening or primary care are frequently published in the literature; however, few studies examine access to needed therapy services. The purpose of this study was to examine population-based trends in therapy service access in children with ASD compared to children with attention deficit hyperactivity disorder (ADHD) and cerebral palsy (CP) using two waves of the National Survey for Children with Special Health Care Needs (NS-CSHCN). Additionally, this study aimed to identify predisposing, enabling, and need characteristics that predicted lack of access to therapy across the two cross-sectional points in time. Parent-reported contextual characteristics that potentially limited access to needed therapy services were compared between survey time periods (2005-06 and 2009-10). Results of this study suggest that children with ASD are significantly more likely to not receive needed therapy services than children with attention-deficit hyperactivity disorder (ADHD), but are similar in their unmet need for therapy compared to children with cerebral palsy (CP). Significant predictors of an unmet need for therapy were having a current ASD diagnosis, age, uninsured status, greater functional limitation, and having a reported behavior problem. The only access problem that differentiated children from ASD from ADHD and CP was “difficulty finding a provider accepting insurance”. Implications of these results are discussed in the context of Andersen’s Behavioral Model of Health Service Use and recommendations for future research are presented.
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Baggett, Bob A. "A meta-analysis of the efficacy of interventions with children with autism : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2005. http://proquest.umi.com/pqdweb?index=108&did=1095431271&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1257540111&clientId=28564.
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Winter, Satine Hyacinth. "Navigating the battleground: autism policy and human rights for children with autism spectrum disorders in Australia." Thesis, Griffith University, 2017. https://doi.org/10.25904/1912/3455.
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The purpose of this study was to explore the Helping Children With Autism (HCWA) package, which is a public website on Australian autism policy with a particular consideration of how the HCWA package positioned parents when they engaged with this federal government initiative. The study also aimed to examine how and to what extent the HCWA package aligned with international human rights standards using the Convention on the Rights of Persons with Disabilities. This study was underpinned by a theoretical framework that combined the sociology of Zygmunt Bauman and the models of disability (charity, medical, social, human rights) with human rights.
The nature and complexity of autism spectrum disorder (ASD) presents challenges to parents raising their child with ASD, which often results in uncertainty about their rights and responsibilities alongside those of the government, and State. In 2008 the Australian Government attempted to solve the policy problem of autism and implemented the HCWA package in response to parents’ pleas for help in raising their child with ASD (Palm Consulting Group, 2005, June 20). The HCWA package was the first autism specific policy in Australia and aimed to provide funding, support, and services for children with ASD and their families (Minister for Families Community Services and Indigenous Affairs, 2007). The HCWA package is currently being superseded by the rollout of the National Disability Insurance Scheme (NDIS) across Australia and hence the opportunity to benefit from a close exploration of the HCWA may contribute to this process.
Limited research evaluating the effectiveness of the HCWA package has been conducted. No study has evaluated the parent perspective on the HCWA initiative as a policy and there were insufficient studies of parents’ reactions to the HCWA package (Prior, Roberts, Rodger, & Williams, 2011; Wicks & O'Reilly, 2013; K. D. Wilson, 2013; K. D. Wilson & Watson, 2011). Moreover, there is limited research on disability policy compliance with human rights standards, especially in Australia. Research on the HCWA package is important because it has the potential to identify areas of strength and weakness from a consumer and human rights perspective and helps inform future government policies and initiatives such as the NDIS and to improve the quality of life for children with ASD.
A qualitative approach of Multimodal Critical Discourse Analysis (MCDA) was used to examine the HCWA package across three landing pages from two government departments: FaHCSIA and DEEWR. In 2013 data were selected from the HCWA package over several months during the implementation of the HCWA package across Australia. The researcher, as a parent of a child with ASD, selected and analysed the data to explore how the HCWA package positioned parents when they engaged with this federal government initiative. Kress and van Leeuwen’s (2006) grammar of visual design provided a framework to analyse online web content using the researcher as viewer of the policy. The e-government autism policy was further analysed in terms of web accessibility and compliance with regulatory guidelines for federal government department websites.
The findings from this study reveal that the Australian Government positioned parents of children with ASD as consumers of the product of autism policy, in this case the HCWA package. This positioning was framed within a discourse of charity and medical models of disability that viewed autism as a problem of the individual and provided charity through funding, supports, and services (e.g. medical and education professionals). The charity and medical models of disability were entwined within a broader discourse of power where the Australian Government had power, position, and authority as experts over parents of children with ASD. This unequal distribution of power added to the tensions within the autism community and the cycle of blame between parents and professionals.
Good parenting - as it was constituted by the HCWA package - involved being informed and educated and willing to follow the advice of the Australian Government. Good parents furthermore complied with traditional western gender roles where women were viewed as the primary caregivers and nurturers of children with ASD, particularly in the early years. The Australian Government also positioned parents as neoliberal citizens who were responsible for the success of raising their child with ASD and the outcomes of that child in life and within society. Lastly, the study found that the HCWA package did not align with all general principles of Article 3, Convention on the Rights of Persons with Disabilities and was thus regarded as indicative of a violation of human rights for children with ASD in Australia.
Based on these findings, the study presents recommendations concerning the parent-as-consumer role in autism policy in meeting the best interests and needs of children with ASD and their families, which also have relevance to the current transition to the NDIS in Australia. An eight-step model is proposed to improve parent information and health literacy on ASD, which is important for improving parent decision-making for their child with ASD. In particular, a newly framed human rights model of disability is recommended as a means of moving forward from the social model of disability in critical disability studies and for advancing the rights of children with ASD in theory and in practice.
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Winter, Satine Hyacinth. "Navigating the Battleground: Autism Policy and Human Rights for Children With Autism Spectrum Disorders in Australia." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/367806.
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The purpose of this study was to explore the Helping Children With Autism (HCWA) package, which is a public website on Australian autism policy with a particular consideration of how the HCWA package positioned parents when they engaged with this federal government initiative. The study also aimed to examine how and to what extent the HCWA package aligned with international human rights standards using the Convention on the Rights of Persons with Disabilities. This study was underpinned by a theoretical framework that combined the sociology of Zygmunt Bauman and the models of disability (charity, medical, social, human rights) with human rights.
The nature and complexity of autism spectrum disorder (ASD) presents challenges to parents raising their child with ASD, which often results in uncertainty about their rights and responsibilities alongside those of the government, and State. In 2008 the Australian Government attempted to solve the policy problem of autism and implemented the HCWA package in response to parents’ pleas for help in raising their child with ASD (Palm Consulting Group, 2005, June 20). The HCWA package was the first autism specific policy in Australia and aimed to provide funding, support, and services for children with ASD and their families (Minister for Families Community Services and Indigenous Affairs, 2007).Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Robertson, Ryan S. "Effects on the Use of Technology-Based Self-Monitoring for Students with Autism Spectrum Disorder: A Meta-Analysis." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505170/.
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Self-monitoring involves teaching students to be aware of their own behavior, and be able to record whether the behavior happened or not. The present study uses meta-analysis of single case design (SCD) studies to evaluate the effectiveness of self-monitoring interventions that use electronic devices during implementation for individuals with autism spectrum disorder (ASD). Eligible studies were accessed to determine design quality, and examine the use of self-monitoring for individuals diagnosed with ASD. Studies were evaluated against inclusion-exclusion criteria. The studies that met inclusion criteria (n = 15) were assessed with the What Works Clearinghouse (WWC) standards for methodological rigor. The WWC standards were applied to baseline and intervention phases. There were a total of 12 studies with 32 students diagnosed with ASD that met SCD standards without, and with reservations. The 12 studies were evaluated using the Tau-U effect size metric to quantify the percentage of change that was attributed to the self-monitoring intervention. Overall, omnibus Tau-U was 0.96 (95% confidence interval [CI] = [0.89, 1.0]). Limitations and directions for future research are discussed.
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Farmer, Cristan A. "Characterization of Aggressive Behavior in Children with Autism Spectrum Disorders." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1312893747.
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Cermak, Samantha Marie. "Parent-Toddler Training: The Merits of Further Analysis." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67966/.
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Earlier identification of autism allows for interventions to begin during toddlerhood. Literature suggests that parents are an important part of very early intervention and specific goals have indicated that they are important to progress. The use of telemedicine may increase access to interventions. The purpose of the study was to evaluate a parent-toddler training program that targeted social-communication skills and incorporated a telemedicine component. Measures included parent teaching targets, child attending, vocal requesting, and coordinated joint attention and the parent's response to coordinated joint attention. Results indicate that parent teaching increased, child attending and vocalizations increased, child coordinated joint attention increased, and the parent's response to coordinated joint attention was primarily social in nature. Analysis of the home observations indicates that direct in home observations or teleconference observations neither under or overestimated behaviors. The results are discussed in the context of teaching and feedback delivery and selection of teaching targets.
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Sykes, Nuala H. "Investigating the aetiology of autism using regional association and candidate gene analysis." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526432.
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Nikopoulos, Christos K. "Video modelling and behaviour analysis : promoting social skills in children with autism." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398974.
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Brockwell, Tom. "Autism and transition to work : a thematic analysis of service user experiences." Thesis, University of Lincoln, 2013. http://eprints.lincoln.ac.uk/18954/.
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Introduction: This study investigates the experiences of individuals with autism spectrum conditions (ASC) as they experienced transition into employment in the UK. The high prevalence of ASC has led to increased social and economic pressures (Gerhardt & Lainer, 2010), with the estimated yearly cost to the UK for each individual at £90,000 (Knapp, Romeo & Beecham, 2007). Employment may help to reduce economic pressures, benefit individuals and society (Howlin, Alcock & Burkin, 2005). Individual gains in cognitive functioning (García-Villamisar & Hughes, 2007), quality of life and self-esteem (Eggleton et al., 1999) may be experienced. However, individuals with ASC tend to find transitioning to employment difficult, due to implicit characteristics associated with the condition (Berney, 2004). Transitions represent challenges to individuals’ social identity and self-concept, require behaviour change and may contribute to distress (Liddle, Carlson & McKenna, 2004). These factors may be exacerbated in individuals with ASC due to their difficulties with social and behaviour change processes (American Psychiatric Association [APA], 2010). Transition and employment support strategies have been shown to facilitate successful employment for individuals with ASC (Howlin et al., 2005). The National Institute for Health and Clinical Excellence ([NICE], 2012) propose how best to support people with ASC, based on the synthesis of available evidence. However, the evidence lacks in consideration of individuals’ experiences and psychological theories of support and transition. Considering these perspectives may facilitate service users to influence effective service provision, through disseminating their views and experiences of transition to work by means of a rigorous qualitative study. Method This study investigates the experiences of 10 participants with ASC during their transition to employment settings in the UK and aims to provide them with a platform to express their experiences and views of this process. An inductive thematic analysis methodology (Braun & Clarke, 2006) is used to explore semantic information obtained from retrospective interviews relating to the experiences of transition to work and identify frequent and salient themes within the data (Buetow, 2010). Results Analysis identified three main themes that were particularly salient and frequent for the interviewed participants: Diagnosis; comprised of subthemes ‘Access to support’, ‘Identifying with ASC’, ‘Other-understanding’ and ‘Delay in diagnosis’. Barriers to transition; comprised of ‘Socio-economics’, ‘Physical accessibility’ and ‘ASC characteristics’. Transition support; comprised of ‘Emotional needs’, ‘Clear guidance and honest feedback’, ‘Practical support’ and ‘Social integration’. Discussion Thematic analysis facilitated investigation into the experiences of 10 participants with ASC as they transitioned to work. Participants’ difficulties and needs were reflected in the existing evidence base and aims of current legislation and guidance, but short-comings in the delivery of these were also highlighted. In addition, a unique insight into both the positive and negative emotional impact of transition to work for individuals with ASC was obtained. Psychological models of support and transition are considered in relation to the experiences of transition and associated challenges to self-concept. Potential support measures for more effective and less distressing transition to work are discussed.
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Scarff, Morgan. "Functional Analysis and Treatment of Bruxism in Children with Autism Spectrum Disorder." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6581.
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Bruxism, the gnashing or grinding of one’s teeth, is a significant dental concern that can lead to severe damage of the tooth and gum structures and has been suggested to occur at higher rates in the developmentally disabled population. Very little research has been conducted in this area and of those articles, none of which utilized function based treatments nor conducted functional analyses. The purpose of this investigation was to examine the effects of a function based stimulation intervention on audible diurnal bruxism with two adolescent boys diagnosed with autism spectrum disorder. Functional analyses were conducted for both participants and revealed that bruxism was exhibited across all conditions and occurred highest in the alone condition, suggesting that the behavior was maintained by automatic reinforcement. Based on these findings, a function based stimulation treatment was developed to examine the effects of auditory and tactile stimuli on bruxism relative to conditions in which no stimuli were available. Results indicated that the function based stimulation intervention produced substantial decreases in bruxism for both participants. A post stimulation evaluation further supported these findings, showing the occurrence of bruxism remained at low levels following the removal of the stimulus, suggesting the application of the stimulation acted as an abolishing operation for bruxism.
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Zhang, Jie, Erik Dobosz, and Michael R. Mayton. "Meta-Analysis of Video Modeling Interventions for Individuals with Autism Spectrum Disorders." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/277.
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Harris, Mary Katherine Endicott. "An Analysis of Variability of Play Behavior with Preschool Children with Autism." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4968.
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Research has demonstrated that when response variability is treated as a behavioral operant, it can be increased by implementing a reinforcement contingency on a lag schedule. A multiple baseline across participants was used to evaluate the effectiveness of a lag schedule and manual prompting procedure on the play behavior of three children with autism. The intervention procedure was used to evaluate response variability while probes were conducted to see if variability generalized to two other similar play sets. All three participants demonstrated varied play actions in the presence of the lag schedule and prompting procedure. When the lag schedule was removed in a 2-week maintenance check, responding remained at high rates but stereotypical patterns were observed.
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Johnson, Kellyn Joi. "Replication and Extension of a Comprehensive Staff Training Program for an Autism Treatment Program." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67994/.
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Previous research has shown that early and intensive behavioral interventions are an effective treatment for young children with autism resulting meaningful gains that can maintain over time. For behavioral treatments to be effective, service providers need to be competently trained in behavioral interventions through staff training. The purpose of the current study was to replicate and extend previous research by employing a more rigorous research design, and including measures of teaching units, and staff and child affect measures. The trainee was taught 150 skills. Training methods included descriptions, modeling, practice, and feedback. Results showed that the trainee acquired all skills while maintaining an increasing number of teaching units. Child and staff also maintained favorable affect as training progressed. In addition, staff reported the training as very effective and highly satisfactory. This shows that comprehensive training packages that comprise a large set of skills in real life treatment settings can result in benefits for the staff and children.
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Manookin, Michael B. "A Formal Semantic Analysis of Autistic Language: The Quantification Hypothesis." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd470.pdf.
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Greer, Julie Winn. "A Preliminary Analysis of Interactions Between Sibling training and Toy Preferences." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67985/.
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Siblings of children who have been diagnosed with autism can play important roles in the lives of their brothers or sisters. Previous literature shows that siblings can effectively change behavior and can increase play interactions. Furthermore, the use of preferred materials may enhance social interactions between the siblings. The purpose of this study was to determine, the effects that material preferences and choices have on sibling social bids and cooperative play during a sibling training program. There were two main objectives. The first objective was to evaluate the effects of teaching with the high preference toy of the neuro-typical sibling during sibling training. The second objective was to determine if the training would produce different effects across four different toy conditions. Measures included social bids made by each of the siblings and cooperative play. Results indicate that teaching with the neuro-typical siblings' high preference toy during sibling training can be an effective method to increase social bids and cooperative play. The results of this study are discussed in the contexts of preference and choice selections, physical environments, motor skills, carry over effects, and participations based on gender.
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Rex, Catherine. "An Anti-Bullying Intervention for Children with Autism Spectrum Disorder." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/803.
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The effects of a video modeling intervention, given to six children with ASD, were evaluated through a multiple-baseline and multiple-probe design across children. The research targeted teaching children with ASD to assertively respond to physical bullying, verbal bullying, and social exclusion, as well as telling one’s mother. In baseline, the participants demonstrated inconsistent to no skills for responding to the bullying in the vignette movies (SAAS) and the generalization probe skits. During intervention the participants watched a video of a person assertively responding to bullying, and were assessed through VM questions and SAAS. Post-intervention the children participated in generalization probe skits. The researcher and a blind rater scored the participants’ responses using a four-point scale. A pre-intervention survey of bullying was also given to the parents to assess their child’s victimization. The results showed that video modeling effectively taught all of the participants to assertively respond to bullying and resulted in generalization for 4 of the 6 participants.
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Denne, Louise. "Evidence-based practice, autism education and Applied Behaviour Analysis : do Behaviour Analysts need to practise what they preach?" Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/evidencebased-practice-autism-education-and-applied-behaviour-analysis-do-behaviour-analysts-need-to-practise-what-they-preach(f130d875-27e0-4e9d-8f43-651352e3a9e9).html.
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Applied Behaviour Analysis (ABA) uses our understanding of the science of behaviour to address issues of social significance (Baer, Wolf & Risley, 1968). One example is the support and education of children with autism, and there is a growing evidence base for the effectiveness of behavioural interventions with this population (Lai et al., 2014; Eldevik et al., 2012). However, getting evidence from research into practice is not straightforward (Rycroft-Malone, 2004). Translational or implementation science is the basis of this thesis. Two models from translational science (Rycroft-Malone, 2004; Fixsen et al., 2005), identify four factors critical to the successful implementation of evidence-based practice: core knowledge and skills; organisational processes which embed these into practice; consumer involvement in, and perceptions of the selection and evaluation of practices; and the wider national policy and regulatory framework. Using a range of research methods, this thesis explores these factors in relation to ABA as an intervention in the support and education of children with autism. Chapters include a description of the development of a competence framework for ABA (Chapter 2) and an example of a practical application of the framework – identifying ways of measuring staff competence (Chapter 3). Chapters 4 and 5 are both based upon and describe the first study in the UK to attempt to identify and quantify the use of behavioural interventions amongst a sample of UK parents and their beliefs about ABA; and Chapters 6 and 7 outline in two separate papers, the first study in the UK to explore the perceptions and experiences of commissioners of services in the support and education of children with autism. The findings from these studies are discussed in relation to theoretical models of implementation. The implications of these for the field of behaviour analysis are outlined and recommendations for further study are made.
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Mycroft, Janet. "'Being an autism parent' : mothers' experiences from initial concerns about their daughters to a diagnosis of autism spectrum disorder : an interpretative phenomenological analysis." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/104815/.
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This thesis consists of three parts: a major literature review, an empirical study and a critical appraisal. In Part One, the literature review begins with a brief introduction which outlines the importance of the topic, in particular the disparity in diagnosis rates for autism spectrum disorder (ASD) in girls compared to boys and possible causes and consequences. This is followed by an overview of the development of the diagnostic criteria for ASD and a critical exploration of a range of explanations for this disparity, suggesting some under-identification of symptoms in girls. This is followed by an overview of research into the experiences of girls and their parents during the diagnostic journey, including evidence for a later and longer diagnostic process, the prevalence of comorbid psychiatric diagnoses and evidence for the impact on mothers particularly. Finally, the literature review is summarised in order to provide the rationale for this thesis and to lead into the research questions. In Part Two, following a brief overview of the literature, the empirical study provides a detailed account of the research undertaken. This includes an outline of the methodology and method and presents an interpretative phenomenological analysis of semi-structured interviews with five mothers of daughters with diagnoses of ASD, exploring their diagnostic journeys in the broadest sense. This analysis is explored in relation to psychological literature, particularly systemic thinking, before a discussion of the implications for future research and for educational psychology practice. Part Three, the critical appraisal, consists of two parts: firstly, a critical account of the research process is given from inception through to completion including ontological, epistemological and ethical considerations as well as difficulties encountered; secondly, a more detailed discussion of the findings is offered in relation to psychological literature and the contribution to knowledge and educational psychology practice.
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Wong, Ka-wai Teresa. "Event-related potential analysis of facial emotion processing." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/HKUTO/record/B3955773X.
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Krombach, Patricia A. "Effects of Stability Balls on Children with Autism Spectrum Disorder." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6107.
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Children with ASD often display behavior problems that can lead to daily academic and social disruptions. Many teachers and therapists have sought to create classroom interventions that improve the length of time a child stays seated and focused on the required task. This has led to the introduction of stability balls as an alternative seating method for children, both on the autism spectrum and with other needs. This study used a multiple baseline design and duration data to evaluate the effects of stability ball seating on attending and in-seat behavior for children with ASD who received ABA therapy in their homes. The intervention replaced their standard seating method with a stability ball. In the final phase participants chose their own seating method before beginning table work to assess preference. Following intervention the stability ball was found to increase both attending and in-seat durations for children with ASD.
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Diaz, Alejandro Rene. "An Efficiency Evaluation of Procedures to Evoke Vocalizations in Children with Autism." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3771.
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Development of vocalizations in early learners with autism is critical to the acquisition of verbal behavior and other important life skills. The purpose of the present studies was to (1) evaluate the efficiency and efficacy of Stimulus-Stimulus Pairing (SSP) and standard Echoic Training (ET) procedures for the development and onset of verbal behavior in early learners with ASD to improve early intervention efficiency and (2) elucidate predictive characteristics or variables for the effective use of SSP. The present studies were comprised of a multiple-baseline (across behaviors) experimental design buttressed within a reversal design, also known more broadly as within-subject controlled experimental designs. It was found that SSP can have a greater treatment efficacy than ET, but any efficacy advantage is transitory. Shifting an SSP treatment to direct reinforcement contingencies once vocalizations are produced are likely the most effective strategy. SSP produces discrepant effects across learners, thus highlighting the need to assess a learner’s characteristics and assumed reinforcer effectiveness. It was also found that higher-functioning learners will benefit more greatly from ET as opposed to SSP.
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Hendryx, Maggie. "A Further Evaluation of Individual and Synthesized Contingencies within Functional Analysis Methods." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505235/.
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A functional analysis (FA) is the most commonly used assessment methodology for identifying maintaining variables influencing problem behavior. However, if an FA does not produce clear differentiation, researchers and practitioners often then modify procedures to include additional individualized variables. The interview-informed synthesized contingency analysis (IISCA) provides a marked departure from FA methodology and aims to include individualized factors at the initiation of the assessment in order to more rapidly produce differentiation and clear results. We sought to further evaluate and compare the outcomes of two different functional analysis methods: the single-contingency functional analysis (FA) and the interview-informed synthesized contingency analysis (IISCA) to determine the function of problem behavior and evaluate the subsequent function-based treatment determined from the functional analysis results with two children diagnosed with autism spectrum disorder (ASD). Both participants engaged in problem behavior maintained by single-contingencies of reinforcement identified within the single-contingency FA and emphasized by the effectiveness of each single-contingency function-based treatment.
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Espanola, Elaine. "A Randomized Comparison of Two Instructional Sequences for Imitation Intervention for Children with Autism Spectrum Disorders." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2490.
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Purpose: The aim of this study was to determine differences in effectiveness and rate of skill acquisition between a recently developed and empirically validated instructional sequence, Motor and Vocal Imitation Assessment (MVIA), and a commonly used instructional sequence in a curriculum guide, Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP).
Methods: Children with ASD were randomly assigned to two treatment groups to determine difference in imitation performance. The treatment group followed the instructional sequence proposed in the MVIA. The comparison group followed the instructional sequence proposed in the VB-MAPP. Initial levels of imitation were assessed via the MVIA. The intervention consisted of discrete trial training (DTT). A trained therapist presented a fixed number of stimuli in massed trial format. Prompted and unprompted imitative responses were reinforced using edibles. A most-to-least with a progressive time delay prompting strategy was used to help the learner engage in the target response.
Results: Participants in the MVIA treatment group had significantly more skill acquisition than participants in the VB-MAPP comparison group. Participants in the MVIA treatment group also acquired these skills more efficiently, spent less time on skills that never reached mastery and demonstrated higher levels of responding. Additionally, pre-treatment imitation was found to predict autism severity and expressive language.
Conclusions: These results indicate that the MVIA protocol provides an appropriate sequence ordered from simple to complex for selecting targets for intervention. These findings suggest that organizing and sequencing skills in increasing difficulty, as with the MVIA protocol, leads to more appropriate target selection. Targeting skills that are appropriate for the child’s current skill level, in turn leads to more effective and efficient intervention. Results also replicate previous findings that demonstrate that imitation performance plays a critical role in other areas of development.
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Orten, Heather Rhea. "An Item Analysis of the Child Behavior Checklist with Preschool Children with Autism." TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1182.
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The diagnosis of autism is a comprehensive process that requires trained professionals and is often a time consuming process. Behavior rating scales are common components used by practitioners in evaluations to assess various social, emotional, or behavioral problems. With the rise of awareness, the steady increase of autism diagnoses, and the importance of early identification to increase the effectiveness of intervention, there is a need for screeners to identify the characteristics of Autism Spectrum Disorders. The purpose of the present study was to determine if there was a group of items on the Child Behavior Checklist/1.5-5 that reliably distinguished between children with autism and referred, but non-spectrum children. A behavior rating scale was completed by parents and/or guardians of 156 preschool children with autism and without autism. Analyses of the data revealed a grouping of items that were significantly correlated with the diagnosis of autism. Based on predetermined cutoff scores, sensitivity, and specificity; the group of items may be useful in the recommendation of further assessment of autism.