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Urbach, Jonathan Aaron. "Autism or autisms? The clinical manifestations and classification of autism spectrum disorders." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12660.
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Thesis (M.A.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.Individuals with Autism Spectrum Disorders (autistic disorder, Asperger's disorder, childhood disintegrative disorder, and pervasive developmental disorder - not otherwise specified) are a very heterogeneous group. The disorders on the spectrum are behaviorally defined (according to the American Psychiatric Association's Diagnostic and Statistical Manual-IV, Text Revision) with specific behaviors falling within categories. For autistic disorder, the categories reflect the core deficits of social interaction, communication, and restricted or repetitive behaviors or interests ("CDC- Autism Spectrum Disorder (ASDs)- NCBDDD," n.d.). The behaviors that fall within these categories have been carefully researched and described in order to allow for uniformity in diagnosis and the discussion of causality in research. The diagnosis of Autism Spectrum Disorders (ASD) relies on established thresholds within these categories, with the clinician responsible for characterizing and counting the number of behaviors that are present and in which category they fall. Other associated symptoms (low IQ, language impairments, epilepsy, and others) are often present, and while not diagnostic of ASD, can contribute much to the phenotypic heterogeneity. As a result, individuals who exhibit different behavioral symptoms might be diagnostically indistinguishable. This thesis is intended to be a critical review of the current state of autism research. In the different sections (Phenotype, Epidemiology, Genetics, Cellular/Molecular Mechanisms, Neural Circuits, and Therapeutics), the discussion is focused on what has been firmly established in the field. In many cases, what is known about autism leads to a better understanding of how to subdivide the population. Genetics, for instance, can divide autism into syndromic or idiopathic cases (those associated with a comorbid genetic condition such as Rett's Syndrome or Fragile X and those that have no apparent genetic etiology, respectively). Epidemiology research has shown that a host of chemical, social, and emotional exposures are correlated with varied risks of developing autism (leading to possible distinctions between autism caused by teratogens or autism caused by other mechanisms). Molecular research has revealed a subset of autistic individuals who have various causes of synaptic dysfunction, and within this group there have been certain proteins implicated, offering additional points of differentiation between individuals. The study of therapeutics, however, has largely left the population as a whole in research. As a result, the comparisons (based on mean differences between controls and ASD subjects) are not fine-grained enough to show benefits within certain subgroups of ASD individuals. What the research shows is that the autism spectrum can (and should) be subdivided. Establishing multiple well-defined "autisms" allows for much more targeted research. The first step is creating clear boundaries to the spectrum, and the proposed revisions to the Fifth Edition of the Diagnostic and Statistical Manual is intended to do just this (collapsing the spectrum disorders into one diagnosis with a streamlined set of common behavioral features). The answer to the "autism or autisms?" questions is both: once the spectrum is clearly distinguished from the non-spectrum, research will establish the points at which autism should be subdivided. Homogeneous subgroups (however they are defined) will allow for more robust study of the underlying pathophysiology and possible treatment options.
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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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Boyaci, Aynur. "Autism." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32722.
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Studien visar att autistiska barn behöver hjälp med att förstå sin värld och bli förstådda därför är pedagogers arbete och förhållningsätt grundläggande. Pedagogerna hade skapat ett trygg och tydlig miljö som var betydande för eleverna, här har varje elev ett eget schema med fasta strukturer och rutiner. En pedagog ska kunna agera, analysera, strukturera, visualisera och framförallt respektera och ha tålamod när man arbetar. Pedagogerna och skolledaren är ense om att skolan är en möte plats för alla samt att varje barn har rätt till att påverka sin undervisning och känna gemenskap i skolan.
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Girardi, Ana Cristina De Sanctis. "Transtornos do espectro autista em pacientes com a pré-mutação do gene FMR1." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/41/41136/tde-15052018-092019/.
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Os transtornos do espectro autista (TEA) são caracterizados por dificuldades na interação social e na comunicação, interesses restritos e comportamentos estereotipados. Trata-se de doença complexa, podendo estar relacionada a fatores ambientais, genéticos ou a ambos. A heterogeneidade genética dos TEA pode ser explicada pela presença de variantes raras patogênicas únicas (modelo monogênico) bem como pela combinação de alelos raros (modelo oligogênico) ou ainda pela combinação de alelos comuns de baixo risco (poligênicos). Há um esforço mundial na tentativa de se identificar variantes que conferem risco e, nos últimos anos, a identificação de variantes raras tem sido mais bem sucedida. As estimativas indicam que 10% dos indivíduos dentro do espectro do autismo possuem uma síndrome de padrão de herança mendeliana dentre elas a síndrome do cromossomo X frágil cujo mecanismo molecular se explica pela mutação completa no gene FMR1. A partir dos anos 2000 aproximadamente, alguns trabalhos na literatura sugeriram que a pré-mutação do gene FMR1, associada à síndrome do tremor e ataxia e a insuficiência ovariana primária associada ao X frágil (FXTAS e FXPOI), pudesse estar relacionada ao TEA. Essa ligação, no entanto é incerta, sendo por isso, o foco deste trabalho. Para tanto, foi realizada uma revisão bibliográfica buscando dados na literatura que comparassem pacientes portadores da pré-mutação com controles quanto à manifestação dos TEA. Foi levantada a frequência de portadores da pré- mutação no gene FMR1 entre 1056 probandos do grupo de pesquisas em transtornos do espectro autista do Centro de Pesquisas sobre o Genoma Humano e Células Tronco. Nesses pacientes foram também realizados exames complementares. Efetuou-se também um levantamento de eventuais casos de TEA entre os portadores da pré-mutação em outra casuística, composta de famílias de afetados pela síndrome do X frágil, no laboratório de genética humana do Departamento de Biologia Evolutiva - Instituto de Biociências - USP O primeiro levantamento revelou uma frequência de 0.19% de pré-mutados na casuística composta por pacientes com TEA (2:1055), semelhante à da população em geral. O segundo levantamento não revelou nenhum paciente com TEA entre os pré- mutados. Além disso, os dois pacientes pré-mutados na primeira casuística são portadores de uma CNV patogênica. Este estudo não apóia, portanto, uma relação causal entre TEA e a pré-mutação do gene FMR1Autism spectrum disorders (ASDs) are characterized by impairments in social interaction and comunication as well as restricted interests and stereotyped behaviors. ASD is a complex disease that may be related to environmental factors, genetic factors or both. Genetic heterogeneity in ASD may be explained by rare pathogenic variants (monogenic model), by a combination of rare alleles (oligogenic model) or by other combinations of low-impact common alleles (polygenic model). Researchers are working to identify risk variants and have been more successful in finding rare variants in recent years. Monogenic disorders (Mendelian disorders), such as fragile X syndrome, are found in 10% of ASD patients. Fragile X syndrome is caused by full mutation in the FMR1 gene and account for a fraction of ASD cases. FMR1 premutation is related to two different conditions: fragile X-associated tremor/ataxia syndrome (FRAXTAS) and fragile X-associated primary ovarian insufficiency (FXPOI). In the last two decades some researchers have associated premutation with behavior problems. However the association between premutation and ASD remains unclear and thus it was the focus of this investigation. This study includes an extensive review of articles that compare ASD manifestations in premutation carriers and controls. The study also estimated the premutation frequency in 1056 male patients from the ASD cohort at the Human Genome and Stem Cell Research Center. Complementary tests were performed on these patients to rule out any other genetic alterations that could explain clinical presentations of ASD. Moreover, a survey was performed of possible ASD cases among premutation males from fragile X families in the database of the Human Genetics Laboratory at the Biology Department of the Biosciences Institute. A frequency of 0.19% of premutation carriers was detected in the sample of ASD patients(2:1055), which is similar to the general population. No ASD patients were detected among the premutated males. Furthermore the two pre-mutated patients in the first sample harbored a pathogenic CNV. Therefore this study do not support an association between the FMR1 premutation and ASD
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Mick, Katherine A. Dorr Darwin A. "Diagnosing autism comparison of the childhood autism rating scale (CARS) and the autism diagnostic observation schedule (ADOS) /." Diss., Click here for available full-text of this thesis, 2005. http://library.wichita.edu/digitallibrary/etd/2005/d001.pdf.
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Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences."July 2005." Title from PDF title page (viewed on February 1, 2007). Thesis adviser: Darwin Dorr. Includes bibliographic references (leaves 56-63).
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Ming, Joy Carol. "#Autism Versus 299.0: Topic Model Exploration of Multimodal Autism Data." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:14398542.
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Though prevalence and awareness for Autism Spectrum Disorder (ASD) has steadily increased, a true understanding is hard to reach because of the behavior-based nature of the diagnosis and the heterogeneity of its manifestations. Parents and caregivers often informally discuss symptoms and behaviors they observe from their children with autism through online medical forums, contrasting the more traditional and structured text of electronic medical records collected by doctors. We modify an anchor word driven topic model algorithm originally proposed by Arora et al. (2012a) to elicit and compare the medical concept topics, or “themes” from both modes of data: the novel data set of posts from autism-specific online medical forums and electronic medical records. We present methods to extract relevant medical concepts from colloquially written forum posts through the use of choice sections of the consumer health vocabulary and other filtering techniques. In order to account for the sparsity of concept data, we propose and evaluate a more robust approach to selecting anchor words that takes into account variance and inclusivity. This approach that combines concept and anchor words selection seeds the discussion about how unstructured text can influence and expand understanding of the enigmatic disorder, autism, and how these methods can be applied to similar sources of texts to solve other problems.
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Mas, Natalie Andrade. "Transtorno do espectro autista-história da construção de um diagnóstico." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/47/47133/tde-26102018-191739/.
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A presente pesquisa tem como objetivo investigar o percurso histórico da classificação psiquiátrica Transtorno do Espectro Autista (TEA). Os deslizamentos taxonômicos desde sua primeira forma, o Autismo Precoce, nas cinco versões de um dos principais sistemas de classificação psiquiátricas utilizados no Brasil, o Manual Diagnóstico e Estatístico de Transtornos Mentais (DSM), trouxeram impactos socioeconômicos, éticos e políticos que merecem ser observados com cautela. Essa nova forma de diagnosticar o autismo não se mostrou nada sutil, uma vez que se trata de uma categoria nosográfica muito abrangente e que trouxe consigo uma epidemia de diagnósticos de TEA. Para alcançar esse objetivo, foram utilizadas as pesquisas bibliográfica e documental. Na discussão final, propomos, com base na investigação realizada, um olhar crítico para a comodificação da psicopatologia denominada TEAThe purpose of this research is to investigate the historical path of the Autism Spectrum Disorder (ASD) psychiatric classification. The nomenclature changes since its initial form, Autism Infantile, contained in the five versions of one of the main psychiatric classification systems used in Brazil, the Diagnostic and Statistical Manual of Mental Disorders (DSM) have generated socio-economic, ethical and political impacts that need be carefully analyzed. This new method of diagnosing autism has proven to be not subtle at all, since it pertains to a very comprehensive nosographic category and which gave rise to an epidemic of ASD diagnoses. In order to meet such purpose, we used bibliographic and documentary researches. In the final discussion we propose, from the investigation conducted, a critical analysis on the commodification of the psychopathology referred to as ASD
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Vila, Borrellas Elisabet. "Comprehension of Yes/No- and Wh-questions Across Autism Spectrum Conditions." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/671144.
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Understanding questions is key for successful communication. Although deficits in communication are the hallmark of Autism Spectrum Conditions (ASC), how both yes/no-questions and wh-questions are understood by children with ASC has been poorly investigated in Spanish. Nevertheless, questions play an important role in ASC diagnostic tests and neurocognitive assessments. Although there is a widespread assumption of visual support easing linguistic production and comprehension, it has not been extensively investigated in question comprehension research.
The aim of this thesis is to contribute to a more comprehensive picture of language impairments in ASC by targeting questions as a specific and neglected dimension of language in ASC. Specific research questions concern the impact of syntactic differences in question type, syntactic complexity and other linguistic, cognitive and age factors on question comprehension. Finally, the role of visual support as a facilitator of question comprehension is investigated.
34 children with ASC–ID (autism without intellectual disability, mean age = 9.99) were recruited and matched on VMA (verbal mental age) with 34 TD (typically developing) participants (mean age = 8.85). 14 individuals with ASC+ID (autism with intellectual disability, mean age = 12.95) were also recruited. These were compared to 7
ID (intellectual disability) participants without ASC (mean age = 12.86). The task design of the experiment used narratives to control the context in which yes/no-questions and different types of wh-questions (namely wh-questions in simple and complex sentences, long-distance wh-questions in complex sentences and local wh-questions in complex sentences) were asked. Participants responded immediately after having been exposed to
narratives with either visual support or audio support only. Participants’ ability to answer questions about these narratives was assessed as a measure of their question comprehension.
Significant results showed that both ASC and TD groups had greater difficulties in wh-questions than yes/no-questions. Compared to TD, ASC–ID also had lower wh- question comprehension. In addition, the ASC+ID group showed a lower level of question comprehension in yes/no-questions and in wh-questions compared to the ASC– ID and ID groups. All wh-questions in complex sentences and local wh-questions in complex sentences were more difficult for the ASC–ID group in comparison to the TD group. The ASC+ID group underperformed in all types of wh-question comprehension in comparison to the ASC–ID participants and had greater difficulties to comprehend local wh-questions in complex sentences compared to the ID group.
Visual support aided question comprehension both in ASC and in TD. In between- group comparisons significantly greater question comprehension difficulties in tasks with visual support in the ASC–ID relative to the TD group remained. The ASC+ID group scored significantly lower in both visual and non-visual tasks in comparison to both ASC– ID and ID groups. VMA and VIQ (verbal intelligence quotient) correlated with yes/no- question comprehension in TD and in ASC–ID participants. In TD individuals, there was a correlation with these variables and wh-question comprehension. In the ID group, working memory and VIQ had a positive relation with the comprehension of some types of wh-questions.
These results provide novel evidence for a question comprehension impairment in ASC with and without ID, which specifically centers on wh-questions. As age and cognitive factors were more related to question comprehension in TD and ID groups than in ASC, different underlying cognitive mechanisms might be at work in ASC. At a practical level, this thesis incites reflection on the roles of question types both in diagnostic assessments and interventions.La comprensió de les preguntes és essencial per a la comunicació. Tot i que els dèficits en la comunicació són característics de les Condicions de l’Espectre Autista (CEA), la comprensió de les preguntes sí/no i de les preguntes qu- ha estat poc investigada en castellà. Tampoc s’ha estudiat l’impacte del suport visual, encara que es pressuposa que és beneficiós. L’objectiu d’aquest estudi és demostrar com el tipus de pregunta, la complexitat sintàctica i altres factors lingüístics, cognitius i d’edat així com també el suport visual poden influenciar la comprensió d’estructures interrogatives. Amb aquesta finalitat, es van seleccionar 34 persones amb CEA–DI (autisme sense discapacitat intel·lectual, edat mitjana = 9,99), 34 persones amb DT (desenvolupament típic) edat mitjana = 8,85), 14 individus amb CEA+DI (autisme amb discapacitat intel·lectual, edat mitjana = 12,95) i 7 participants amb DI (discapacitat intel·lectual) sense CEA (edat mitjana = 12,86). Es va relacionar el grup amb CEA–DI i el grup amb DT segons l’edat verbal mental. Tant els grups amb CEA com amb DT van tenir més dificultats en la comprensió de les preguntes qu- que en les preguntes sí/no. Comparativament, el grup amb DT respecte del grup amb CEA–DI va mostrar un nivell de comprensió significativament menor de les preguntes qu-. El grup amb CEA+DI va mostrar un dèficit més elevat tant en les preguntes sí/no com en les qu- en comparació amb els grups amb CEA–DI i DI. Totes les preguntes qu- en frases complexes i les preguntes qu- locals en aquestes frases van ser significativament més difícils per al grup amb CEA–DI que per al grup amb DT. El suport visual va afavorir la comprensió de preguntes tant de les persones amb CEA, com del grup amb DT. Altres factors lingüístics, cognitius o d’edat mostren escasses correlacions i complexes amb la comprensió de preguntes, en el CEA. Aquests resultats demostren dèficits en la comprensió de preguntes en tot l’espectre autista, fins i tot en absència de discapacitat intel·lectual.
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Urbano, Maria Cristina Zecchinel. "Equoterapia como elemento de rede de apoio ao processo de inclusão de uma criança com transtorno do espectro autista." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/157254.
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O Transtorno do Espectro Autista (TEA) tem como característica o comprometimento em três áreas do desenvolvimento: interação social, comunicação e presença de comportamentos estereotipados. As crianças com TEA devem ter cuidados diferenciados, nesse sentido reforçamos a ideia da importância de redes de apoio – entendidas como ações articuladas com profissionais dentro e fora do ambiente escolar, em um espaço de debates onde são compartilhadas ideias, conhecimentos e alternativas educacionais e terapêuticas. Como parte integrante de uma rede de apoio, percebemos que a Equoterapia tem muito a oferecer, pois é uma terapia realizada em um ambiente natural, que utiliza o cavalo numa abordagem interdisciplinar na área de Educação, Saúde e Equitação favorecendo assim o desenvolvimento biopsicossocial do indivíduo. Desse modo, a investigação teve como objetivo discutir como os profissionais de educação e saúde percebem os efeitos da Equoterapia, como componente da rede de apoio, no processo de inclusão de uma aluna com TEA. A metodologia utilizada parte de uma pesquisa de abordagem qualitativa, de natureza exploratória e descritiva, se enquadrando em estudo de caso. A pesquisa foi realizada com profissionais da área da saúde e educação que atendem crianças com TEA. Os procedimentos metodológicos se desencadearam a partir de algumas ações, como a escolha dos sujeitos da pesquisa, o contato prévio com os sujeitos apresentando a intenção da pesquisa e seu objetivo, esclarecendo possíveis dúvidas; seguido da aprovação dos participantes e a apresentação do Termo de Consentimento Livre e Esclarecido (TCLE), elaboração do roteiro das entrevistas, realização das entrevistas, transcrições e análise das falas dos respectivos entrevistados. De acordo com os dados obtidos foi possível evidenciar, na percepção dos profissionais, que a Equoterapia é um método terapêutico eficiente e importante – constituindo-se como apoio ao processo de inclusão. Identificamos um município de grande potencial quanto ao atendimento oferecido, entretanto não há um processo de ações articuladas, sendo necessário criar estratégias para que haja uma relação de troca de informações do trabalho mais eficazes na intenção de desenvolver o processo de inclusão social do aluno com TEA de maneira mais ampla, justa e democrática. Palavras chave: Educação inclusiva. Declaração de Salamanca. Autismo.
The Autism Spectrum Disorder (ASD) has as main feature the impairment t of three áreas of development: social interaction, communication and the presence of stereotypical behavior. Children affected with ASD must have a special care; therefore, we support the idea of the importance of support networks – understood as actions articulated with professionals inside and outside the school environment, in a space for debates where ideas, knowledge and educational and therapeutic alternatives are shared. As an integral part of a support network, we realized that Equine-assisted Therapy (EAT) has a lot to offer, for it is performed in a natural environment, that employs horses in an interdisciplinary approach in the fields of Education, Health, and Horse-Riding thus promoting the biopsychosocial development of the individual. In this way, the research had as objective to discuss how education and health professionals perceive the effects of EAT, as a component of the support network, in the process of inclusion of a female student with ASD. The methodology used come from a research of qualitative approach, of exploratory and descriptive nature, fitting in a case study. The research was carried out with the help of health and education professionals who assist children with ASD. The methodological procedures were achieved with some actions, such as the choice of research subjects, previous contact with the subjects showing the intention of the research and its objective, to clarify possible doubts; followed by participants approval and presentation of the Informed Consent Form, elaboration of the interview’s script, execution of the interviews, transcription and analysis of the speeches of the respective interviewees. In accordance with the data acquired, it was possible to highlight, on the professionals' impressions, that Equine -Assisted Therapy is an effective and important therapeutic method – constituting an assistance in the inclusion process. We identified a town of great potential regarding the services offered, yet there is not a process of articulated actions, being necessary to create strategies so that there is a more efficient information on work Exchange with the intention to develop the process of social inclusion of the student with ASD in a more extensive, just and democratic way.
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Tantum, Digby John Howard. "Eccentricity and autism." Thesis, University of London, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336511.
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Over a hundred adults, aged 16 to 65, were referred to the author by psychiatric colleagues in response to a request for possible research subjects for a study of eccentricity and social isolation not attributable to psychosis. Reliable scales for rating odd non-verbal expression, odd speech, other abnormalities of social interaction, unusual interests, clumsiness, schizoid personality characteristics and childhood abnormalities were developed and used for rating 60 of these referrals, the subjects of the present thesis. Multivariate analysis of retrospective developmental and current assessments confirmed Wing and Gould's (1979) finding that a triad of impairments in communication, social interaction and imagination were commonly associated. The subjects with a history of the triad retained the same symptoms in adulthood: the triad being then characterised by oddities of non-verbal expression, gaucheness and other disruptions of normal social interaction and unusual interests and pre-occupations. The clinical picture in these subjects was identical to that described in "near-normal" autistic adults or in children and adults with autistic personality disorder, and a diagnosis of 'adult autism' was made in 46 out of the 60 subjects. On the basis of a systematic comparison of the autistic and the non-autistic subjects, including two experimental tests of the interpretation of non-verbal cues, it is suggested that a disorder of non-verbal communication is a basic handicap in autism. 1
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Hitt, Sara Beth, and false. "Autism Spectrum Disorder." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4068.
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Wood, David L. "Overview of Autism." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5181.
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Schroeder, Kristen. "Comprehension and production of referential expressions across Autism Spectrum Conditions." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/668079.
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Reference is a phenomenon both fundamental to communication and inherent to every act of language use. Autism spectrum conditions (ASC) are marked by problems of both communication and language. This thesis presents three studies of production and comprehension of reference in ASC.
Study 1 profiled the use of referential devices in narratives as part of a broader profiling of narrative language in ASC. Studies 2 and 3 tracked comprehension of grammatically different referential devices in a picture book task (the ‘book task’) and an interactive task which specifically tested for the comprehension of definite determiners (the ‘box task’). Study 1 investigated autism without intellectual disabilities (ASC–ID, n=18) in comparison to typically developing controls (TD, n= 18) while in studies 2 & 3 recruitment was broadened to include the entirety of the verbal spectrum, including individuals with intellectual disability (ASC–ID, n= 34; ASC+ID, n=14) as well TD (n=34) controls and a control group of children with intellectual disability without ASC (ID, n= 9).
Results of study 1 showed that individuals with ASC–ID more frequently misused referential devices that imply specificity in comparison to TD controls, while the quantitative distribution of Noun Phrase (NP) types did not distinguish groups. The broader grammatical profile showed differences in grammatical complexity as well as rate of lexical errors while mental state content did not differ. Study 2, the book task, showed a relative weakness in comprehension of inflectional pronouns and clitics among participants with ASC. While the differences between the ASC–ID and TD groups only approached statistical significance, both ASC groups(+/-ID) showed a similar pattern of having significantly poorer comprehension of pronouns/clitics in comparison to non-
anaphoric reference types, a pattern not found in the TD controls or the control group with ID without ASC. The ASC+ID group showed a significantly poorer comprehension of inflectional pronouns/clitics in relation to both the ASC–ID group as well as the ID group, suggesting that such increased difficulties may not be explainable by presence of intellectual disability alone. Study 3, the box task, assessed the comprehension of definite anaphora in an interactive task using pairs of objects that belonged to the same kind category. In this task, the participant and experimenter interacted with an object (say, a ball) and then, after a moment of having their eyes closed, the participant pulled an object out of a box (either the same object or a noticeably different objects belonging to the same kind category, e.g. a different ball). The test condition assessed whether the participant interpreted correctly that in this context the definite-anaphoric NP the ball necessarily links to the ball that was interacted with previously rather than a novel exemplar of the same kind. The results showed that the ASC–ID group had a significantly poorer performance in the definite-anaphoric condition in comparison to TD controls. The ASC+ID group performed significantly worse than the ASC–ID group, yet similar to the ID group. These results show across comprehension and production that handling referential devices is an area of vulnerability in autism against the background of a broader spectrum of linguistic impairments.La referència és un fenomen fonamental en la comunicació i inherent a qualsevol ús del llenguatge. La condició de l’espectre autista (CEA) es caracteritza per problemes de comunicació i de llenguatge. Aquesta tesi presenta tres estudis de producció i comprensió de la referència en la CEA. L’estudi 1 caracteritza l’ús dels mecanismes referencials en narrativa com a part d’una caracterització més àmplia del llenguatge narratiu en la CEA. Els estudis 2 i 3 ressegueixen la comprensió de mecanismes referencials diversos des del punt de vista gramatical en un llibre il·lustrat sense gairebé text (la ‘tasca del llibre’) i una tasca interactiva que específicament provava la comprensió dels articles determinats definits (la ‘tasca de la capsa’). L’estudi 1 investigava l’autisme sense discapacitat intel·lectual (CEA–DI, n=18) en comparació amb controls de desenvolupament típic (DT, n=18) mentre que en els estudis 2 i 3, per tal de cobrir íntegrament la CEA verbal, el reclutament va ampliar-se amb la inclusió d’individus amb discapacitat intel·lectual (CEA–DI, n=34; CEA + DI, n=14) així com de controls amb DT (n=34) i un grup de control d’infants amb discapacitat intel·lectual sense CEA (DI, n=9). Els resultats de l’estudi 1 van mostrar que els individus amb CEA–DI usaven malament els mecanismes referencials que impliquen especificitat de forma més freqüent que no pas els controls amb DT mentre que la distribució quantitativa dels tipus de sintagma nominal (SN) no distingia els dos grups. El perfil gramatical restant rastrejat a l’estudi mostrava diferències en complexitat gramatical així com en la proporció d’errors lèxics mentre que el lèxic d’estat mental no diferia. L’estudi 2, la tasca del llibre, va fer palesa una relativa feblesa en la comprensió dels pronoms flexius i dels clítics entre els participants amb CEA. Mentre que les diferències entre la CEA–DI i el grup amb DT van fregar la significació estadística, tots dos grups CEA (+/–DI) van mostrar un patró similar pel que fa a una significativament més pobre comprensió dels pronoms/clítics en comparació amb altres tipus d’SN referencial no anafòric, un patró inexistent tant entre els controls amb DT com en els controls amb DI sense CEA. El grup CEA+DI va mostrar una comprensió significativament més pobre dels pronoms flexius/clítics en relació tant amb el grup CEA–DI com amb el grup DI, la qual cosa suggereix que aquesta més gran dificultat no pot explicar-se per la presència de DI exclusivament. L’estudi 3, la tasca de la capsa, va avaluar la comprensió de l’anàfora definida en una tasca interactiva fent servir parells d’objectes pertanyents a la mateixa categoria pel que fa a la classe. En aquesta tasca el participant i l’experimentador interactuaven amb un objecte (una bolla, posem per cas) i aleshores, després d’estar amb els ulls tancats un instant, el participant treia un objecte de la capsa (que era o bé el mateix objecte previ o bé un altre objecte clarament diferent pertanyent a la mateixa classe, e.g. una bolla diferent). El que es testava era si el participant interpretava correctament que en aquest context, el nominal anafòric, la bolla, s’associava necessàriament amb la bolla amb què s’havia interaccionat prèviament més que no pas amb un nou exemplar de la mateixa classe. Els resultats van mostrar que el grup CEA–DI ho feia significativament pitjor que no pas els controls amb DT en la condició del nominal anafòric. El grup CEA+DI ho va fer significativament pitjor que el grup CEA–DI tot i que de forma similar al grup amb DI. Aquests resultats mostren a través de tasques de comprensió i producció que, entre d’altres dèficits lingüístics, la utilització dels mecanismes referencials és una àrea específicament vulnerable en l’autisme.
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Norris, Megan. "Examining the Autism Phenotype: The Structure of Autism Spectrum Disorders as Measured by the Autism Diagnostic Observation Schedule." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281709680.
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de, Sousa Ines Girao Meireles. "Molecular genetics of autism : Identification and analysis of autism susceptibility genes." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526435.
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Tweed, Hannah Catherine. "Aesthetics of autism? : contemporary representations of autism in literature and film." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/5996/.
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This thesis analyses representations of autism in twentieth and twenty-first century Anglo-American literature and film. It posits that, while many cultural portrayals of autism are more concerned with perpetuating the stereotypes surrounding the condition than with representing autistic experiences, there is evidence of a small but significant counter-current that is responding to and challenging more reductive representational modes. Each of my chapters examines prevailing narrative tropes that reinforce existing stereotypes of disability (narratives of overcoming, victimhood, dependency), which can be clearly evidenced in contemporary depictions of autism, from Barry Levinson’s Rain Man (1988) to Mark Haddon’s The Curious Incident of the Dog in the Night-Time (2003). In each case, a significant proportion of texts use the generic markers of autistic representation to question and subvert these more established literary and cinematic approaches. The twenty-first century authors discussed in this thesis repurpose and interrogate the prevailing stereotypes of autistic representations, and provide provocative considerations for the study of postmodernism, crime fiction, melodrama and autobiography. This critical crossover and the employment of genre tropes cross-examines the subversive potential of genre fiction and the significance of postmodernism as frameworks for examining depictions of autism. This thesis proposes that this crucial minority of texts embodies a writing forwards out of stereotypes of autistic representations, by both autistic and neurotypical authors, into new, twenty-first century representational patterns.
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Hooper, Aimee J. "Autism and gender : an exploration of high-functioning autism in females." Thesis, Bangor University, 2016. https://research.bangor.ac.uk/portal/en/theses/autism-and-gender(1c44fe14-a1f4-48c7-8895-b2a607af8cff).html.
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This thesis comprises of the following three papers: (1) a systematic literature review; (2) a qualitative empirical study; (3) contributions to theory and clinical practice. The systematic literature review qualitatively summarises 17 papers dated 2013–2015, exploring possible gender differences in young individuals with autism aged 0–18 years old. The results, although mixed due to variability and limitations in study design and methodology, suggested that young individuals with autism may be more similar than dissimilar in the severity of their core autism symptomatology. However, there may be autism-specific gender differences in the following areas: neurobiological abnormalities; sensory sensitivity; parental distress; the quality and nature of restrictive and repetitive behaviours, interests and activities; and the co-morbidity of other conditions. The clinical and research implications are discussed in detail. The empirical paper presents an original qualitative exploration of 11 high-functioning autistic women’s lived experiences, aged 19–60 years old, around their use or non-use of coping strategies in social situations. A thematic analysis of interview transcripts suggested that the women used various methods to get by socially. The types of strategies reported were either to mask social skills difficulties and autistic behaviours, or, to compensate for certain social skills limitations. Alternatively some of the women had dropped previously used ‘acts’ and others had never wished to compensate or mask, preferring to be open and honest. Regardless of the coping approach used, the women experienced more negative outcomes than positive ones from their social experiences. The clinical and research implications of these findings are explored. The third paper discusses the theoretical, clinical, and research implications of the above papers in further detail.
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Marfinati, Anahi Canguçu [UNESP]. "Um estudo histórico sobre as práticas psicanalíticas institucionais com crianças autistas no Brasil." Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/97628.
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Apesar de as ideias relativas à psicanálise de crianças já circularem entre os profissionais brasileiros, desde a década de 1930, é só a partir da década de 1990 que as publicações de analistas brasileiros dedicados ao tema do autismo ganham representatividade, resultando em um elevado número de trabalhos científicos em periódicos nacionais, decorrentes em grande parte de práticas institucionais. Desse modo, a presente pesquisa buscou compreender, valendo-se de um vértice histórico, o surgimento e o desenvolvimento das práticas institucionais psicanalíticas ligadas ao atendimento de crianças autistas, no Brasil, no período de 1990 a 2010. Com o intuito de alcançarmos os objetivos propostos, fizemos uso de duas fontes históricas, a saber: as fontes documentais e as fontes orais. As fontes documentais foram empregadas na primeira etapa deste trabalho e, por meio delas, pudemos identificar quais são as práticas psicanalíticas, onde se localizam e quais as características das mesmas, bem como verificar quais os profissionais que mais publicaram na área, os quais participaram da segunda etapa da pesquisa. A escolha por utilizar as fontes orais reside no fato de que, no período que nos propomos estudar, a maioria dos profissionais responsáveis pelo desenvolvimento dessas práticas clínicas se encontra em plena atividade profissional. Dessa maneira, por meio da análise das entrevistas, discorremos acerca de questões importantes para compreensão das práticas psicanalíticas desenvolvidas em território nacional, quais sejam: mudanças em relação à forma pela qual o autismo tem sido compreendido, ao longo dos anos; contribuições da psicanálise para o entendimento e tratamento do autismo; diagnóstico diferencial entre autismo e psicose; pluralidade de entendimentos sobre a etiologia do autismo; práticas...
Despite the ideas concerning psychoanalysis of children already circulate among Brazilian professionals since the 1930s, it is only from the 1990s that publications of Brazilian analysts dedicated to the topic of autism gain representation, resulting in a large number of scientific papers in national journals, stemming largely from institutional practices. Therefore the present study aimed to understand, using a historical view, the emergence and development of institutional psychoanalytical practices dedicated to the care of autistic children in Brazil, from 1990 to 2010. In order to achieve the proposed objectives, we made use of two historical sources, namely: the documentary sources and oral sources. The documentary sources were used in the first stage of this paper, and, through it, we could identify what are the psychoanalytical practices, where they are located and what are their characteristics, as well as identify which professionals published most in the area, who participated in the second stage of the research. The choice to use oral sources lies in the fact that, during the period in which we propose ourselves to study, most of the professionals responsible for the development of these clinical practices is in full professional activity. Thereby, through the analysis of the interviews, we discuss about important issues to the understanding of psychoanalytical practices developed in the country, namely: changes towards the way autism has been understood over the years; contributions of psychoanalysis to the understanding and treatment of autism; differential diagnosis between autism and psychosis; plurality of understandings about the etiology of autism; institutional psychoanalytical practices oriented to the treatment and schooling of autistic children; innovations brought by Brazilian authors and the difficulties that... (Complete abstract click electronic access below)
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Marfinati, Anahi Canguçu. "Um estudo histórico sobre as práticas psicanalíticas institucionais com crianças autistas no Brasil /." Assis [s.n.], 2012. http://hdl.handle.net/11449/97628.
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Orientador: Jorge Luís Ferreira AbrãoBanca: Helena Rinaldi Rosa
Banca: Viviana Carola Velasco Martinez
Resumo: Apesar de as ideias relativas à psicanálise de crianças já circularem entre os profissionais brasileiros, desde a década de 1930, é só a partir da década de 1990 que as publicações de analistas brasileiros dedicados ao tema do autismo ganham representatividade, resultando em um elevado número de trabalhos científicos em periódicos nacionais, decorrentes em grande parte de práticas institucionais. Desse modo, a presente pesquisa buscou compreender, valendo-se de um vértice histórico, o surgimento e o desenvolvimento das práticas institucionais psicanalíticas ligadas ao atendimento de crianças autistas, no Brasil, no período de 1990 a 2010. Com o intuito de alcançarmos os objetivos propostos, fizemos uso de duas fontes históricas, a saber: as fontes documentais e as fontes orais. As fontes documentais foram empregadas na primeira etapa deste trabalho e, por meio delas, pudemos identificar quais são as práticas psicanalíticas, onde se localizam e quais as características das mesmas, bem como verificar quais os profissionais que mais publicaram na área, os quais participaram da segunda etapa da pesquisa. A escolha por utilizar as fontes orais reside no fato de que, no período que nos propomos estudar, a maioria dos profissionais responsáveis pelo desenvolvimento dessas práticas clínicas se encontra em plena atividade profissional. Dessa maneira, por meio da análise das entrevistas, discorremos acerca de questões importantes para compreensão das práticas psicanalíticas desenvolvidas em território nacional, quais sejam: mudanças em relação à forma pela qual o autismo tem sido compreendido, ao longo dos anos; contribuições da psicanálise para o entendimento e tratamento do autismo; diagnóstico diferencial entre autismo e psicose; pluralidade de entendimentos sobre a etiologia do autismo; práticas... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Despite the ideas concerning psychoanalysis of children already circulate among Brazilian professionals since the 1930s, it is only from the 1990s that publications of Brazilian analysts dedicated to the topic of autism gain representation, resulting in a large number of scientific papers in national journals, stemming largely from institutional practices. Therefore the present study aimed to understand, using a historical view, the emergence and development of institutional psychoanalytical practices dedicated to the care of autistic children in Brazil, from 1990 to 2010. In order to achieve the proposed objectives, we made use of two historical sources, namely: the documentary sources and oral sources. The documentary sources were used in the first stage of this paper, and, through it, we could identify what are the psychoanalytical practices, where they are located and what are their characteristics, as well as identify which professionals published most in the area, who participated in the second stage of the research. The choice to use oral sources lies in the fact that, during the period in which we propose ourselves to study, most of the professionals responsible for the development of these clinical practices is in full professional activity. Thereby, through the analysis of the interviews, we discuss about important issues to the understanding of psychoanalytical practices developed in the country, namely: changes towards the way autism has been understood over the years; contributions of psychoanalysis to the understanding and treatment of autism; differential diagnosis between autism and psychosis; plurality of understandings about the etiology of autism; institutional psychoanalytical practices oriented to the treatment and schooling of autistic children; innovations brought by Brazilian authors and the difficulties that... (Complete abstract click electronic access below)
Mestre
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Rozga, Agata. "Early signs of autism and the broader autism phenotype a longitudinal study of infant siblings of children with autism /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1580795681&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Fernandes, Viana Anamaria. "Dança e autismo : espaços de encontro." Thesis, Rennes 2, 2015. http://www.theses.fr/2015REN20054/document.
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Cette thèse a comme contexte une longue expérience avec l'improvisation dans la danse pour des enfants et des jeunes l'autiste considéré dans la région de la Bretagne. De cette pratique, il existait une recherche théorique énorme dans ce domaine. Quand on a considéré ces deux aspects, la thèse confronte la doctrine avec les rapports des gens qui vivent avec des autistes, les membres de la famille, des danseurs professionnels, des éducateurs et les gens du domaine de la santé mentale. Ceci n'est pas un projet thérapeutique. Nous pouvons dégager que l'autiste a non seulement la possibilité réelle et le droit de faire une pratique artistique mais aussi qu'ils peuvent nous enseigner beaucoup. Le but de ce travail n'est pas de créer un type de hornbook. Il a pour but d'offrir des éléments de base pour les professionnels de ce domaine afin qu'il/elle puisse créer sa propre méthodologie.Ainsi, ce professionnel conduira le processus jour après jour. Il procédera étape par étape. C'est pourquoi il a été non seulement nécessaire d'avoir une profonde observation de l'autiste, mais aussi de favoriser un environnement approprié pour lui. Des éléments fondateurs de cette danse nous pouvons deviner une certaine attitude qui est éthique et esthétique. Si même que, c'est une attitude qui représente l'abandon, d'assumer, vous devez le guider d'une autrefaçon, par exemple, lors de projets précontraints. La thèse lève quelques questions qui n'ont pas été encore travaillées, par exemple, dans l'univers de danse et le nouveau but de négocier avec l'autiste. En fait, si nous considérons que la danse contemporaine est décrite comme une philosophie démocratique et un égalitariste, le projet de cette thèse suit non seulement cette idée, mais aussi d'étudier aussi profondément ces idéauxThis thesis has as a background a long experience with improvisation in dancing for children and young people considered autist in the Brittany region. From this practice, it was starting a vast theoretical research in this field. When these two aspects were considered, the thesis confronts the doctrine with the reports about the people who live with autists, their family members, professional dancers, educators and people from the mental health area. This is not a therapeutic project. We can clear understand the autist not only has the real possibility and the right of doing an artistic practice but also they can teach us a lot. The purpose of this work is not to create a type of hornbook. It aims to offer basic elements for the professional of this area in a way he/she can create his/her own methodology. In this way, this professional will conduct the process day by day. He will make up a step and a new step. That’s why it was not only needed to have a deep look at the autist, but also promote an appropriate environment for him/her. The founding elements of this dance we can point out the assumption of a certain attitude that is ethical and aesthetic. So even that, it is an attitude that represents the abandon to assume that you have to guide the other in one way, for example, in precast projects. The thesis raises some questions that have not been investigated yet, for instance, in the dance universe and the new purpose of dealing with the autist. In fact, if we consider that the contemporary dance is described as a democratic philosophy and equalitarian; the project thisthesis approaches not only follows this idea but also study deeply these ideals
Essa tese tem como pano de fundo uma longa experiência de dança improvisação com crianças e jovens ditos autistas na região da Bretanha francesa. A partir dessa prática, foi-se abrindo um vasto campo de pesquisa teórica. Relacionando essas duas dimensões, a tese confronta a doutrina com relatos de vivências com pessoas ditas autistas, seus familiares e profissionais da dança, da educação e da saúde mental. Não se trata, no entanto, de um projeto terapêutico. Entende-se que a pessoa autista não apenas tem a possibilidade concreta e o direito de realizar uma prática artística, como tem muito a nos ensinar. E não se trata, igualmente, de construir uma espécie de cartilha. Pretende-se propiciar ao profissional da área elementos básicos para criar sua própria metodologia. Desse modo, será ele quem irá – em seu dia a dia com o outro – inventar, a cada passo, um novo passo. E para isso, naturalmente, fazse necessário não só um olhar diferenciado para a singularidade daquela pessoa, como a criação de um ambiente propício. Dentre os elementos fundantes dessa dança destaca-se a assunção de uma certa postura, que é ética sem deixar de ser estética. Por isso mesmo, é umapostura que envolve abandonos – seja da pretensão de guiar o outro num certo sentido, seja da elaboração de projetos premoldados. A tese procura levantar questões ainda pouco exploradas no universo da dança e propor novas formas de se relacionar com a pessoa dita autista. Na verdade, se considerarmos que a dança contemporânea se caracteriza – dentre outros aspectos – por uma filosofia democrática e igualitária, o projeto que esta tese aborda não apenas transita por esses caminhos, como aprofunda aqueles ideais
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Medina, Del Rio Lilian. "Experience Autism| Effectiveness of an Autism Training Program for Law Enforcement Officers." Thesis, Biola University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10791743.
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Autism spectrum disorder (ASD) is characterized by deficits in social interaction and social communication skills. High ASD prevalence rates have increased public concern about how persons diagnosed with the disorder will interact with others in their communities. Police officers routinely interact with people diagnosed with a variety of disabilities and mental illnesses. Current law enforcement training includes a broad focus on mental illness that may not be sufficient to prepare law enforcement officers to interact with persons diagnosed with ASD. The present study evaluated the effectiveness of a privately-owned ASD training program developed for law enforcement officers. A total of 195 police officers participated in this study during 3 separate training events at 2 police departments in Southern California. Results showed a significant increase in participants’ knowledge of core ASD symptoms in 4 out of 6 program training modules. In addition, participants reported gains in the following domains: perceived confidence in interacting with persons with ASD, perceived practicality of providing accommodations for people diagnosed with ASD, and perceived relevance to participants’ work as police officers. The implications of these findings are discussed and recommendations are made regarding future presentations of the training and future areas of research.
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Kerr, Sharyn. "Early behavioural markers in autism spectrum disorders : implications for theories of autism." University of Western Australia. School of Psychology, 2006. http://theses.library.uwa.edu.au/adt-WU2007.0057.
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[Truncated abstract] There are few existing screening instruments designed to identify Autism Spectrum Disorders (ASD) at an early age, such as the Checklist for Autism in Toddlers (CHAT) and the Modified Checklist for Autism in Toddlers (M-CHAT). Unfortunately, many are limited in their ability to identify children at risk in the first two years of life while displaying an acceptable level of reliability. Given this limitation, the present study aimed to identify any additional early markers of ASD from either the retrospective analysis of early autistic symptomatology (parental report and video analysis of footage made before the diagnosis) or performance-based measures linked to different theoretical accounts of ASD. Specifically, measures addressing theory of mind, executive dysfunction and weak central coherence were developed. In the first study, parents of three groups of children those of typical development (n = 19, mean CA = 26 months), children with an ASD (n = 39, mean CA = 34 months) and children with developmental delay (n = 14, mean CA = 28 months) were interviewed about their child's early development. In the first study, parents of three groups of children those of typical development (n = 19, mean CA = 26 months), children with an ASD (n = 39, mean CA = 34 months) and children with developmental delay (n = 14, mean CA = 28 months) were interviewed about their child's early development. Several behaviours discriminated children with ASD from children with typical development and children with delayed development. ... A discriminant function analysis using the two factor scores indicated that Factor 1 discriminated the ADI-R groups, while Factor 2 scores did not add to the ability of Factor 1 scores to discriminate the ADI-R groups. Furthermore, while the finding that joint attention behaviours differentiated children with ASD from children with typical development and children with delayed development, more research is needed to determine if this impairment is a precursor of a theory of mind deficit or if this impairment and later appearing impairments in theory of mind are the result of a more global impairment in social-emotional approach behaviours. Additional research is also needed to determine the relationship between the early appearing deficits in joint attention and the impairments in social relating behaviours that appear to develop later in the chronology of ASD development and how both of these relate to the theory of mind hypothesis of ASD.
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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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Montan, Rydell Jenine. "Autism och kommunikation : Ett professionellt perspektiv på kommunikation i samband med autism." Thesis, Umeå universitet, Institutionen för socialt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-117014.
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I tidigare forskning finns studier gjorda om autism och även om kommunikation. Det finns även forskning som visar sambandet mellan dessa, däremot är perspektivet om socialt arbete något bristfällig. Det har legat till stor grund för denna studie och har därav i syfte att undersöka hur kommunikation med personer med diagnosen autism upplevs av personal på gruppboenden. Det är en kvalitativ studie där empirin samlats in genom intervjuer med personal på ett gruppboende som arbetar med personer med autism. Kommunikation i samband med autism har ett flertal påverkande faktorer som både kan hjälpa och stjälpa kommunikationen. Resultatet av denna studie visar att förtroende och förebyggande arbete är viktigt för att arbeta mot bättre kommunikation och undvika missförstånd. När utvecklingsnivån hos en person med autism är låg är det viktigt att se till alla olika faktorer som kan ligga till grund för exempelvis problemskapande beteende. För att kommunikationen mellan personal och brukare skall bli så ömsesidigt förstådd som möjligt behövs det förebyggande arbete. Att sänka samhällets krav på kommunikation samt att veta vad som påverkar en persons beteende underlättar kommunikationen och gör bandet mellan personal och brukare starkare.In previous research studies have been done about autism and also about communication. There is also research that shows the relationship between the two, however, is the perspective of social work in connection to autism and communication somewhat inadequate. It has been a great basis for this study and has thereof the purpose to examine how communication with individuals with autism experienced by staff in group homes. It is a qualitative study of empirical data collected through interviews with staff at a group home working with people with autism. Communication in connection with autism have a number of influencing factors which can both help and hinder communication. The results of this study show that trust and preventive work is important to work towards better communication and avoid misunderstandings. When the level of development of a person with autism is low it is important to make sure all the different factors that can be the basis for example problem-creating behavior. For communication between staff and patients to be as mutually understood as possible we need to work preventatively. To reduce society's demands on communication and to know what affects a person's behavior facilitates communication and makes the bond between caregivers and patients stronger.
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Nyarambi, Arnold. "Autism in Other Cultures: Considering Culture in Diagnosis and Intervention to Autism." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8232.
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Romson, Åsa, and Josephina Wallström. "Autism och skrivsvårigheter : En intervjustudie med lärare som undervisar elever med autism." Thesis, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-386039.
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Sammanfattning Tidigare forskning påvisar att elever med autismspektrumtillstånd (AST) ofta möter svårigheter i skrivandet och att de behöver få specifik skrivundervisning för att utvecklas i sitt skrivande. Studiens syfte var att undersöka och synliggöra lärares uppfattningar och erfarenheter beträffande skrivundervisning för elever med autism. Vår studie vilar på didaktisk teori som beskriver undervisning som en intentionell handling och betonar vikten av att undersöka verksamma lärares tankar och erfarenheter om undervisningens viktiga frågor. Utifrån en kvalitativ ansats undersöktes dels hur lärare ser på skrivsvårigheter hos elever med AST, dels vilka metoder och strategier de använde i sin undervisning samt dels deras tankar kring bedömning av elevernas skrivförmåga. Vi genomförde semistrukturerade intervjuer med sju grundskollärare, tre specialpedagoger och två speciallärare som alla bedriver skrivundervisning för elever med autism. Intervjuerna transkriberades och analyserades. Studiens resultat visade att samtliga lärare uppfattade att elever med AST ofta möter flera svårigheter i sitt skrivande. Svårigheter som lärarna belyste var exempelvis att komma på en idé till en text, utveckla skrividén, skriva för en mottagare samt att komma igång, genomföra och att avsluta skrivuppgifter. Lärarna beskrev att de använder en mängd olika metoder och strategier för att ge eleverna stöd kring struktur i skrivandet. Lärarna lyfte även vikten av att skapa en god relation till eleverna och att kontinuerligt återkoppla på skrivuppgifter. En annan viktig aspekt som framkom var betydelsen av att stödja elevernas motivation för att skriva. Något lärarna lyfte som en svårighet i undervisningen var att bedöma skrivutvecklingen hos elever med AST. I relation till tidigare forskning, belyser vår studie betydelsen av explicit och strukturerad undervisning för att stödja elever med autism i deras skrivande.Summary Earlier research proves that students with autism spectrum (ASD) often encounter difficulties in writing and that they need to receive specific writing instruction to develop in their writing. The aim of the study was to investigate and visualize teachers' perceptions and experiences regarding teaching for writing development for pupils with autism. Our study relies on didactic theory which describes the teaching as an intentional act and emphasizes the importance of examining the active teachers' thoughts and experiences about the important issues of teaching. Based on a qualitative approach, it was examined how teachers look at writing difficulties among pupils with ASD, and what methods and strategies they used in their teaching and partly their thoughts on assessing the students' writing ability. We conducted semi-structured interviews with seven elementary school teachers, three special educators and two special teachers, all of whom conduct writing lessons for pupils with autism. The interviews were transcribed and analyzed. The study's results showed that all teachers perceived that students with ASD often encounter several difficulties in their writing. Difficulties that the teachers highlighted were, for example, coming up with an idea for a text, developing the script, writing for a recipient and getting started, completing and completing writing tasks. The teachers described that they use a variety of methods and strategies to provide students with support for the structure of the writing. The teachers also emphasized the importance of creating a good relationship with the students and continuously feedback on writing tasks. Another important aspect that emerged was the importance of supporting the students' motivation for writing. Something the teachers raised as a difficulty in teaching was to assess the writing development of students with ASD. In relation to previous research our study highlights the importance of explicit and structured teaching to support pupils with autism in their writing.
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Montero, Camacho Mario Raul. "El meu fill té autisme, i ara què? Anàlisi de les necessitats de les famílies amb nens amb autisme durant el procés d’avaluació diagnòstica a Catalunya. Disseny d’un programa d’acollida i suport per a famílies." Doctoral thesis, Universitat de Girona, 2018. http://hdl.handle.net/10803/663805.
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A number of studies show that the prevalence of ASD is rising in alarming
numbers, currently reaching 1 in every 68 people. The most effective approach
2/2
to improve the lives of these children is to support, train and empower their
families from the very first moment that they find out their child’s
condition. The researcher has gathered and compared the few models of postdiagnosis
for families with young children with autism. The author has
created a post-diagnosis support programme merging the analysis of the
programmes already in place in other countries with the specific needs of
families in Catalonia that aims tackling the challenge of autism more
efficientlyDiversos estudis demostren que la prevalença dels Trastorns de l’Espectre Autista (TEA) augmenta en xifres preocupants, arribant actualment a 1 de cada 68 persones. L’enfocament més eficaç per millorar la vida d'aquests és el suport i l’apoderament de la família des del primer moment en què es descobreix el trastorn. L’investigador ha reunit i comparat els pocs models de suport postdiagnòstic públics que s’han trobat arreu del món i ha entrevistat a 30 famílies amb nens amb TEA per tal d'entendre les seves necessitats, tant durant com després del diagnòstic a Catalunya. Com a resultat de l’anàlisi dels programes ja existents en altres països i coneixent les necessitats específiques de les famílies a Catalunya, l’autor ha creat un programa d’acollida i intervenció per afrontar el repte de l'autisme amb més eficàcia
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Whelan, Michael. "The other country: A father's journey with autism." Thesis, University of Queensland, 2007. http://espace.library.uq.edu.au/view/UQ:158780.
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The memoir The Other Country and the essay Inspiration is Power examine i) contemporary experiences of autism and ii) the representation of autism disorder in scientific and autobiographical writing.
The Other Country is a memoir of four years in the life of its author Michael Whelan, and his family, in the care of his son, Charlie. In February 1998, Charlie was diagnosed with autism, and in that moment Michael and his family's lives changed. The memoir describes in four parts a four-year journey through a father?s experiences:
- Part 1, Welcome to Holland, the family's feelings of fear, grief and dislocation following diagnosis;
- Part 2, Look at Me, the chaotic process of research and treatment, and intense early intervention programs;
- Part 3, The Enchanted Cottage, the slow process of recovery that the family went through, and;
- Part 4, The Long Way Home, the transformation of Charlie, Michael and his family and notions of home and normalcy.
The title, The Other Country, in this context refers to the largely invisible parallel society inhabited by anyone who lives outside the mainstream. The accompanying critical essay, Inspiration is Power, examines the influence of the discourses of biomedical science and parental pathology on the representation and understanding of autism.
Specifically, among autism narratives, the medical voice has an overwhelming authority and power in characterizing autistic disorder and experience for the lay reader. This discourse contests the moral authority of parental autobiographical writing, which, by contrast, characterizes autism as a personalized invading other and thief of their child. Through a critique of specific aspects of identity, narrative, evidence and authority, the essay suggests a register of rhetorical moves that may be employed to influence, and consequently empower, the reader of autism narratives.
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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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Ericsson, Johan, and Christina Sjögren. "AUTISM - IDROTT & HÄLSA." Thesis, Halmstad University, School of Teacher Education (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1394.
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Idrottsundervisning för elever med diagnosen autism är en miljö som kräver
specialpedagogiska åtgärder. Struktur är en grundläggande del i undervisningen av dessa
elever. Detta är något som examensarbetet behandlar. Genom intervjuer och observationer har
denna undersökning resulterat i olika metoder och undervisningsstrategier för barn och
ungdomar med autism vad gäller motorik, kondition, bollspel, samarbete, tvångsmässiga
mönster och att fånga elevens intresse. Detta examensarbete kan fungera som ett underlag till
idrottslärare som arbetar med autistiska elever. Man bör ha i åtanke att detta examensarbete
och dess resultat inte fungerar för alla barn och ungdomar med autism, utan det är viktigt att
undervisningen individualiseras efter varje individ.
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Smukler, David. "Unanticipated speech and autism." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
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Mitchell, Alex E. Mr. "The Claremont Autism Center." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/212.
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The Claremont Autism Center is a 23 minute documentary on the strengths and benefits the Center brings to Claremont McKenna students, as well as children and families from the Inland Empire that deal with Autism on a daily basis.
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Perry, Christopher. "Strategic Plan for Autism." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/iph_theses/112.
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The purpose of the project was to develop a comprehensive strategic plan for addressing the problem of autism in Atlanta and the State of Georgia. The project was carried out under the Supervision of Children’s Healthcare of Atlanta personnel, specifically Lydia Gonzalez-Ryan. The protocol included using population data, historic utilization data, autism prevalence rates, benchmarking data on other autism centers and efforts ongoing in other states. This data was not statistically analyzed but was collected and summarized qualitatively and was, and will continue to be used to inform the strategic recommendations going forward. This project involved no human subjects and did not require any IRB intervention at Children’s Healthcare of Atlanta as it was an operationally focused project.
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Dobbert, Chloe J. "The Silhouettes of Autism." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/714.
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My passion as a student at the Claremont Colleges is to help children with Autism Spectrum Disorder grow and learn as normal children and to help prepare them for life outside the Autism Center at Claremont McKenna College. In my thesis project, I am exploring the concept of silhouettes through photography and my perceptions of the stories told to me by the children I teach. Esthetically, I am inspired by Kara Walker’s installation of large cutout silhouettes but I am using different mediums to accomplish my project: Artistically, I am inspired by the detailed descriptions of the obsessive stories and information provided to me by the children at the Autism Center. Primarily, I will be using photographs that I have taken of the children and creating silhouetted images of them through Photoshop. Afterwards, I will paint my perceptions of the detailed and creative descriptions of the different information relayed to me by each individual child. Secondary, there will be some life size black cutouts, on black paper, of different imagined scenarios with the children. In the spring, I see this as an installation with many separate pieces that contain different sizes, depth, and simplicity.
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Kennedy, Alan Keith. "Urinary peptides in autism." Thesis, University of Sunderland, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339546.
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Lee, Anthony. "The self in autism." Thesis, University College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299996.
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Hughes, Claire. "Executive dysfunction in autism." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240841.
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Wood, David. "Case Presentations, Autism ECHO." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7685.
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Sögaard, Angelica, and Aya Altmizi. "Autism i tidig ålder." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27195.
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Boggs, Teresa. "Parent Grief and Autism." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1520.
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Åkerblom, Sandra. "Autism i förskolan : Fem förskollärares erfarenheter." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32065.
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Syftet med studien är att undersöka hur förskollärare arbetar med barn med autism i förskolan och hur de bidrar till inkluderingen av dessa barn. Studien baseras på kvalitativa intervjuer med fem förskollärare, där öppna frågor ställdes för att få fram förskollärarnas erfarenheter och kunskaper. Resultatet visar att förskollärarna ansåg att det var viktigt att barn med autism inkluderades i verksamheten och att förskollärarna var positiva till inkludering även fast de förstod att arbetet ibland kan vara svårt och prövande och att de måste ha tålamod och vara flexibla. En bra, öppen och tät kontakt med hemmet var till en fördel i arbetet med barn med autism, så väl som bildschema och sociala berättelser. En annan viktig punkt som respondenterna nämnde som var till en fördel i arbetet med inkluderingen av barn med autism var tillgången av en resurs eller extra personal. Denna resurs gynnande inte endast inkluderingen av barn med autism utan var till en fördel för barnet överlag i den dagliga verksamheten.
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Tani, Hilda Miwa [UNESP]. "Monitoramento das reações fisiológicas em sujeitos autistas decorrentes da influência dos sons: um estudo em Engenharia biomédica." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/97069.
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O projeto de pesquisa desenvolvido como alicerce para a Dissertação de Mestrado proposta tem por objetivo criar uma metodologia que possibilite analisar os efeitos fisiológicos produzidos pela exposição de pessoas ao som, especificamente a música e seus elementos, utilizando princípios de sensoriamento, aquisição de dados e processamento de sinais para, por meio de um ambiente computacional, obter informações objetivas sobre as reações dos sujeitos da pesquisa quando submetidos às sessões de musicoterapia. Para tal, foram utilizados um oxímetro de pulso com capacidade de transmissão de dados, um programa aplicativo para aquisição de dados e processamento dos sinais, além do aplicativo para transformar a base de dados em gráficos representativos da evolução dos sinais de freqüência cardíaca (FC) e de saturação da hemoglobina arterial com oxigênio (SpO2). A seguir, foram realizados experimentos com a exposição de sujeitos e/ou grupo de sujeitos a vários tipos de músicas, com a variação de seus elementos, criando-se, assim, um banco de dados com as medições realizadas. Durante as medições, o comportamento dos sujeitos foi observado para que o resultado da análise subjetiva fosse comparado com a metodologia objetiva proposta. Os sujeitos desta pesquisa encontram-se na faixa etária entre 7 e 24 anos, sendo que a amostra estabelecida fôra composta por seis indivíduos não autistas e outros seis indivíduos com diagnóstico de autismo estabelecido. Como o maior percentual de autistas é do sexo masculino, optou-se por convidar sujeitos do sexo masculino para participar desta pesquisa. Os instrumentos necessários para a realização desta pesquisa são: o protocolo de observação baseado no comportamento de autistas; a caracterização dos sinais vitais que sejam positivos ou negativos para os sujeitos não autistas e para os autistas; e o sistema...
This work goals create a methodology that provides to analyse the physiological effects through exposition of people to sounds, specifically music and its elements, using sensing fundamentals, data acquisition and signal processing to obtain through a computational environment, objective information about reactions of research’s subjects when submitted to musictherapy sessions. For that, had been used a pulse oximetre with data transmission capability and a data acquisition and signal processing software, besides a software to convert data base with information acquired into graphics representative of heart rate and arterial haemoglobin saturation with oxygen signals evaluation. After that, experiments with subjects and/or group exposition to several type of music had been done, varying its elements, building an outcome measurements data base. During these measurements, subjects’ behaviour had been observed to compare subjective results with objective ones. The subjects for this research are individuals with age between 7 and 24 years old, where the sample is composed with six non autistics and six autistics with diagnosis established. As majority autistics are male, only boys had invited to participate of this research. The instruments necessary to do this work are: Observation protocol based on autistics behaviour, vital signals characterization for subjects reactions, divided as autistics and non autistics, and system composed with sensors, data acquisition, and software. As results are expected to identify and to prove with objective mode any influence of music in human behaviour through sound stimulation and vital signals monitoring... (Complete abstract click electronic access below)
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REGO, Fabiana Lins Browne. "Investigando a ecolalia no autismo: há possibilidade de um novo olhar?" Universidade Federal de Pernambuco, 2006. https://repositorio.ufpe.br/handle/123456789/18489.
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FABIANA LINS BROWNE REGO - Dissertação Final 2016.pdf: 1776986 bytes, checksum: abe011eb2ec44d3713fd91c147dd0a00 (MD5)Made available in DSpace on 2017-04-05T15:14:19Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) FABIANA LINS BROWNE REGO - Dissertação Final 2016.pdf: 1776986 bytes, checksum: abe011eb2ec44d3713fd91c147dd0a00 (MD5) Previous issue date: 2006-02-21
Embora a aquisição da linguagem tenha sido um campo de elaboração teórica e investigação empírica bastante profícuo, sobretudo a partir dos meados do século passado, ainda são reduzidas as investigações acerca da singularidade e vicissitudes da linguagem de crianças que apresentam um obstáculo no seu percurso linguístico. Atualmente, pesquisas empíricas realizadas em torno da questão da linguagem do autista, em sua maioria, priorizam em seus resultados a perpetuação de um fechamento da mesma num registro não significativo, não simbólico e não comunicativo. Os estudos que exploram especificamente a ecolalia têm enfatizado os aspectos descritivos, conceituais ou nosográficos. Entretanto, a atividade clínica com crianças autistas nos mostra que essas apresentam uma relação singular com a linguagem a qual é ainda pouco destacada pelos modelos teóricos vigentes. A partir destas considerações, baseando-se nos marcos teóricos da Psicanálise e do estruturalismo linguístico ressignificados por Cláudia Lemos, no campo da aquisição da linguagem, o presente trabalho teve o objetivo de investigar as produções ecolálicas de dois pré-adolescentes com o diagnóstico de autismo. Tentou-se, portanto, buscar explicações que não se restringissem às polaridades normal versus patológico / correto versus incorreto, mas, a partir de uma análise aprofundada procurou-se apreender singularidades ou mudanças na verbalização ecolálica que pudessem indicar a posição subjetiva desses sujeitos frente à língua. Para atingir o objetivo proposto foram analisadas as produções verbais ecolálicas de dois sujeitos com idades de 12 e 11 anos respectivamente, participantes de grupos de terapia em instituições especializadas no atendimento aos portadores de autismo. Os resultados obtidos a partir da análise longitudinal das transcrições das sessões de terapia revelaram não só singularidades nas produções ecolálicas dos participantes do estudo como permitiram a identificação de mudanças qualitativas do ponto de vista estrutural, na sua relação com a linguagem, abrindo-se um espaço para o estabelecimento de um diálogo entre os campos da aquisição da linguagem e da patologia da linguagem.
Regardless of the considerable ammount of theories and empirical research on language acquisition since the second half of the past century, studies focusing on individual differences in language acquisition of learning disable children are still reduced. Empirical research on the linguitics skills of autistic children usually point out the meaningless and noncommunicative character of the autistic language. Studies, which focused on echolalia emphasize its descriptive and conceptual aspects. Nevertheless, clinical activities with autistic children have shown that these children may demonstrate particular relationships with language which are not yet explained by the existing theoretical models. Based on the psychoanalytical approach and on the linguistic structuralism implicit on the Claudia Lemos conception of language acquisition the present study aimed to investigate the echolalia production of two pre-adolescent with a diagnosis of autism. It was attempted to search for explanation beyond the dichotomies of normal versus pathological, correct versus incorrect and by means of a deeper analysis capture the individual changes in echolalia which could indicate the subjects genuine position in regard to language. To attain this objective, the verbal echolalia production of two subjects with age of 11 and 12 respectively, participating of therapy sessions, was analyzed. The results obtained from the longitudinal analysis of the therapy sessions transcription revealed not only individual differences in echolalia productions of the participants of this study but also allowed the identification of structural qualitative changes in their language, opening the possibility of a dialogue between the field of language acquisition and of language pathology.
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Viana, Anamaria Fernandes 1969. "Dança e autismo, espaços de encontro." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253990.
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Orientador: Marcia Maria Strazzacappa HernandézTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Essa tese apresenta reflexões sobre a prática da dança improvisação sob o prisma do espaço com crianças e jovens ditos autistas na região da Bretanha francesa. Tem como base de constituição uma longa experiência de 18 anos como artista da dança atuante na interface entre arte, saúde e educação. A partir de relatos de vivências com os praticantes, seus familiares e profissionais da dança, da educação e da saúde mental, este estudo levanta questões ainda pouco exploradas no universo da dança e propõe outras formas de se relacionar com essas pessoas extraordinárias. Para isso, parte da ideia de que não se deve acolher o autismo como uma patologia incapacitante, mas como uma maneira singular e inventiva de ser no mundo. Entende-se que as pessoas ditas autistas não apenas têm a possibilidade concreta e o direito de realizar uma prática artística, como têm muito a nos ensinar. Logo, não se trata de um projeto terapêutico. O objetivo da pesquisa é colaborar com a formação do futuro profissional das áreas da arte, da educação e da saúde, oferecendo ferramentas para que possa criar sua própria metodologia a partir das invenções dos sujeitos com os quais irá trabalhar. A tese dialoga com diferentes interlocutores dentre os quais Paulo Freire, Laurence Louppe, Maurice Merleau-Ponty, Michel Foucault e Fernand Deligny. Dentre os elementos fundantes dessa dança destacam-se a escuta, a espera, o silêncio, o desapego, o não voluntarismo, a curiosidade, o desejo, o respeito, a assunção de uma certa postura que abraça ética e estética. Postura esta que envolve abandonos, seja da pretensão de guiar o outro num certo sentido, seja da elaboração de projetos premoldados. Desse modo, será o profissional quem irá, em seu dia a dia com o outro, inventar, a cada passo, novos caminhos
Abstract: This thesis presents a reflection on improvised dancing, in particular in relation with autistic children and teenagers in Britanny (France). It has as a basis eightenn years of experience as a dancer in fields such as art, health and education. From accounts based on experiences with the participants, as well as their family members and other professionals in the fields of dance, education and mental health, this thesis looks to raise questions which are yet to be fully explored in the dance world and offer other ways to relate and connect to extraordinary people. In order to make this possible, one mustn¿t see autism as a crippling pathology but rather a singular and inventive way of being. In fact, autistic people have not only the concrete possibily but the right to engage in artistic practice and have themselves a lot to teach us. For this reason, my work is not meant to serve a therapeutic purpose. The goal of this research is to collaborate with the formation of future professionals in a multitude of fields such as the arts, education and health, offering basic elements from which professionals can develop their own method based on creations from the people with whom they will work. The thesis dialogues with different interlocutors, such as: Paulo Freire, Laurence Louppe, Maurice Merleau-Ponty, Michel Foucault and Fernand Deligny. Among the founding elements of this dance, stand out the hearing, the waiting, the silence, the disattachment, the unforcefulness, the curiosity, the desire, the respect and the assumption of a certain posture which envelops ethics and esthetics. It is a posture which revolves around letting go; both of the idea of guiding someone in a certain direction and of the elaboration of unoriginal projects. For this reason, professionals will be the ones to determine and create - through their personal experience with others - in each step, new paths
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutora em Educação
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Avila, Daniel Camparo. "A musicalidade comunicativa das canções: um estudo sobre a identidade sonora de crianças com autismo." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-25112016-170819/.
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O manejo clínico das instâncias constitutivas da subjetividade por meio da música tem encontrado na identidade sonora um de seus eixos centrais. Ao mesmo tempo, diversas aplicações terapêuticas têm fundamentado sua justificativa na teoria da musicalidade comunicativa, que considera a capacidade de produzir e reconhecer as formas e qualidades expressivas no tempo que caracterizam e imprimem sentido aos sons como o fundamento das interações sociais, mesmo nas etapas iniciais do desenvolvimento. Apoiando-se na ideia de que crianças com autismo conservam tal capacidade, não obstante os problemas comportamentais, sociais e de linguagem, dispositivos que empregam a música com finalidades terapêuticas vêm apresentando resultados benéficos a essa população. Esta pesquisa pretendeu avaliar se a musicalidade da criança com autismo pode ser abordada com fins terapêuticos pelo uso de canções que se relacionem com sua identidade sonora e instaurem um campo possível para o surgimento de movimentos expressivos e de interação social. Para tanto, realizou-se uma oficina terapêutica com a participação de cinco crianças entre quatro e nove anos, durante um ano, com frequência semanal e duração de uma hora, em um total de 20 sessões. Os procedimentos empregados foram a improvisação musical, o jogo musical e recriação de canções. As sessões foram registradas com câmera de vídeo e segmentos foram selecionados e microanalisados, sendo posteriormente descritos em linguagem verbal, partituras musicais e gráficos de análise acústica, incorporados a estudos de caso individuais que utilizaram as categorias da Avaliação Psicanalítica aos 3 anos como indicadores clínicos. Simultaneamente, realizou-se um levantamento bibliográfico sobre livros, artigos de periódicos, teses e dissertações acadêmicas que incluíssem os temas pesquisados, resultando em uma revisão narrativa de estudos em um amplo escopo de disciplinas. A pesquisa indica que a música e as canções produzem efeitos terapêuticos em crianças com autismo, que os mesmos podem ser compreendidos em suas dimensões intrapsíquica, intersubjetiva e sociocultural. A oficina de música contribui também para o desenvolvimento da função psíquica da voz e a flexibilização do desenvolvimento de células musicais em motivos e figuras mais complexos. Também gera possibilidades de imitação, sincronização e coordenação de movimentos, facilitando a interação social entre seus participantes. Uma das dinâmicas que produziram engajamentos sociais mais intensos foi a construção em grupo de narrativas a partir de ideias musicais e temáticas trazidas pelas crianças. Além disso, a música teve um efeito mais eficiente que ordens, pedidos e reprimendas verbais na contenção dos movimentos agitados e agressivos de algumas crianças. Assim, a hipótese foi parcialmente comprovada, tendo em vista os diversos movimentos expressivos e de interação social evidenciados. Por outro lado, a noção teórica de que esses processos se orientam em torno do conceito de identidade não foi sustentada pela presente pesquisa, já que os movimentos de constituição subjetiva mais importantes verificados na parte empírica poderiam ser traduzidos como processos de identificação, e não de expressão de identidades.The clinical management of the constitutive instances of subjectivity through music has found in sound identity its central axis. At the same time, a number of therapeutic applications have based their justification upon the theory of communicative musicality, which considers the ability to produce and recognize the shapes and expressive qualities in time that characterize and provide sense to sounds as the foundation of social interactions, even in the early stages of development. Relying on the idea that children with autism retain this ability, despite the behavioral, social, and language problems, devices that use music for therapeutic purposes have shown beneficial outcomes for this population. This research aimed to evaluate whether the musicality of children with autism can be approached with therapeutic purposes by using songs that relate to their sound identity and introduce a possible field for the emergence of expressive movements and social interactions. To this end, a therapeutic atelier was organized with the participation of five children aged between four and nine years, during one year, with a weekly frequency and duration of an hour, for a total of 20 sessions. The procedures employed were musical improvisation, musical play and recreation of songs. The sessions were recorded with a video camera and segments were selected and microanalyzed, being later described in verbal language, musical scores and acoustic analysis graphics, embedded in individual case studies using the categories of the Psychoanalytic Evaluation After 3 years as clinical indicators. Simultaneously, a bibliographic survey of books, journal articles, theses and academic dissertations that include the investigated subjects was performed, resulting in a narrative review of studies on a broad range of disciplines. The research indicates that music and songs produce therapeutic effects in children with autism, which can be understood in their intra-psychic, inter-subjective and socio-cultural dimensions. The music atelier also contributes to the development of the psychic function of the voice and the flexibility of the development of musical cells into motifs and more complex figures. It also generates possibilities for imitation, synchronization and coordination of movements, facilitating social interaction among its participants. One of the dynamics that produced more intense social engagements was the group construction of narratives from musical and thematic ideas brought by the children. In addition, music had a more efficient effect than orders, requests and verbal reprimands in containing the agitated and aggressive movements of some children. Thus, the hypothesis was partially proven, in view of the many expressive movements and social interactions. On the other hand, the theoretical notion that these processes are oriented by the concept of identity was not supported by this research, since the most important movements of subjective constitution evidenced in the empirical part might be translated as identification processes, not of identity expression
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Guerra, Bárbara [UNESP]. "Ensino de operantes verbais e requisitos para ensino por tentativas discretas em crianças com transtorno do espectro autista (TEA)." Universidade Estadual Paulista (UNESP), 2015. http://hdl.handle.net/11449/132506.
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000855179.pdf: 1680842 bytes, checksum: a7c9d8845fea88540621d3a91dcf9e2c (MD5)Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Indivíduos com transtorno do Espectro Autista (TEA) apresentam importantes déficits em comportamentos diversos, e dentre eles o comportamento verbal. Considerando-se os prejuízos sociais que a ausência de linguagem ocasiona para essa população, como dependência e restrição de acesso ao ensino comum, surge a necessidade de prgramar o ensino de operantes verbais. Todavia, a aquisição de operantes verbais por meio de ensino sistemático e programado exige pré-requisitos como seguir instrução e imitar. Dessa forma também é necessário planejar condições de ensino estruturado para a aprendizagem de tais repertórios. Esse trabalho está organizado em três estudos. O Estudo 01 objetivou realizar levantamento da literatura sobre o procedimento de ensino e autismo no The Analysis of Verbal Behavior a partir do termo autism. Como resultado gerais, identificou-se que os procedimentos de ensino objetivaram em sua maioria o ensino de operantes verbais por instrução por exemplar único (SEI) para aquisição de mando e ecoico. A maioria dos participantes estava entre três e seis anos de idade, apresentava um repertório de até dois operantes em aquisição, e aprendeu os comportamentos alvo dos estudos. O Estudo 02 objetivou ensinar operantes pré-requisitos para dois meninos de cinco e sete anos com Transtorno do Espectro Autista, e verificar o efeito da aquisição sobre coportamentos incompatíveis como a aprendizagem, como estereotipia e comportamentos inadequados. Os participantes tiveram seus repertérios de pré-requisitos ampliados,com uma necessidade decrescente de ajuda e demonstraram uma redução na emissão de respostas concorrentes ao ensino. O Estudo 03 ensinou matching auditivo-visual, ecoico, tanto e mando por instrução por exemplares múltiplos (MEI) para dois participantes. Os resultados demonstraram que após o MEI as crianças passaram a emitir mais respostas verbais vocais do que em relação à condição...
Individuals with Autism Spectrum Disorder (ASD) have significant deficits in many behaviors, and among them verbal behavior. Considering the social damage that the absence of language causes for this population, as dependence and restriction of access to regular education, teachin verbal operant is required. However, the acquisition of verbal operant through systematic and programmed learning requires prerequisites as follows instruction and imitation. Thus it is also necessary to plan structured teaching conditions for learning such repertories. This paper is organized in three studies. Study 01 aimed to carry out a survey of the literature on teaching and autism procedures at The Analysis of Verbal Behavior from the term [autism]. As general results, the study I found that teaching procedures aimed mostly teaching verbal operant for single exemplar instruction (SEI) to acquire mand and echoic. Most the participants were between three and six years old, had a repertoire of one to two operants in acquisition, and learned the target behavior studies. Study 02 aimed to teach operative prerequisites for two boys of five and seven years with Autistic Spectrum Disorder, and assess the effects of the acquisition on behavior incompatible with learning, such as stereoty and inappropriate behavior. Participants had their expanded prerequisites repertories, with a decreating need for help and demonstrated a reduction in the emission of competing answers to teaching. Study 03 taught audio-visual matching, echoic, tact and mand for multiple exemplar instruction (MEI) for two participants. The results showed that after the MEI children began to issue vocal verbal responses than in relation to the initial condition of education. Thus, the study 03 discusses the effectiveness of teaching verbal operant per multiple exemplar instruction in people with ASD and their generative capacity of new verbal repertoires
FAPESP: 13/13028-0
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Silva, Viviana Freitas da. "A presença de alunos autistas em salas regulares, a aprendizagem de ciências e a alfabetização científica : percepções de professores a partir de uma pesquisa fenomenológica /." Bauru, 2016. http://hdl.handle.net/11449/138918.
Full textAbstract:
Orientador: Cláudio Bertolli FilhoBanca: Silvia Regina Quijadas Aro Zuliani
Banca: Fátima Elisabeth Denari
Resumo: O processo de inclusão escolar tem se configurado como um tema importante e amplamente discutido nos últimos anos. Por meio de leis ampliou-se as possibilidades de educação escolar no ensino regular também para crianças diagnosticadas com Autismo. Diante da necessidade de incluir, ensinar conteúdos escolares e promover a aprendizagem de alunos diagnosticados com Transtorno do Espectro Autista no Ensino Fundamental I de escolas públicas regulares, definiu-se a seguinte questão de pesquisa: Quais são as percepções dos Professores Titulares, Auxiliares e Itinerantes sobre alunos com autismo em salas de aula regulares, sobre o Ensino de Ciências e a importância dada à Alfabetização Científica durante o processo de ensino para este público? Foi desenvolvida uma pesquisa qualitativa e exploratória buscando delinear tais percepções dos professores, desvelar o fenômeno e apreender o significado desta realidade. Foram utilizados questionários com professores envolvidos no processo de inclusão de alunos com autismo regularmente matriculados e observação minuciosa da realidade com o Registro de um Diário de Campo. A pesquisa foi concebida em escolas municipais de uma cidade do interior de São Paulo. Devido à escassez de dados bibliográficos que contemplassem essa realidade foi necessário primeiramente refletir sobre o Ensino de Ciências, os Parâmetros Curriculares Nacionais e a Alfabetização Científica; além de um aprofundamento quanto aos conhecimentos sobre o Autismo e a pessoa autist... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The school inclusion process has been set up as an important issue and widely discussed in recent years. Through laws expanded the possibilities of education in mainstream education also for children diagnosed with Autism. Faced with the need to include teaching school subjects and promote the learning of students diagnosed with Autism Spectrum Disorder in elementary school regular public schools, it defined the following research question: What are the perceptions of Holders Teachers, assistants and Itinerant on students with autism in regular classrooms on the teaching of Science and the importance given to Scientific Literacy during the teaching process for this audience? A qualitative and exploratory research was developed aiming to outline such perceptions of teachers, unveil the phenomenon and grasp the meaning of this reality. Questionnaires were used with teachers involved in the inclusion of students with autism enrolled process and thorough observation of reality with the registration of a Field Journal. The survey was designed in municipal schools in a city in the interior of São Paulo. Due to the scarcity of bibliographic data that addressed this reality was first necessary to reflect on the Teaching of Science, the National Curriculum Standards and the Scientific Literacy; as well as a detailed assessment of the knowledge about autism and autistic person; the preparation of a history of theoretical positions on the theme and characterization of Autism, verifying ... (Complete abstract click electronic access below)
Mestre
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Guerra, Bárbara. "Ensino de operantes verbais e requisitos para ensino por tentativas discretas em crianças com transtorno do espectro autista (TEA) /." Bauru, 2015. http://hdl.handle.net/11449/132506.
Full textAbstract:
Orientador: Ana Cláudia Moreira Almeida-VerduBanca: André Augusto Borges Varella
Banca: Carlos Barbosa Alves de Souza
Resumo: Indivíduos com transtorno do Espectro Autista (TEA) apresentam importantes déficits em comportamentos diversos, e dentre eles o comportamento verbal. Considerando-se os prejuízos sociais que a ausência de linguagem ocasiona para essa população, como dependência e restrição de acesso ao ensino comum, surge a necessidade de prgramar o ensino de operantes verbais. Todavia, a aquisição de operantes verbais por meio de ensino sistemático e programado exige pré-requisitos como seguir instrução e imitar. Dessa forma também é necessário planejar condições de ensino estruturado para a aprendizagem de tais repertórios. Esse trabalho está organizado em três estudos. O Estudo 01 objetivou realizar levantamento da literatura sobre o procedimento de ensino e autismo no The Analysis of Verbal Behavior a partir do termo autism. Como resultado gerais, identificou-se que os procedimentos de ensino objetivaram em sua maioria o ensino de operantes verbais por instrução por exemplar único (SEI) para aquisição de mando e ecoico. A maioria dos participantes estava entre três e seis anos de idade, apresentava um repertório de até dois operantes em aquisição, e aprendeu os comportamentos alvo dos estudos. O Estudo 02 objetivou ensinar operantes pré-requisitos para dois meninos de cinco e sete anos com Transtorno do Espectro Autista, e verificar o efeito da aquisição sobre coportamentos incompatíveis como a aprendizagem, como estereotipia e comportamentos inadequados. Os participantes tiveram seus repertérios de pré-requisitos ampliados,com uma necessidade decrescente de ajuda e demonstraram uma redução na emissão de respostas concorrentes ao ensino. O Estudo 03 ensinou matching auditivo-visual, ecoico, tanto e mando por instrução por exemplares múltiplos (MEI) para dois participantes. Os resultados demonstraram que após o MEI as crianças passaram a emitir mais respostas verbais vocais do que em relação à condição...
Abstract: Individuals with Autism Spectrum Disorder (ASD) have significant deficits in many behaviors, and among them verbal behavior. Considering the social damage that the absence of language causes for this population, as dependence and restriction of access to regular education, teachin verbal operant is required. However, the acquisition of verbal operant through systematic and programmed learning requires prerequisites as follows instruction and imitation. Thus it is also necessary to plan structured teaching conditions for learning such repertories. This paper is organized in three studies. Study 01 aimed to carry out a survey of the literature on teaching and autism procedures at The Analysis of Verbal Behavior from the term [autism]. As general results, the study I found that teaching procedures aimed mostly teaching verbal operant for single exemplar instruction (SEI) to acquire mand and echoic. Most the participants were between three and six years old, had a repertoire of one to two operants in acquisition, and learned the target behavior studies. Study 02 aimed to teach operative prerequisites for two boys of five and seven years with Autistic Spectrum Disorder, and assess the effects of the acquisition on behavior incompatible with learning, such as stereoty and inappropriate behavior. Participants had their expanded prerequisites repertories, with a decreating need for help and demonstrated a reduction in the emission of competing answers to teaching. Study 03 taught audio-visual matching, echoic, tact and mand for multiple exemplar instruction (MEI) for two participants. The results showed that after the MEI children began to issue vocal verbal responses than in relation to the initial condition of education. Thus, the study 03 discusses the effectiveness of teaching verbal operant per multiple exemplar instruction in people with ASD and their generative capacity of new verbal repertoires
Mestre
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Newman, Hannah. "Reimagining autism : how drama environments can aid the diagnosis and understanding of autism." Thesis, University of Kent, 2018. https://kar.kent.ac.uk/69565/.
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Using the practical approaches developed for the research project, Imagining Autism, the PhD investigates whether engagement in a play-based drama environment can help aid the diagnostic process and understanding of autism. The research has used drama workshops to see if these can enhance the profile of strengths, difficulties and differences obtained in a more traditional clinical diagnostic assessment. The exploratory study also seeks to see whether the ADOS (the clinical assessment tool) can be completed in a different environment and if there is agreement between the two settings on these scores. In addition to this, what supplementary information may be provided about the individuals because of their engagement in this drama environment. Eight participants (aged 3 - 11 years) were recruited through the NHS and had gone through the clinical assessment. They engaged in the arctic environment twice, where they encountered puppets, props and full-body characters e.g. the slapstick snowman, in play-based interactions with trained practitioners. The sessions were documented and analysis occurred afterwards, using a novel coding framework, and additional information obtained from parents and practitioners. These were then compared to the clinical assessment scores and reports, to test the hypotheses. Both qualitative and quantitative analysis will compare the two sets of information from the different environments, seeking to present a more holistic and rounded view, focusing not only on the difficulties but also on the strengths of the individual.