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Dissertations / Theses on the topic 'Autism in children'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Farrant, Annette. "Metamemory in children with autism." Thesis, University of Sheffield, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267107.

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2

Adams, Nena Capitola. "Inhibition in children with autism." Thesis, University of Bristol, 2010. http://hdl.handle.net/1983/9c2f4c7b-fed2-4f79-a4b2-e214d9805a18.

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This thesis aimed to provide an insight into, and account for, the varying levels and patterns of ability across different tests of inhibition in autism. In order to address the effects of the meaningful word stimuli of the classic Stroop task on inhibitory performance of children with autism, Experiment I explored reasons for the unique inhibitory strengths of children with autism on the classic Stroop task. The remainder of the thesis focused on tests of inhibition which do not use meaningful word stimuli and explored potential reasons why these tasks still give rise to conflicting results. A comprehensive investigation of motor versus cognitive inhibition in children with autism, the impact of presentation style and working memory load on inhibitory performance, and the impact of same and different response sets was conducted in Experiments 2-4. Furthermore, the possibility of differential impairment in prepotent response inhibition and resistance to distractor inhibition, including the role of a possible bias to weak central coherence in children with autism on the flanker task, was investigated in the final Experiments 5 and 6. The exploration of the impact on inhibitory performance of motor versus cognitive responses, presentation style, and response set showed that although these factors do not seem to particularly affect children with autism in comparison to controls, they do play a large role in determining the inhibitory performance of all participants. Finally, it was concluded that there is evidence for a differential impairment of prepotent response and resistance to distractor inhibition in children with autism, with children with autism being impaired in resistance to distractor inhibition while maintaining intact prepotent response inhibition.
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3

Abdun-Nur, Roy D. "School for Autism - Responding to Autism." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3836.

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Schools can often be overstimulating environments for children with autism. Creating a space where these children can thrive is what this project explored. The site used for this exploration was the Lewis Ginter Recreation Association on the north end of Richmond, VA. Children with autism have very sensitive needs, so exploring these needs within the context of an educational setting provided for an in-depth journey into the lives of those affected by autism.
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4

Sayers, Nicola Louise. "Stereotyped behaviours in children with autism." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408832.

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5

Richardson, Cathryn. "Dream conceptualisation in children with autism." Thesis, University of Warwick, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275295.

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6

Hauck, Joy Alison. "Hand preference in children with autism." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24668.pdf.

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7

Chan, Man-kuen Sonia. "Communicative intent in children with autism." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37090288.

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8

Rocque, William. "Producing personhood in children with autism." Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3256469.

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9

Heaton, Pamela Florence. "Musical cognition in children with autism." Thesis, Goldsmiths College (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396246.

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10

Whyatt, C. "Motor deficits in children with autism." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546448.

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11

陳文娟 and Man-kuen Sonia Chan. "Communicative intent in children with autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37090288.

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12

Wiggins, Khalyn I. "Spelling Errors in Children with Autism." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3475.

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The goal of this study was to examine the spelling errors of children with Autism Spectrum Disorder (ASD) when asked to spell morphologically complex words. Specifically, this study sought to determine if percent accuracy across morphological areas would be similar to patterns noted in typical developing children, correlate with participant age, and correlate to performance on standardized measures of achievement. Additionally, the study wanted to highlight the types of errors made by children with ASD on homonyms and the specific linguistic patterns noted when spelling derivational and inflectional word types. Participants included 29 children diagnosed with Autism, PDD-NOS, and Asperger’s Disorder, ages 8-15 years. The spelling protocol consisted of 36 words differing in morphological complexity, including homonyms, inflections and derivations. The derivational categories included: no shift, orthographic shift, phonologic shift, and orthographic + phonologic shift words (Carlisle, 2000). Spelling errors were analyzed both quantitatively and qualitatively. The qualitative analysis used a unique coding system, the Phonological, Orthographic, and Morphological Analysis of Spelling (POMAS; Silliman et al., 2006), which identified both the linguistic category of an error, as well as the specific linguistic feature in error. Results indicated that the spelling errors of children with ASD seemed to follow a developmental pattern that was similar to typically developing children (Carlisle, 1988; 2000). To be specific, phonologic and orthographic+phonologic shift categories evidenced significantly more errors than the no shift, orthographic shift, and inflections categories, which were not significantly different from each other. As expected, academic achievement, as measured by letter-word decoding, spelling, and age, were correlated with morphological spelling ability. Findings supported the use of the POMAS as a coding measure sensitive to spelling error patterns found in children with ASD. Several common feature errors emerged including: 1) vowel errors, 2) consonant deletions, 3) letter doubling, 4) derivational suffix errors, and 5) whole word substitutions. Overall, this heterogeneous group of spellers fit into three profiles of spelling ability: 1) competent spelling ability, 2) morphologically challenged spellers, and 3) generally challenged spellers. Hence, qualitative investigations of spelling errors play a crucial part in the characterization of spelling skill in children with ASD.
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13

Pierro, Melissa A. "Vocabulary Comprehension in Children with Autism." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/862.

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An open question in autism research is how to assess language abilities in this population. We investigated language development in monolingual and bilingual children with varying degrees of autism, ages 3 to 9, with the aim of better understanding vocabulary comprehension. Two different methodologies were used: the Receptive One-Word Picture Vocabulary Test (ROWPVT) and eye-tracker technique. We examined whether the eye-tracker could help in the assessment of these children because it does not require the child to point during the test. Four typically developing control children, 14 monolingual English children with moderate/mild autism, and 4 children (2 monolingual English, 2 bilingual Spanish/English) with severe autism were tested and the results of the ROWPVT test were compared to the eye-tracker results. Interestingly, bilingual children with severe autism had better results using eye-tracker than the traditional ROWPVT test. These results suggest that these children know more vocabulary than traditional test measures indicate.
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14

Manning, Catherine. "Motion processing in children with autism." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021701/.

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It has often been reported that individuals with autism process visual motion information atypically. This thesis uses psychophysical methods and a parent-report questionnaire to characterise better the nature of atypical motion processing in children with autism. In Chapter 1, I review the evidence for atypical sensory perception in autism, focusing on the processing of dynamic information. In Chapter 2, I show that children with autism are just as sensitive to speed information as typically developing (TD) children, but have elevated motion coherence thresholds specifically for slow stimuli. In Chapter 3, I analyse questionnaire results which suggest that children with autism have difficulties processing speed-related information in everyday life. In Chapters 4 and 5 I use an equivalent noise direction integration task alongside a standard motion coherence paradigm to determine whether local and/or global factors limit sensitivity to coherent motion information in TD children and children with autism. In Chapter 4, I show that the ability to average motion information drives age-related increases in coherent motion sensitivity in TD children. In Chapter 5, I present the unexpected finding that children with autism have enhanced integration of motion information compared to TD children. In an attempt to resolve discrepant motion coherence findings, I reveal that children with autism are equally susceptible to correspondence noise as TD children in Chapter 6. In Chapter 7, I discuss the importance of these findings within the context of current theoretical accounts, and suggest that we need a more nuanced account of motion processing abilities in autism. In particular, I argue that motion processing in autism may be characterised by increased integration and reduced segregation of signal from noise.
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15

Heaton, Pamela Florence. "Musical cognition in children with autism." Online version, 1998. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.396246.

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16

Bonser, David. "Behavioural fluency for young children with autism /." Access via Murdoch University Digital Thesis Project, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040210.104430.

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17

Nalty, Theresa. "Neurodevelopmental theory of autism /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7583.

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18

Lam, Yan Grace. "Exploring the cluster of cognitive deficits in autism /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20716837.

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19

Landry, Joseph Reginald. "Autism attentional disengagement and its relationship to temperament /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0024/NQ39281.pdf.

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20

Gillott, Alinda. "Anxiety in high functioning children with autism." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/31269.

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High functioning children with autism were compared to two control groups on measures of anxiety and social worries. Comparison control groups consisted of children with expressive language disorder and typically developing children. Each group consisted of 15 children between the ages of 8 and 12 years and were matched for age and gender. Children with autism were found to be most anxious on both measures. High anxiety subscale scores for the autism group were separation anxiety and obsessive-compulsive disorder. Possible explanations for higher levels of anxiety in high functioning children with autism were explored. The groups were compared on measures of theory of mind, recognition and expression of emotion, communication and socialisation. The children with autism performed significantly worse than both control groups on the measure of socialisation. On the measures of theory of mind, recognition of emotion and communication skills, however, the children with autism did as well as children with expressive language disorder. Impairments in social abilities are, therefore, highlighted as possible factors contributing to anxiety in high functioning children with autism. Social anxiety was also found to correlate negatively with communication ability for the autism group. This is the first study to provide quantitative data on anxiety in children with autism. These findings are discussed within the context of theories of autism and anxiety in the general population of children. The clinical implications of these findings are also noted and suggestions for future research are made.
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21

au, drbonser@starwon com, and David John Bonser. "Behavioural fluency for young children with autism." Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040210.104430.

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Fluency is functionally defined by: skill retention after a period without practice; skill endurance over longer intervals than encountered during practice; skill stability in the face of distraction; a performance that can be effortlessly applied to new environments; and a skill that adduces easily with other skills to form new repertoires (RESAA). Precision Teachers have found that fluency can be promoted by building the frequency of an accurate response to high rates. Young children with autism often fail to achieve RESAA outcomes from accuracy-based discrete trial training and may benefit from frequency-building instruction. However, a lack of published empirical support has meant that many behavioural educators have resisted adopting these strategies. The purpose of the current study was to determine if frequency-building procedures will promote the fluent skill development of tasks encountered on many early intervention programs for 12 young children with autism. The data showed that imitation, line tracing, drawing, simple addition, and phoneme reading skills taught to young children with autism achieved RESAA outcomes and responded to frequency building procedures in ways that were consistent with non-autistic populations. Secondly, frequency-building imitation to a rate-based fluency aim produced far greater gains on measures of generalised, imitation than using discrete trial training to an accuracy-based mastery criterion alone. Thirdly, increases in the rate of performance under frequency-building conditions positively predicted increases in the quality and quantity of applications, adductions, and skill generalisation for most skills. Fourthly, more exemplars are preferable to few during frequency-building practice. Fifthly, gross motor imitation, a controlled-operant task by definition, was modified and practiced to rates high enough to achieve RESAA criteria. Finally, discrete trial training was as effective as frequency-building when matched for reinforcement and practice, however was less efficient and rated less enjoyable by 5 children without developmental disabilities. The findings were consistent with behavioural fluency predictions and support the inclusion of frequency building strategies to promote skill fluency for young children with autism.
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22

Gray, Kylie M. (Kylie Megan) 1971. "Identifying autism in infants and young children." Monash University, Dept. of Psychological Medicine, 2002. http://arrow.monash.edu.au/hdl/1959.1/7971.

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23

Bonser, David John. "Behavioural fluency for young children with autism." Bonser, David John (2002) Behavioural fluency for young children with autism. Masters by Research thesis, Murdoch University, 2002. http://researchrepository.murdoch.edu.au/412/.

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Fluency is functionally defined by: skill retention after a period without practice; skill endurance over longer intervals than encountered during practice; skill stability in the face of distraction; a performance that can be effortlessly applied to new environments; and a skill that adduces easily with other skills to form new repertoires (RESAA). Precision Teachers have found that fluency can be promoted by building the frequency of an accurate response to high rates. Young children with autism often fail to achieve RESAA outcomes from accuracy-based discrete trial training and may benefit from frequency-building instruction. However, a lack of published empirical support has meant that many behavioural educators have resisted adopting these strategies. The purpose of the current study was to determine if frequency-building procedures will promote the fluent skill development of tasks encountered on many early intervention programs for 12 young children with autism. The data showed that imitation, line tracing, drawing, simple addition, and phoneme reading skills taught to young children with autism achieved RESAA outcomes and responded to frequency building procedures in ways that were consistent with non-autistic populations. Secondly, frequency-building imitation to a rate-based fluency aim produced far greater gains on measures of generalised, imitation than using discrete trial training to an accuracy-based mastery criterion alone. Thirdly, increases in the rate of performance under frequency-building conditions positively predicted increases in the quality and quantity of applications, adductions, and skill generalisation for most skills. Fourthly, more exemplars are preferable to few during frequency-building practice. Fifthly, gross motor imitation, a controlled-operant task by definition, was modified and practiced to rates high enough to achieve RESAA criteria. Finally, discrete trial training was as effective as frequency-building when matched for reinforcement and practice, however was less efficient and rated less enjoyable by 5 children without developmental disabilities. The findings were consistent with behavioural fluency predictions and support the inclusion of frequency building strategies to promote skill fluency for young children with autism.
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24

Yang, Susan Ker-Tong. "Narrative abilities in bilingual children with autism." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33975.

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Storytelling requires the integration of cognitive, linguistic, and sociocultural knowledge, and because autism undercuts competence in each of these domains, narratives provide a valuable means to investigate the nature of such deficits in autism. This is the first study on narrative abilities in bilingual children with autism, which will contribute to our knowledge of language development and the effects of bilingualism in this population. The study compares the narrative abilities of 13 monolingual English children with autism, 10 bilingual Mandarin-English children with autism, and 9 typically-developing bilingual Mandarin-English children matched on nonverbal intelligence and language ability. All children were asked to tell a story based on the wordless picture book, Frog, Where are You? (Mayer, 1969), and the bilingual children were asked to generate a story in both languages. The narratives were analyzed according to their global structure, local linguistic structure, and the child’s ability to provide evaluative comments. Comparisons between the monolingual children with autism and bilingual children with autism revealed no group differences, suggesting that bilingualism is not likely to have a negative effect on language development in children with autism. Comparisons between the two bilingual groups on the global structure revealed that bilingual children with autism included fewer story episodes and fewer types of orientation. However, both groups were able to grasp the theme of the story. With regard to the local structure, bilingual children with autism told stories of similar length, but employed less complex syntax and fewer types of conjunction, and also made more reference errors than their typically developing peers. Finally, the two groups did not differ significantly on the evaluative aspects of narratives. Results of this study demonstrated that bilingual children with autism did find certain aspects of narrative challenging, but their performance was comparable to that of monolingual children with autism, suggesting that bilingualism does not further impede language development in this population and that verbal children with autism have the capacity to be bilingual.
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25

Wojcik, Dominika Zofia. "Metamemory in children with autism spectrum disorder." Thesis, University of Leeds, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574625.

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ASD is a neurodevelopmental disorder which primarily affects social interaction and communication. However, a growing literature has also identified some episodic memory difficulties in this group (e.g.: free recall, autobiographical memory, recollection). A plausible reason ·for this is that people with ASD lack the metacognitive mechanisms necessary for efficient memory. Hitherto, few studies have assessed metamemory (awareness of one's own memory) in ASD. The novelty of the current thesis was thus to compare performance of children with ASD to typically developing children on metacognitive monitoring (estimation of future memory performance) and control (manipulation of memory strategies) as well as metamemory knowledge about the variables affecting memory in online memory tasks. To investigate monitoring; global (judgment-of-Iearning & judgments-of-confidence) and item-by- item (judgments-of-Iearning & feeling-of-knowing) metacognitive judgments were used. Control was explored using recall readiness paradigm. The usage offeedback from monitoring to apply memory strategies (study time allocation & item selection) was further investigated. No group differences were found neither on global (Experiment 3.1, 3.2 & 4.2) nor item-by- item (Experiment 4.1 & 4.3) metacognitive monitoring at encoding (Judgment-of-Iearning). '. ' .. ~ However, the ASD group showed deficits in monitoring at retrieval (Feeling-of-knowing) in an episodic (but not a semantic) task. Children with ASD were also unimpaired on measure of control (Experiment 4.2) and on responding to feedback from monitoring (Experiment 4.3). Finally, the results showed spared knowledge in this clinical group regarding the effects of different learning conditions, such as self-enactment (Chapter 3), varying study time and item difficulty (Chapter 4). Overall the current thesis showed very specific metacognitve difficulties in ASD. These deficits are discussed in terms of mnemonic cues that these children can and cannot use to form their judgments. The involvement of retrieval of partial information (potentially reliant on recollection) and cues regarding the self are proposed as potential causes of these monitoring difficulties .
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26

Shea, Kathleen. "Video calling with nonverbal children with autism." Thesis, University of Bridgeport, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3667421.

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Twenty five percent of individuals diagnosed with autism are nonverbal and need to learn to communicate using alternative means (National Research Council, 2001) in order to build functional spontaneous communication. Joint attention behaviors are critical for communication development (Mundy & Newell, 2007). This study introduces a video calling intervention to target the joint attention behaviors, eye gaze, verbalization and gestures. The purpose of this study was to discover what relationship exists between video calling and joint attention in nonverbal children with autism and to explore the perspectives of parents and their communication interaction with the child. This case study of two children is a quantitative ABA withdrawal design and a qualitative narrative design. The ABA design uses seven-inch Prestige 7 Connect tablets and Skype, video calling software program to communicate during game, reading and discussion activities. Observing and recording procedures were used to collect the data and visual analysis was conducted using graphs, tables. The narrative design used parent interviews and questionnaires to build themes. The findings indicate that video calling had a positive impact on eye gaze and verbalization behaviors during discussion and game activities. From the narrative analysis emerged a theme of engagement and focus. The conclusions indicate that video calling has impact on some joint attention behaviors and increases engagement in nonverbal children with autism. Implications for this study include using video calling in the classroom for peer interactions and skill building. Further study is needed to increase the generalizability of these findings.

Keywords: joint attention, video calling, nonverbal, autism, engagement

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27

King, Chelsey. "Therapeutic schoolyard: design for children with autism." Kansas State University, 2012. http://hdl.handle.net/2097/13657.

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Master of Landscape Architecture
Department of Landscape Architecture/Regional and Community Planning
Mary Catherine (Katie) Kingery-Page
It is estimated by the Center for Disease Control and Prevention that approximately 1 in every 88 children are diagnosed with some level of autism or various degrees of Pervasive Developmental Disorders (2012). Pervasive Developmental Disorders are commonly referred to as Autism Spectrum Disorders (and hereafter referred to as autism). Many children with autism have difficulty communicating, must cope with their disorder, and may need special considerations in the classroom. Needs of children with autism vary from child to child, but they all can benefit from environments that are designed with awareness of challenges and characteristics associated with autism. Schoolyards commonly contain asphalt, turf, and traditional play structures that do not take into consideration the needs of children with mental or physical disabilities. However, schoolyards can be designed to provide therapeutic benefits on these children without segregating them from the larger school community. In order to understand how a schoolyard might be designed as a therapeutic environment for children with autism the challenges, needs, and common therapies for children with autism must be understood. The characteristics of therapeutic landscapes for children must be considered in addition. After examining both therapeutic landscapes and the many facets of autism, the researcher applied lessons learned to the design of a schoolyard master plan for Amanda Arnold Elementary School in Manhattan, Kansas.
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28

Degli, Espinosa Francesca. "Verbal behaviour development for children with autism." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/197233/.

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The utility of functional accounts of language development in establishing the emergence of generalised verbal behaviour in children with autism was evaluated through a programme of research that also investigated ways in which interactions between speaker and listener behaviour can be manipulated to maximise the effectiveness of language-based interventions. Firstly, the Early Behavioural Intervention Curriculum (EBIC) was developed as a comprehensive framework for delivering Early Intensive Behavioural Intervention (EIBI) to children with autism. Secondly, the effectiveness of the EBIC was evaluated through analysis of process data collected during the Southampton Childhood Autism Project (SCAmP). Two subsequent studies provided further controlled investigation of the emergence of naming at the single-word level, the first in vocal children with autism, and the second in non-vocal children with autism who sign. Lastly, research was carried out to evaluate teaching procedures developed to establish complex conditional discriminations in children with autism on the basis of joint control by two types of speaker behaviour. Overall, findings reported indicate that the EBIC provides an effective framework for EIBI in autism, that theoretical accounts of naming and joint control provide a practical basis for developing effective procedures for teaching verbal behaviour to children with autism, and that functional accounts of language development provide effective means of establishing both generalised verbal behaviour and other key life skills in children with autism
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29

Deshmukh, Richa. "Motor Speech Characteristics of Children with Autism." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337956015.

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30

Cramer, Heather. "Teaching Children with Autism Three Different Questions." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4427/.

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Children with autism often exhibit deficits in question-asking. This study replicated and extended Williams, Donley, and Keller.s (2000) training package: a modeling and reinforcement procedure to teach the use of 3 different questions about hidden objects. Two boys, aged 13 and 12, with primary diagnoses of autism, participated. A multiple baseline design across questions was used. Both children learned to ask all three questions: .What.s that?. .Can I see (item name)?. and .Can I have (item name)?. Question-asking generalized to novel locations, people, and stimulus materials with minimal additional training. These results support the efficacy of this training package as an efficient way to teach children with autism to ask questions about objects in their environment.
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31

Gower, Michael W. "Improving social skills in children with autism." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009m/gower.pdf.

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32

Bonser, David J. "Behavioural fluency for young children with autism." Thesis, Bonser, David J. (2002) Behavioural fluency for young children with autism. PhD thesis, Murdoch University, 2002. https://researchrepository.murdoch.edu.au/id/eprint/412/.

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Fluency is functionally defined by: skill retention after a period without practice; skill endurance over longer intervals than encountered during practice; skill stability in the face of distraction; a performance that can be effortlessly applied to new environments; and a skill that adduces easily with other skills to form new repertoires (RESAA). Precision Teachers have found that fluency can be promoted by building the frequency of an accurate response to high rates. Young children with autism often fail to achieve RESAA outcomes from accuracy-based discrete trial training and may benefit from frequency-building instruction. However, a lack of published empirical support has meant that many behavioural educators have resisted adopting these strategies. The purpose of the current study was to determine if frequency-building procedures will promote the fluent skill development of tasks encountered on many early intervention programs for 12 young children with autism. The data showed that imitation, line tracing, drawing, simple addition, and phoneme reading skills taught to young children with autism achieved RESAA outcomes and responded to frequency building procedures in ways that were consistent with non-autistic populations. Secondly, frequency-building imitation to a rate-based fluency aim produced far greater gains on measures of generalised, imitation than using discrete trial training to an accuracy-based mastery criterion alone. Thirdly, increases in the rate of performance under frequency-building conditions positively predicted increases in the quality and quantity of applications, adductions, and skill generalisation for most skills. Fourthly, more exemplars are preferable to few during frequency-building practice. Fifthly, gross motor imitation, a controlled-operant task by definition, was modified and practiced to rates high enough to achieve RESAA criteria. Finally, discrete trial training was as effective as frequency-building when matched for reinforcement and practice, however was less efficient and rated less enjoyable by 5 children without developmental disabilities. The findings were consistent with behavioural fluency predictions and support the inclusion of frequency building strategies to promote skill fluency for young children with autism.
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33

Wimpory, Dawn. "Social engagement in preschool children with autism." Thesis, Bangor University, 1995. https://research.bangor.ac.uk/portal/en/theses/social-engagement-in-preschool-children-with-autism(4be20cc2-280e-43ba-afe1-ff06ac4c7807).html.

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The nature of social engagement deficits in children with autism were explored through a series of linked studies. Guiding questions were as follows: i) Are the social deficits present in infancy?, ii) What strategies of adult-child communication facilitate social engagement in preschoolers? and iii) What are the long term effects of musically enhancing these strategies? To address the first question, an interview schedule (the Detection of Autism by Infant Sociability Interview, DAISI) was developed. It was retrospectively employed with parents of children with autism, and parents of learning disabled children without autism as a control group. This revealed social engagement deficits in eye-contact, gestural body-language and interactive babbling, before 24 months. None of these was attributable to learning disability. A subsequent study searched for clinical equivalents of the "scaffolding" role played by parents enhancing their normal infants' social and communicative performance. Videorecorded observations of clinicians and preschoolers with autism during one-to-one play-based assessments were analysed using an observation schedule developed for this study:- Coding of Active Sociability in Preschoolers with Autism (CASPA). This revealed relationships between clinical strategies and episodes of social engagement which confirmed and extended previous research. Facilitative strategies included musical-motoric activities together with self-repetitive communicative turns and/or turns that followed the child's focus of attention. Single case studies were then employed to evaluate clinical interventions (Musical Interaction Therapy) based around the facilitators of social engagement identified by CASPA. Onset of therapy was followed by improvements in social engagement related skills which were sustained for over a year after therapy. The emergence of child acts of teasing and pretend play during and following the period of Musical Interaction Therapy extended beyond the empirical findings of previous interventions. Theories of development in autism were discussed in the light of data from these studies.
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34

Petalas, Michael Anthony. "Siblings of children with autism spectrum disorder." Thesis, Bangor University, 2009. https://research.bangor.ac.uk/portal/en/theses/siblings-of-children-with-autism-spectrum-disorder(433e6208-c6e9-4767-b48e-7d083c69f5af).html.

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Werner, Elizabeth. "Families, children with autism and everyday occupations." Diss., NSUWorks, 2000. https://nsuworks.nova.edu/hpd_ot_student_dissertations/28.

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Joseph, Shari. "Similar detection patterns between children with autism and typically developing children." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85016.

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Children with and without autism were evaluated on two change detection tasks that entailed responding to 2 side-by-side images that were displayed on a computer screen. In Experiment 1, a distracter object that remained unchanged was displayed next to a target object that changed in 1 of 3 ways, a global position change, a color change, or a local deletion change. The stimuli consisted of photographs and drawings that were presented at blank intervals of either 50 or 250 ms. In Experiment 2, color and deletion changes were compared in photographs of objects and people. Children with autism were expected to demonstrate enhanced change detection across both experiments, as well as better detection of local than global changes, and superior processing of changes to objects compared to people. Across tasks, both groups performed comparably in change detection ability. Children with autism did not demonstrate enhanced visual detection, and evidenced similar patterns of visual discrimination compared to typically developing children. They also exhibited similar processing of changes to objects and people. Age was positively associated with improvements in change detection among both groups of children.
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Almutairi, Masooma. "Mothers of children with autism: The relationship between knowledge of autism and stress." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2590.

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Intervention programs for parents with children with autism seek to increase their knowledge of autism and decrease their levels of parenting stress. Prior research has not addressed this relationship. The present research had as its main focus the relationships between levels of stress of mothers of children with autism and maternal knowledge of autism, the age of the child, and the functioning level of the child. The level of maternal stress was assessed using the Parental Stress Instrument (PSI). Maternal knowledge of autism was assessed by the Parental Knowledge Index (PKI) developed by the investigator. A demographic questionnaire was used to obtain information on factors such as the functioning level of the child as well as the age of the mother, the age of child with autism, the date of diagnosis, the presence of other children at home, and years of parental education related to autism. Participants included 40 mothers of young children (1–8 years of age) from diverse SES and ethnic backgrounds. The mothers attended meetings at a family support center for autism. The analyses indicated (a) a significant negative correlation between the age of the child with autism and the severity of maternal stress; (b) a significant negative correlation between the level of maternal knowledge of autism and the functioning level of the child; (c) a non-significant correlation between the level of maternal stress and the functioning level of the child; (d) a non-significant correlation between the level of maternal knowledge of autism and the age of the child; and (e) a non-significant correlation between the level of maternal knowledge of autism and the level of maternal stress. The lack of a relationship between the level of maternal knowledge of autism and maternal stress is discussed in terms of possible inadequacies in the PSI, PKI, or both, or to limitations due to the limited number of participants. One implication based on the relationship between the child's age and the mother's level of stress is the possibility of designing educational programs with experiential sessions involving the mother and her child which attempt to equip them with adequate levels of “accelerated experiences.” A second implication is that it may be preferable to develop two separate intervention programs, one for parents of younger children and one for parents of older ones in order to address the unique needs of each group.
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Boggs, Teresa. "Autism Strand: Promoting Communication and Interaction Skills in Children with Autism Spectrum Disorder." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/1514.

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Tarabek, Jessica. "Relationship satisfaction and mental health of parents of children with autism: A comparison of autism, ADHD, and normative children." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/31236.

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This research compares the relationship satisfaction and mental health of parents of children diagnosed with Autism or Autism Spectrum Disorders (ASD) to parents of children with Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD) and parents of normative children. The analytical sample was obtained from the 2007 National Survey of Childrenâ s Health, and ANOVA statistical procedures were used to analyze the data. Results indicate that significant differences exist in relationship satisfaction and mental health between mothers of children with Autism or ASD and mothers of either children with ADHD or ADD or normative children. No significant differences were found between fathers. Implications for clinicians working with this population, as well as suggestions for future research are discussed.
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Femia, Lisa Ann. "Analyses of parent and teacher responses on the Stress Survey Schedule for children with autism spectrum disorders /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3276982.

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Poe, Susannah Grimm. "Prognostic factors for treatment outcome in young children with autism." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1638.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains v, 145 p. : ill. Includes abstract. Includes bibliographical references (p. 91-98).
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Hutton, Adam M. "Autism and its Effects on the Family." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/HuttonAM2002.pdf.

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Etti, Lysette Nana, and Kathleen Patrice Holsey. "Late diagnosis of autism among African American children." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3342.

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Peters, Audrey C. "Autism and Occupational Therapy: Effects of Proprioceptive Interventions on Behaviors in Children with Autism." Ohio University Honors Tutorial College / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1619105117255219.

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Hanson, Laura K. "Episodic Foresight in Typically-Developing Children and Children with Autism Spectrum Disorder." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26094.

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The capacity to mentally project the self into the future or, what has recently been termed “episodic foresight” is an emerging topic of study in developmental psychology. The aim of this dissertation was to review available research on this topic and explore its development in two groups of children: typically-developing preschoolers and children with autism spectrum disorder (ASD). This dissertation had two main goals. The first goal was to explore whether tasks thought to measure episodic foresight in children are related and whether, as has been hypothesized, they were related to theory of mind (ToM) and executive function (EF). Study 1 showed that after controlling for age and language ability, episodic foresight tasks were not intercorrelated, nor were they individually related to ToM or EF tasks. Importantly, however, an episodic foresight composite score was related to several EF tasks. Specifically, the results suggested a significant relation between episodic foresight and inhibitory control. The second goal of this dissertation was to explore the development of episodic foresight in children with ASD. Specifically, I tested whether children with ASD would perform more poorly on a series of episodic foresight tasks than a mental-age matched group of typically-developing children. Study 2 revealed significant group differences on several episodic foresight tasks, suggesting that children with ASD showed impairments in thinking about themselves in the future. These results are a timely contribution to the research on episodic foresight and will hopefully aid in the further development of tasks that adequately measure this important cognitive ability in children.
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Hui, Lai-hing. "Can autism be screened using Chinese CHAT in Hong Kong?" Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31971039.

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Mattson, Jennifer Gillis. "Social development in children with autism spectrum disorders the influence of arousal, attention, and imitation /." Diss., Online access via UMI:, 2006.

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Glossop, Victoria. "An investigation of empathy in children with autism." Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442808.

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Deprey, Lesley J. "Prognostic factors in children with autism, an exploration." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38578.pdf.

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Griffin, R. "Early social understanding in preschool children with autism." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599706.

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This thesis explores early-emerging components of social cognition in preschool children with autism. The autism group (ASC) is compared to a language delayed group and a typically developing group. The groups are matched on chronological age and non-verbal mental age. Mean ages ranged from 35.2 to 37.8 months. The first set of experiments examines the processing of biological and goal-directed motion patterns, using animated geometric shapes as stimuli. The second set of experiments investigates the processing of information from faces, including emotional referencing, prototype discrimination and gaze cueing. The prevalence of repetitive and ritualistic behaviour is also investigated. Results indicate that preschool children with ASC show intact processing of biological/purposive motion patterns and are not merely sensitive to lower-level properties such as contingent interaction of self-propelled movement. However, a bias toward perceptual-level encoding and local processing may interfere with the prediction of goal-directed motion in some instances. Results from the three experiments on face and emotion processing suggest that preschool children with ASC do not use emotional expressions as a source of information even though they are able to discriminate between prototypical expressions of emotion and impose similar categorical boundaries as controls. The results from gaze cueing study indicate abnormalities in the processing of eyes. The prevalence of repetitive and ritualistic behaviour does not appear to clearly distinguish preschool children with ASC from controls. A close analysis of the individuals from the ASC group within and across tasks suggests that the experiments are tapping specialised mechanisms and that impaired sensitivity to context and shallow processing of eyes are common in young children with Autism. An alternative framework for investigating the development of ‘theory of mind’ is introduced.
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