Dissertations / Theses on the topic 'Autism and asperger's syndrome'
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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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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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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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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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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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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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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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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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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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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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Camilla, Monlars. "Autism i skolan : Hur en skola är tillgänglig för elever med autism." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32430.
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My purpose of this study is to investigate whether elementary school is available for students with the disability of autism. If the school is just as accessible for students with autistic syndrome as for students with asperger syndrome, or if the school is marked by equal treatment. I think this is important to highlight since I think it´s a deficiency in the school's accessibility for certain students, and dilemmas occurs regarding students in need of support. In order to provide a validated result according to me, I decided to conduct interviews with a few employees and ask all of them the same questions. The interviews I conducted was performed anonymously. However, all of them are from the same school, in order to achieve such a clear result as possible. The interviews have the nominated posts: principal, special education teacher, counselor, school nurse, teacher, leisure educator, recreation leader and teachers in the special needs school. My selection fell upon these persons since I wanted to interview the principal, student health team and some possible people who interacts with student health team regarding these issues. As a result, I received the answers to all the issues and got confirmation of my purpose. There is a shortage of school availability for students in need of support. The school can not with their current circumstances live up to the pursuit of a school for everybody and be able to reach all students. All the persons I interviewed are aware of that. Most of them did not believe that inclusion is a good solution for either the individual in need of support, the other students, or the teacher. Because the teacher is not able to reach all students and everybody's needs can not be met. But the individuals are welcome to be included with the availability of resources and the opportunity to personally leave the classroom if necessary. The school is available for students with autism, but not enough. Although this school is struggling with the dilemma between equality and to categorize pupils to give them special support. This dilemma is the underlying reason for why the aim for it to be a school for everybody is not met.Den här undersökningen handlar om en specifik skolas tillgänglighet för elever med autism. Är det någon skillnad på tillgängligheten för elever med autistiskt syndrom och Aspergers syndrom? Är skolan präglad av likabehandling för alla elever?. Detta anser jag viktigt att belysa då jag misstänker att det finns en brist i skolans tillgänglighet för vissa elever, och dilemman uppstår angående elever i behov av stöd. Alla intervjuer har jag gjort så att intervjupersonerna är anonyma, men på en och samma skola för att få ett så tydligt resultat som möjligt. För att få fram ett enligt mig validerat resultat valde jag att göra intervjuer med samma frågor till alla personer jag intervjuade. Intervjupersonerna har befattningarna rektor, specialpedagog, kurator, skolsköterska, lärare, fritidspedagog, fritidsledare och lärare i grundsärskolan. Valet föll på dessa personer då jag vill ha med rektor, elevhälsoteam samt tänkbara personer som kan samverka med elevhälsoteamet i dessa frågor. I resultatet så fick jag svar på alla frågeställningar och uppnådde därför mitt syfte. Det finns idag brist på denna skolans tillgänglighet för elever i behov av stöd, enligt intervjupersonerna. Skolan kan inte med dagens förutsättningar leva upp till strävan efter att bli en skola för alla och kunna nå alla elever. Detta är alla personer som jag intervjuat medvetna om. De flesta ansåg att inkludering, vilket innebär att alla elever ska vara medräknade i klass i sin årskurs, inte är en bra lösning för varken de enskilda individerna eller läraren, då läraren inte alltid lyckas att nå alla elever och uppfylla deras behov. Man är däremot positiv till att den enskilda individen får vara inkluderad, med tillgång till resurs och möjlighet till att själv kunna lämna klassrummet vid behov. Personalen upplever att skolan är tillgänglig för elever med autism men inte tillräckligt. Denna skola brottas med dilemmat mellan likabehandling av alla elever och kategorisering av elever för att kunna ge dem särskilt stöd. Detta dilemma gör så att strävan efter att bli en skola för alla inte uppnås så som de hade önskat, och att skolan idag därför inte är en skola för alla.
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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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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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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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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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Schultz, Lori K. "BEST PRACTICES FOR COLLEGES TO ACCOMMODATE STUDENTS WITH ASPERGER’S SYNDROME AND COMORBID DIAGNOSES." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308495046.
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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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Mead, Stephanie. "Differences in the effects of social stories in children with autism and Asperger's syndrome /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.
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Jones, Errin. "Humour and laughter in children with autism spectrum disorders." Thesis, University of Ballarat, 2009. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/40358.
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Studying humour and laughter in children with ASDs can provide unique insights into their socio-communicative impairments, and aid in the development of effective interventions. The current study investigated humour and laughter in 16 school-aged children with autism and Asperger Syndrome (AS).Doctor of Psychology (Clinical)
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Heather, Patricia Dawn. "The relationship of the medical model of care to the constructs of Asperger's syndrome and autistic spectrum disorders." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391281.
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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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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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Cousins, Emma. "Research portfolio : [the experience of a late diagnosis of Asperger's syndrome or high-functioning autism]." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430502.
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Gaynor, Danielle. "Reputation management and the 'observer effect' in persons with high-functioning autism and Asperger's syndrome." Thesis, University of East London, 2013. http://roar.uel.ac.uk/3973/.
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The literature suggests that opportunities for reputation enhancement can elicit pro-social behaviour. Public declarations of moral judgments can provide just such opportunities. Even subtle surveillance cues have been associated with more disapproval of anti-social behaviour in typically developed and intact adults (Bourrat, Baumard et al., 2011). However this has not been tested in adults with autistic spectrum presentations. The current qualitative study explored these questions using a semi-structured interview incorporating a Retrospective Verbal Protocol, based upon an on-line social evaluation survey, which was simultaneously piloted for potential future use in quantitative research. Two groups of adults, with and without diagnoses of autistic spectrum presentations, evaluated behaviours in four social domains (‘moral’, ‘convention’, ‘disgust’, and ‘ambiguous’), using two sets of vignettes. One set had ‘eyes’ embedded in a logo (the other was plain). Qualitative and quantitative data were collected. Thematic analysis and descriptive statistics suggest that both groups tended to perform similarly on the overall social evaluation tasks, with subtle differences appearing in some social domains and in consideration of some moderating factors. However, the qualitative data suggests that the groups did not always use comparable strategies to reach similar conclusions. The current study appears to support theoretical social domain distinctions and predictions (e.g. Nichols, 2002; Leslie et al., 2006) that both explicit and implicit processing routes may be used in moral evaluation. ‘Observer effect’ quantitative results were inconclusive, indicating that the pilot survey tool is inadequate in its current form. However, an interesting finding was the similar performance by both groups on the tasks. Qualitative data suggests that participants from both groups were aware of and actively engage in reputation management. For the ASP group this appears to challenge Theory of Mind theories of autism and assumptions about reputation issues. These findings have potentially important theoretical and clinical implications.
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Copeland, Haidee A. 1963. "Social Skills Triad: Promoting Social Competence in Teens with Asperger's Syndrome (AS) / High Functioning Autism (HFA)." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11528.
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xiv, 115 p. : ill. (some col.)This dissertation presents the findings of a Type 2 translational research study to develop and test the feasibility and social validity of a social skills intervention for middle/secondary students with Asperger's Syndrome (AS) / High Functioning Autism (HFA). Utilizing a technology adoption model (TAM), this dissertation project sought to develop and test the feasibility of a three-tiered social skills curriculum/training program to promote social competency in teens with AS/HFA across multiple settings: school, home, and community. The TAM was developed in 2004 by Gardner and Amoroso to provide a more rigorous methodology by which to assess the acceptance of the technology by consumers. The development of an intervention that includes parental input in a repeated measurement of social validity and efficiency over time, together with the inclusion of a unique population parameter (parental groups) within a repeated measure, reinforced the appropriateness of the decision to use a Type 2 translational research model. This study consisted of two distinct phases. Phase 1 of the development process was conducted using separate focus participant groups: Group A (students with AS/HFA), Group B (parents/caregivers of students with AS/HFA), and Group C (educators of teens with AS/HFA). Phase 2, a small pilot study utilizing the newly created curriculum, was conducted using complete triads. This triad consisted of a student with AS/HFA, the student's parent/caregiver, and an educator of said student. These groups (ultimately triads) developed and refined a school-facilitated social skills intervention that utilized the goals and objectives of the student and her/his family in conjunction with existing opportunities within the community to design, implement, track, and modify a social skills program that was functional for the unique needs of the student. Findings suggest the Social Skills Triad curriculum may be a viable alternative method for teens with AS/HFA to develop and master social skills across settings over time that are meaningful to students, their families, and the home/school communities in which they function.
Committee in charge: Dr. Jeffrey Sprague, Chair; Dr. Kenneth Merrell, Member; Dr. Debra Eisert, Member; Dr. Gordon Hall, Outside Member
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Webber, Colin. "Creating a virtual heart: Arts practice with a defective mind." Thesis, Griffith University, 2011. http://hdl.handle.net/10072/367466.
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NB: Large file size 630mb.
For an interactive experience, visit http://colinwebber.com/welcome/
Creating a Virtual Heart uses an interdisciplinary lens to explore music making from the point of view of a person with Asperger's Syndrome, a pervasive developmental disorder on the Autism Spectrum, and conversely provides a musician's view of Asperger's Syndrome, through new forms of methodology for conducting and presenting research in the creative arts. Autoethnography, systematic self-observation, surveys and interviews are used to explore the ways in which the heightened autistic traits of the condition impact upon the author's practice, in musical and social terms.
Autistic traits that impact on creative practice include impairments in empathy, Theory of Mind and emotional response to music, sensory anomalies and increased local coherence. These traits affect the author’s creative process in composition through an enhanced interest in detail versus gestalt, the inclusion of unusual auditory experiences and the means of embedding affect within the music. Collaborative work is examined in terms of communication and understanding between members of creative teams, including verbal and non-verbal language and empathic responses.
The study documents an internal perspective on two very personal, and almost inseparable themes. By their very nature these themes are strongly loaded with subjectivity, bias and very personal experience. The resulting analysis of this affects first, foremost and strongest, the researcher himself and offers a window through which the reader may glimpse another reality.Thesis (Professional Doctorate)
Doctor of Musical Arts (DMA)
Queensland Conservatorium Griffith University
Arts, Education and Law
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張溢明 and Yat-ming Ryan Cheung. "Reflected appraisals in the development of self concept in high-functioning children with autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716437.
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Cheung, Yat-ming Ryan. "Reflected appraisals in the development of self concept in high-functioning children with autism." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716437.
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Bostock-Ling, Jennifer. "Life Satisfaction of Neurotypical Women in Intimate Relationship With a Partner Who Has Asperger’s Syndrome: An Exploratory Study." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/16693.
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Asperger’s syndrome (AS) is a neurodevelopmental disorder characterised by an average or above average IQ, impairments in social interactions, communication and empathy, restricted and repetitive patterns of behaviour and sensory sensitivities. Numerous published empirical studies focus on individuals with AS within a number of contexts (e.g., education, health, workplace) and the impact the core characteristics of AS have upon the individual with AS within these contexts. Although there is general consensus among researchers, clinicians and other persons with interest in this field of study that adults with AS do enter into successful careers, marry and have children, there is a paucity of empirical data on the impact that AS characteristics may have upon a non-Asperger’s or neurotypical (NT) spouse or intimate partner. Stage 1 of this study conducted a systematic review of the published peer-reviewed literature and found that there were no empirical data focused on the impact of AS characteristics upon an NT partner within the context of an intimate relationship. Stage 2 of this project was an exploratory study focused on the subjective wellbeing (SWB/life satisfaction) of NT women within this context, with a secondary focus on empathy characteristics. An online survey collected quantitative data on SWB and empathy using the Personal Wellbeing Index – Adult (PWI-A) and the Cambridge Behaviour Scale (EQ). An open-ended question was used to collect qualitative data. Relevant demographic data was also sourced. Survey data from 500 NT women and 53 controls comprised the final data set. The study found that NT women experienced a statistically significant lower SWB than controls and the PWI-A normative sample for Australian women; and NT women had a statistically significantly higher EQ than the controls and the normative sample. Implications of these findings, limitations of the study and recommendations for further research are discussed.
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Masse, Joshua J. "Examining the efficacy of parent-child interaction therapy with high-functioning autism." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10353.
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Thesis (Ph. D.)--West Virginia University, 2009.Title from document title page. Document formatted into pages; contains xii, 170 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 93-112).
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Hull, Megan. "Parent reports of current school experiences of children with Asperger syndrome or Autistic Spectrum Disorder /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17934.pdf.
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Winter-Messiers, Mary Ann. "Embarrassment, Theory of Mind, and Emotion Regulation in Adolescents' with Asperger's Syndrome and High Functioning Autism." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/17876.
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The purpose of the present study was to increase our understanding of the relations among embarrassment, Theory of Mind (ToM), and emotion dysregulation in adolescents with Asperger's Syndrome and High Functioning Autism (AS/HFA), topics that have not previously been the foci of research in this population. The research sample consisted of 42 participants, split equally between adolescents with AS/HFA and typically developing (TD) adolescents. Participants with AS/HFA were matched with TD participants for chronological age and gender. Parents of all participants, typically mothers, were also required to complete measures.
Participants were presented with vignettes of embarrassing or anger inducing scenarios, following which they were asked to provide ratings indicating the degree to which they would be embarrassed or angry in the protagonists' positions. Next they were asked to justify those ratings. Results indicated that the AS/HFA group experienced greater difficulty than the TD group with measures requiring ToM abilities. This was particularly true of embarrassment/social faux pas situations. In contrast, both groups performed similarly on measures involving anger-inducing situations that require less ToM. The significant difficulty of the AS/HFA group in understanding ToM in embarrassment measures was corroborated by their poor performance on an independent ToM measure. In addition to having significant difficulty in understanding embarrassment, the AS/HFA group was significantly less able than the TD group to recount personally embarrassing experiences.
Regarding emotion regulation, participants with AS/HFA were significantly less able than their TD peers to regulate their emotions through reappraisal. Similarly, parents of the AS/HFA participants reported a significantly higher level of emotion dysregulation in their children than did the parents of the TD participants. Further, participants with AS/HFA had a significantly higher utilization frequency of negative strategies than their TD peers when embarrassed, which aligned with parent report. Negative strategies included internal, verbal, and physical self-injurious behaviors, as well as destructive interpersonal behaviors, e.g., falsely accusing, yelling at, or hitting others. These findings emphasize the critical and potentially harmful impact of embarrassing experiences in the daily lives of adolescents with AS/HFA.
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Ford, Cristi D. Townsend Barbara K. "An investigation of support programs for college students with high functioning autism or Asperger syndrome." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7030.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Barbara Townsend. Vita. Includes bibliographical references.
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Palmer, Jackie. "Asperger syndrome and high-functioning autism and the general education classroom [electronic resource] : best known teaching strategies /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Palmer_JMIT2010.pdf.
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Seel, Emma Louise. "What does it mean to me? : a Q-methodological exploration of the beliefs held about Asperger's syndrome/high functioning autism when the diagnosis is received in adulthood." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/3433.
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Introduction: This study aims to explore the ways in which Asperger’s Syndrome and High Functioning Autism are understood by those who have received a diagnosis in adulthood. The experience and understanding of diagnosis in adulthood has been little researched with only a small number of qualitative studies having been completed (Cousins, 2001; Molloy & Vasil, 2004; Punshon, 2006). These studies all highlight the importance of the beliefs held about Asperger’s Syndrome on the experience of diagnosis and post-diagnostic identity development. Due to the increasing awareness and diagnosis of Asperger’s Syndrome in adulthood, research into how the diagnosis is understood is invaluable for clinicians supporting individuals through the process. Method: This study uses a Q-methodology (Stephenson, 1953) to build upon recent qualitative research. The methodology is based on two techniques, the Q-sorting process and Q-factor analysis. For the Q-sorting process a set of 52 statements were developed which attempted to provide coverage of the understanding of Asperger’s Syndrome currently in the public domain. A wide range of sources were used to develop the Q-set, including a focus group with six adults with Asperger’s Syndrome. Eighteen individuals who had received their diagnosis in adulthood were recruited to complete the Q-sorting process, which involved them having to rank the statements based upon their agreement with them. Additionally a semi-structured interview was completed to gather information regarding the sort and supplementary demographic information. Results: Q-factor analysis involving principal components analysis and varimax rotation was then carried out. This led to four statistically significant and theoretically meaningful factors being extracted. The four factors were interpreted using the additional information gathered, and were labelled ‘An important part of me’, ‘It is a lifelong disability’, ‘Confused about myself, and ‘Support can bring improvement’. Discussion: The findings were discussed with consideration of the clinical implications and scope for further research. Particular emphasis was placed on discussing three main areas ‘acceptance and adjustment’, ‘consequences of diagnosis’ and ‘theoretical conceptualisations’. The importance of further research into the links between understanding and mental health were highlighted.
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Mazefsky, Carla Ann. "Emotion Perception in Asperger's Syndrome and High-functioning Autism: The Importance of Diagnostic Criteria and Cue Intensity." VCU Scholars Compass, 2004. http://scholarscompass.vcu.edu/etd/1449.
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Asperger's syndrome (AS) is a pervasive developmental disorder that is associated with marked social dysfunction. Deficits in the perception of nonverbal cues of emotion may be related to this social impairment. Research has indicated that children with autism are limited in their emotion perception abilities, but studies that have addressed this issue with individuals with AS or high-functioning autism (HFA) have yielded inconsistent findings. These inconsistencies may be related to methodological differences across studies including diagnostic criteria and failure to consider the intensity of the emotion cues. It was hypothesized that children with AS and HFA would both have deficits in emotion perception compared to typically-developing children. However, children with HFA were expected to have an even greater emotion perception deficit than children with AS and this difference was hypothesized to be most pronounced for low intensity cues of emotion. It is important to clarify whether individuals with AS and HFA differ in emotion perception because most studies of this skill combine them into one group or use poorly defined diagnostic criteria. This study examined the ability of 30 8- to 15-year-old children with either AS or HFA to perceive emotion from high and low intensity cues. In order to address limitations with the differential validity of the DSM-IV criteria for AS, diagnoses were based on diagnostic criteria proposed by Klin et al. (in press). A researcher who was blind to diagnosis administered a test that presented low and high intensity cues of emotion in photographs of facial expression and audiotapes of tone of voice. Comparison of the emotion perception accuracy of children with AS to the normative means of this instrument for typically-developing children did not reveal any significant differences. In contrast, the children with HFA were significantly less accurate in their perception of facial expressions and tone of voice than the normative sample and the participants with AS. Contrary to expectations, IQ was significantly related to emotion perception accuracy. After controlling for IQ, the difference in perception of facial expressions between children with AS and HFA was not significant. On the other hand, cue intensity moderated the relation between diagnosis and emotion perception accuracy for tone of voice even after IQ was taken into account. Children with AS perceived high and low intensity tone of voice cues with similar accuracy, but children with HFA had significantly poorer performance on the low intensity tone of voice cues. Although emotion perception accuracy was related to better adjustment, it was not correlated with the most sensitive measure of current social functioning. This suggests that even when children with AS or HFA perceive cues correctly, they may not know how or be able to properly integrate them for adaptive responses in social interaction. The findings have important implications for understanding inconsistencies in past research and identifying future directions.
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Chung, Winnie Wing Sum. "Development of the Social Interactions Behavior Inventory (SIBI) for Children with High-Functioning Autism/Asperger’s Syndrome." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339177398.
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Martin, Fiona Barbouttis. "Self-understanding in high-functioning males with autism spectrum disorders : relationship with social functioning and theory of mind." University of Sydney, 2009. http://hdl.handle.net/2123/4990.
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Doctor of PhilosophyAim. This study aims to investigate self-understanding in young males with high-functioning autism spectrum disorders (ASD) and to determine whether self-understanding is related to social functioning and theory of mind (ToM). In addition, this study aims to examine the characteristics and abilities of young males with high-functioning autism (HFA) and Asperger’s disorder (AD) to determine whether there are significant differences in selfunderstanding and whether self-understanding is related to social functioning and ToM between these two groups. The results have important implications for social skills interventions for young people with ASD. Method. Forty three young males diagnosed with one of the ASD (25 diagnosed with HFA and 18 diagnosed with AD) were compared with 38 TD males. Participants were assessed using the Autism Diagnostic Interview- Revised (ADI-R), the Kaufman Brief Intelligence Test (KBIT), the Vineland Adaptive Behavior Scales (VABS), the Peabody Picture Vocabulary Test- Third Edition (PPVT-III), Damon and Hart’s Self-understanding Interview, and two false-belief ToM tasks. Results. Children with ASD had difficulties recognising and attributing their own mental states and failed to integrate various aspects of the self. Specifically, the ASD group produced fewer self-statements that reflected agency (the awareness and understanding that one is in control of their actions), social aspects of self (such as personality characteristics and group membership) and psychological aspects of self (such as emotions, thoughts and cognitive processes). Instead, children with ASD produced more concrete physical self-statements (such as body characteristics and material possessions). A significant positive relationship was found between selfunderstanding and social functioning for the ASD group. Within the ASD group, the relationship held for the HFA group only. In terms of ToM, children with ASD were less able to correctly answer the second-order false-belief ToM question compared to the TD group. For the ASD group, there was a significant positive correlation between self-understanding and ToM. Within the ASD group, the relationship held for the HFA group only. Conclusions. The results show young males with high-functioning ASD are less aware of their own and others’ mental states perhaps reflecting a general delay in the development of self-understanding and ToM. Furthermore, a more developed self-understanding may translate to improved social functioning and ToM ability for young males with high-functioning ASD. For young males with HFA, self-understanding and ToM may stem from a common underlying cognitive framework. Consequently, treatments aimed at improving self-understanding may simultaneously improve ToM, or vice versa. For individuals with AD there may be a separate cognitive mechanism responsible for self-understanding and another for ToM. Therefore, different interventions may be required; one to improve self-understanding and another to improve the understanding of others’ minds. Overall, these results may assist in the development of practice parameters for social skills training for those with ASD.
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Martin, Fiona Barbouttis. "Self-understanding in high-functioning males with autism spectrum disorders : relationship with social functioning and theory of mind." Thesis, The University of Sydney, 2008. http://hdl.handle.net/2123/4990.
Full textAbstract:
Aim. This study aims to investigate self-understanding in young males with high-functioning autism spectrum disorders (ASD) and to determine whether self-understanding is related to social functioning and theory of mind (ToM). In addition, this study aims to examine the characteristics and abilities of young males with high-functioning autism (HFA) and Asperger’s disorder (AD) to determine whether there are significant differences in selfunderstanding and whether self-understanding is related to social functioning and ToM between these two groups. The results have important implications for social skills interventions for young people with ASD. Method. Forty three young males diagnosed with one of the ASD (25 diagnosed with HFA and 18 diagnosed with AD) were compared with 38 TD males. Participants were assessed using the Autism Diagnostic Interview- Revised (ADI-R), the Kaufman Brief Intelligence Test (KBIT), the Vineland Adaptive Behavior Scales (VABS), the Peabody Picture Vocabulary Test- Third Edition (PPVT-III), Damon and Hart’s Self-understanding Interview, and two false-belief ToM tasks. Results. Children with ASD had difficulties recognising and attributing their own mental states and failed to integrate various aspects of the self. Specifically, the ASD group produced fewer self-statements that reflected agency (the awareness and understanding that one is in control of their actions), social aspects of self (such as personality characteristics and group membership) and psychological aspects of self (such as emotions, thoughts and cognitive processes). Instead, children with ASD produced more concrete physical self-statements (such as body characteristics and material possessions). A significant positive relationship was found between selfunderstanding and social functioning for the ASD group. Within the ASD group, the relationship held for the HFA group only. In terms of ToM, children with ASD were less able to correctly answer the second-order false-belief ToM question compared to the TD group. For the ASD group, there was a significant positive correlation between self-understanding and ToM. Within the ASD group, the relationship held for the HFA group only. Conclusions. The results show young males with high-functioning ASD are less aware of their own and others’ mental states perhaps reflecting a general delay in the development of self-understanding and ToM. Furthermore, a more developed self-understanding may translate to improved social functioning and ToM ability for young males with high-functioning ASD. For young males with HFA, self-understanding and ToM may stem from a common underlying cognitive framework. Consequently, treatments aimed at improving self-understanding may simultaneously improve ToM, or vice versa. For individuals with AD there may be a separate cognitive mechanism responsible for self-understanding and another for ToM. Therefore, different interventions may be required; one to improve self-understanding and another to improve the understanding of others’ minds. Overall, these results may assist in the development of practice parameters for social skills training for those with ASD.
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Best, Stefanie A. "Using Relational Dialectics Theory to Better Understand Autistic Communication Competence." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339700806.
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Robinson, Jacqueline. "Participatory research with adults with Asperger's syndrome : using spatial analysis to explore how they make sense of their experience." Thesis, De Montfort University, 2014. http://hdl.handle.net/2086/11040.
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This thesis explores participatory research involving the author and a small group of adults with Asperger’s syndrome, as co-researchers. The research was based on the assumption that people with Asperger’s syndrome think differently from neuro-typical people (people who do not have Asperger’s syndrome or autism). It is not denied that people with Asperger’s syndrome have difficulties, but the thesis argues that these are caused by living in a world which is dominated by neuro-typical people who do not understand or allow for the differences that people with Asperger’s syndrome have. The research is based on the assumption that adults with Asperger’s syndrome are able to be co-researchers and that part of the task of the researcher and the co-researchers was to find a way of working together that was enabling to all involved in the research. The original aim of the research was to ascertain what kind of service provision adults with Asperger’s syndrome wanted and this formed the research question: ‘What support do adults with Asperger’s syndrome want?’ The findings of the research challenge traditional notions of support as the emphasis is taken away from support to consider forms of understanding. It has resulted in the proposal of a new way of understanding Asperger’s syndrome. It proposes models for understanding how people with Asperger’s syndrome and neuro-typical people relate to each other. These models challenge a currently prevailing deficit-based understanding of Asperger’s syndrome. The author and the co-researchers worked collaboratively to design research tools, collect and analyse data and disseminate findings. The data was collected from other adults with Asperger’s syndrome who took part in questionnaires and then different adults with Asperger’s syndrome who took part in a focus group and individual interviews. The work was informed by the literature on spatial understandings of how society is ordered. The thesis uses this spatial understanding as a way of analysing how people with Asperger’s syndrome are regarded in a society which is dominated by people who are neuro-typical. Insights from a spatial understanding are also used to consider the process of the research, including an application of the social model of disability to participatory research involving adults with Asperger’s syndrome. My original contribution to knowledge is that I have demonstrated that people with Asperger’s syndrome have the potential to work in group situations on a complex piece of research. I have shown that people with Asperger’s syndrome are able to make a significant contribution to the understanding of how people with Asperger’s syndrome and neuro-typical people relate to each other. I have also demonstrated how a non-disabled researcher and co-researchers with Asperger’s syndrome can work together and devise working methods which are enabling. In the words of the thesis, I have demonstrated how an ‘autistic research space’ can be created. This thesis discusses the role of the neuro-typical researcher in the creation of this research space. The research is regarded as having been co-produced and the meaning of this is explored. The thesis discusses the nature of participatory research using a spatial understanding. Emancipatory research is said to be based on the social model of disability, where non-disabled researchers are not involved. I have shown that participatory research can also be based on the insights from the social model of disability and achieve the outcomes required for emancipatory research. I have proposed a framework for planning and analysing participatory research. Perhaps the most significant contribution to knowledge is the new way of understanding Asperger’s syndrome proposed by the research which challenges the more traditionally accepted deficit based model.
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Myers, Brooke Karleen. "Formative evaluation of group self-determination/self-advocacy training for adolescents with high functioning autism or Asperger's syndrome." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/17465.
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Over the past two decades, educators have recognized the importance of teaching students with disabilities to be self-determined, socially and emotionally competent individuals who can advocate for themselves. Unfortunately, the majority of students who require explicit instruction in these areas do not receive it. These three areas of instruction are especially important for students with high functioning autism/Asperger’s syndrome (HFA/AS) because exposure to negative encounters with peers and teachers and lack of guidance during the transition from childhood to adulthood has been linked to many long-term risks. The purpose of this study was to assess the utility of a self-determination/self-advocacy (SD/SA) intervention with six adolescents with HFA/AS, using a pretest multiple-posttest design. The intervention consisted of two components – a training phase and a panel phase. During the training phase, participants were taught self-determination, self-advocacy, and social skills that would prepare them for the panel phase of the intervention. During the panel phase, the group participated in six public panel discussions in which they shared their experiences of what it is like to have HFA/AS. Six dependent variables were measured: 1) self-determination skills; 2) self-concept/self-esteem; 3) friendship development and closeness; 4) participant satisfaction; 5) parent satisfaction; and 6) audience satisfaction. The results offer preliminary evidence of an association between the SD/SA group intervention and positive outcomes in all six areas. The results are discussed with reference to contextual information and previous research. Social validity, collateral benefits, limitations, and future directions are also discussed.
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Daves, Maria Margaret. "The impact of an Asperger Syndrome Diagnosis : a phenomenological exploration into the lived experience of Asperger Syndrome." Thesis, Regent's University London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646047.
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This phenomenological research study explores the lived experience of an Asperger syndrome (AS) diagnosis, particularly focusing on the impacts of diagnosis. The proposed sample included seven co-researchers, four women, three men, with lived experiences of an AS diagnosis. Asperger syndrome is a lifelong developmental disability (APA, 1994). Using Colaizzi's phenomenological methodology (1978), a total of twelve themes emerged from the data. These themes are produced in an exhaustive description, this displays the lived experiences of an AS diagnosis. The analysis displayed a total of 12 themes: Impact of diagnosis leading to changes in social and family relationships; Feelings arising from diagnosis; Personal changes through diagnosis; Impact of a diagnosis an inhibiting factor; Personal changes in identity and similarity with others; Feeling arising before diagnosis; Accessibility to Autism services; Feelings arising from child's diagnosis; Impact of child's diagnosis leading to changes in family, social and intimate relationships; Personal changes in identity through a mother and carer role; Uncertainty about future; Lack of psychological & emotional support. The co-researchers reported a change in identity and relationship(s) with others. Coresearchers reported a lack of psychological support provided after the AS diagnosis. This shows an urgent need for psychological therapy among this client group. I propose Counselling Psychologists can fulfil this need and offer a range of support through different means including post-diagnostic follow-ups, counselling (postdiagnosis) and ongoing group support. These findings will be discussed in detail.
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Oswald, Tasha, and Tasha Oswald. "Relations Among Theory of Mind and Executive Function Abilities in Typically Developing Adolescents and Adolescents with Asperger's Syndrome and High Functioning Autism." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12529.
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The aim of the current study was to bring greater clarity to our understanding of the relation between theory of mind (ToM) and executive function (EF), specifically working memory (WM) and inhibitory control (IC), during typical adolescent development and of the specific nature of impairments in ToM and EF in the cognitive profile of individuals with Asperger's Syndrome and High Functioning Autism (AS/HFA). In total, 80 participants, half typically developing (TD) and half with AS/HFA, participated in the study. TD participants were matched to the participants with AS/HFA on chronological age and gender. Participants were tested across two test sessions, approximately one year apart. For Session 1, the TD participants ranged in age from 10.1 to 17.9 years (M = 14.68, SD = 2.05), and the participants with AS/HFA ranged in age from 10.2 to 17.9 years (M = 14.64, SD = 2.19).
I tested the participants on a ToM battery, consisting of an emotional perspective taking measure, the Mind in the Eyes Test, and two cognitive perspective taking measures, the Advanced ToM Vignettes, designed by the researcher, and Happé's Strange Stories. In addition, an EF battery was administered, containing a Reading Span Task, Change Detection Task, and Flanker Task, which assessed verbal WM, visual WM, and IC, respectively.
Firstly, I found that older children and adolescents with AS/HFA, especially the girls with AS/HFA, performed worse on ToM measures tapping cognitive perspective taking relative to TD peers. Secondly, I observed that ToM and EF continue to develop during later childhood and adolescence as part of both typical and atypical development. Thirdly, I found that verbal WM and IC were more strongly associated with ToM in the AS/HFA group, indicating that individuals with AS/HFA may require more executive resources for ToM reasoning.
Based on my results, I suggest that ToM and EF are still developing during later childhood and adolescence in both TD individuals and individuals with AS/HFA, indicating that the brain regions supporting ToM and EF processing are still plastic and can therefore be targeted for intervention.
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Alsakran, Wejdan Abdullah. "Assessment of a new educational programme using emotional understanding and social interaction in children with high-functioning autism." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13902.
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This thesis is concerned with the key areas of social interaction and emotional understanding in children with autism with regard to their development. This study evaluated the effectiveness of a ten sessions long intervention programme with the objective of facilitating the children’s social-emotional understanding, as well as promoting their social skills and interaction with both peers and adults. Two methods of studies were used with 6 children - aged 7 to 11 - who had previously been diagnosed with high-functioning autism. The quasi-experimental study divided the sample into an experimental and control group in order to evaluate the intervention. The second method was a case study involving two children in the experimental group. Both approaches provided evidence of the effectiveness of the intervention programme in enhancing the social and emotional components. The results from the first study showed that the intervention programme was associated with improvements for the children in the experimental group in their overall social-emotional understanding, as well as their social skills and interaction with their peers. Moreover, there was strong agreement between the three sources (parents, teachers and children) about this improvement, which supports the reliability of the outcomes. On the other hand, children from the control group did not improve in the tested areas. The results from the second study revealed the typical description of emotional and social deficits in the two children with high-functioning autism. In each case there were specific aspects to their level of difficulties and the way in which they interacted with their friends and family. The data collected after the intervention supports the hypothesis that children with autism can learn emotional understanding (including empathy), and this was associated with an improvement in their social functioning. The case studies also showed agreement between the parents in their dissatisfaction about the level of support that their children received at school. None of the children had received any type of social training programme particularly aimed at teaching them these specific skills. The two methods of evaluation complemented each other. Although caution should be taken when interpreting the findings, owing to the small sample size, the study suggests that children with high-functioning autism respond well to interventions designed to support their social and emotional understanding.
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McPartland, James C. "Face perception and recognition processes in Asperger syndrome as revealed by patterns of visual attention /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/9157.
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Sandreth, Sherry. "Drinking Water and Autism: Using Spatial Cluster Detection to Explore Patterns of Autism Cases in Lane County, Oregon." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2335.
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Autism Spectrum Disorders (ASD) are a complex array of neurological disorders with a diverse presentation, multiple etiologies, and long-term ramifications. Prevalence of ASD in the United States is about 1 in 50 children as of 2013, making it a significant public health problem. The etiology is not understood, and it is widely accepted that it is multicausal, with genetic and environmental influences. Prior research suggests an association between water source and ASD. Contaminants such as lead, arsenic, mercury, pharmaceuticals and pesticides found in water are associated with developmental disorders suggesting that a systematic review focused on water source was warranted. Following the integrative model of environmental health (IMEH), this study explored the relationship of water source and ASD prevalence among children in Lane County, Oregon. This cross-sectional study utilized retrospective data of 91 open cases in April 2014. The study used chi square and geographical information systems (GIS) aided by cluster analysis to generate risk maps. Investigation of sociodemographic variables allowed comparisons to national data by zip code. Findings indicated no significant relationships or clusters of ASD populations by zip code, and no significant relationships to comorbidities between private or municipal water supplies. The IMEH framework enabled an in-depth data characterization of ASD and underscored the need for additional environmental data and universally standardized comorbidity definitions. Implication for positive social change include recognizing the importance of using social services data in the search for ASD risk factors.
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Sansosti, Frank J. "Using video modeled social stories to increase the social communication skills of children with high functioning autism/asperger's syndrome." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001217.
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Johnson, Beth. "Learning about and living with a diagnosis of Asperger's Syndrome or High-Functioning Autism: A qualitative study in adolescents." Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485029.
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Asperger's Syndrome (AS) is a lifelong developmental disorder that affects numerous aspects of people's lives, particularly social skills associated with understanding and interacting with others. AS is similar to High-Functioning Autism (HFA); clinicians and researchers often consider these concurrently, as here, although there is a greater focus on AS in this paper. Individuals with AS/HFA appear to be at a greater risk of 'psychiatric co-morbidity as they transition from childhood to adulthood. The revie~ :paper considers possible barriers to a successful transition through adolescence such ;as social skills, stigma, bullying and adjustment. The empirical paper presents a qualitative study designed to understand some of these barriers faced by adolescents (aged 12-18) with ASIHFA Results indicate that the participants progress through a process of discovering the meaning of AS/HFA and that this is affected by other issues such as managing the label and experiencing stigma, bullying and difficulties with friendships.
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Mackey, Ellen Alice. "An interpretative phenomenological analysis of the experiences of fathers of adults diagnosed with Asperger's Syndrome or high functioning autism." Thesis, University of Hertfordshire, 2016. http://hdl.handle.net/2299/17188.
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Existing research has started to explore the experiences of the people around children and adults diagnosed with Asperger's Syndrome (AS) and High Functioning Autism (HFA). However, there are very few studies looking at the experiences of fathers, and there are less studies in relation to adults rather than children. This study aims to take an in depth look at the experiences of these fathers in order to start building our knowledge of the experiences of being the father of someone with a diagnosis of AS or HFA. Four fathers of sons and three fathers of daughters with a diagnosis of AS or HFA were interviewed using a semi-structured interview. The experiences of the fathers were explored qualitatively, using Interpretative Phenomenological Analysis. Analysis of the transcripts brought out four superordinate themes for the seven fathers. The first theme: 'The changing role but constant responsibility of being a "Father"' described the fathers' perceptions of their roles and responsibilities towards their child as they have grown up and into the future. The second theme: 'The importance of knowledge and understanding' described the importance the fathers placed on developing their understanding of their child and the need for other people to understand them and their child. The third theme: 'The intense emotional impact' came from the fathers' descriptions of the positive and negative emotional reactions to the challenges their children and families have faced. The final theme: 'The importance of good support' includes the fathers' good and bad experiences of support services and support from family and friends. The results of the analysis are discussed in relation to the existing literature and in terms of what they mean for the clinical practice of people working with fathers of children and adults with AS or HFA. The strengths and limitations of the study are also discussed.