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Bibliografías temáticas / Autistic children / Tesis

Tesis sobre el tema "Autistic children"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 9 de marzo de 2023

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1

McCallon, Denise. "A Follow-Up Study of Autistic and Autistic-Like Children". Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331959/.

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Autism is a lifelong handicapping disorder that occurs on a continuum of severity. Children who show mild autistic behaviors but do not meet the criteria for a diagnosis of autism are often called autistic-like, but it is not known if their development and functioning are similar to that of autistic children. A follow-up study was done on 35 autistic and autistic-like children who were an average of 3 years of age when initially seen. Initial test scores indicated that the children were similar on measures of intellectual/developmental functioning, receptive vocabulary, and adaptive functioning. Approximately 4 years later they were evaluated again. Using the Childhood Autism Rating Scale, the children were divided at follow-up into three groups: nonautistic, mildly/moderately autistic, and severely autistic. Most children made gains on intelligence tests and displayed a diminishing number of autistic symptoms. Changes in nonverbal intelligence, adaptive functioning and receptive vocabulary scores depended on group membership. The results are discussed in relation to the reported stability of cognitive functioning in young autistic children and the implications for clinical practice, early intervention, and research on attachment. The nature of the syndrome of autism is also discussed, particularly in its relation to the milder, atypical children. The superior follow-up status of the autistic-like as compared to the autistic children raises serious questions about including the two groups in the same syndrome.

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2

Lee, Tsz-ho Elvis y 李子豪. "A boarding school for autistic children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985282.

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3

Chee, Ming-mu Anthony y 錢孟武. "Stress of parents with autistic children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31248883.

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4

Chee, Ming-mu Anthony. "Stress of parents with autistic children /". [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115698.

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5

Lee, Tsz-ho Elvis. "A boarding school for autistic children". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949512.

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6

Saggers, Elizabeth Ruth. "Social skills and theory of mind : the effects of programming on deficits in students with an autistic spectrum disorder (ASD) /". [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17008.pdf.

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7

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

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8

Ruiz, Julio Glenn Sigrid S. "Transfer of mand-to-tact and tact-to-mand topographies in two vocal-verbal children with autism a replication and extension study /". [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9830.

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9

Geving, Megan McGee Ala'i-Rosales Shahla S. "An observation system to aid in the evaluation and implementation of early intervention programs for children with autism". [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9928.

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10

Mackintosh, Emily. "Mind your language : the impact of maternal mental state language on theory of mind in children with autistic spectrum disorder and typically developing children /". [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16865.pdf.

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11

McGrath, Wanita. "Educating children presenting with autistic spectrum disorder: exploring parents' experiences". Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/10265.

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According to Pienaar and Raymond (2013, p.10) learners with disabilities have historically experienced the most serious exclusion from learning. The worldwide call for inclusive education prompted South Africa to develop the White Paper 6 (WP6) (2001, p.18) which clearly states that for Inclusive Education to be successfully implemented in South Africa, there has to be an acknowledgement that all children and youth can learn. The implementation of WP6 therefore not only benefits learners with special educational needs, but all South African learners by implementing "a more flexible system of education that focuses on removing barriers to learning and creating learning-friendly environments" (Pienaar and Raymond, 2013, pp. 10-11). However, a great disparity exists in what is proposed in official documents such as WP6 and what parents of children with barriers to learning actually experience within schools. This phenomenological study employed memory work, drawings and focus group discussions with four purposively selected parents to explore parents’ experiences of the education of their children who are on the Autistic Spectrum. Bronfenbrenner’s Eco-systemic perspective was used to make meaning of the data. The findings show that parents find the education of their autistic children as a stressful and isolating experience because of an unprepared education system. Despite the challenges, the participants also find their experiences to be a journey of personal growth and fulfilment. The study therefore recommends that schools should engage parents of autistic children more actively in order to make inclusion of such children effective. Teachers who are expected to practice inclusivity in schools should be adequately prepared to work with children presenting with ASD through a collaborative effort of the Department of Health and the Department of Education.

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12

Shook, Stacey Lynn. "Teaching children with autism to ask questions in integrated preschool settings : a comparison of constant and progressive time delay /". Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7670.

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13

Al, Kandari Mohammad Taleb M. "Parenting an autistic child in Kuwait Kuwaiti mothers' voice and experiences with children labeled autistic /". Related electronic resource:, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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14

Thigpen, Dee. "Parents' perceptions of effective coping strategies for raising a child with autism". CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3365.

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The purpose of this study is to identify the main stessors that parents experience when raising an autistic child and parents' perceptions of what can help them cope better. It is important that parenting stressors and coping strategies are identified as they relate to the age of the child with autism.

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15

Hitge, Marcel. "Fathers' coping with the day-to-day stressors of living with a child on the autistic spectrum". Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/8628.

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In general there is very little research on the coping styles that the fathers of children suffering from Autistic Spectrum Disorder (ASD) use in order to cope with the day-to-day demands and stressors that result from their child‘s unique condition. The research study focuses on the fathers of children on the autistic spectrum and how they cope with the stressors resulting from their children‘s condition on daily basis. The study made use of Bronfenbrenner‘s Ecosystemic Theory of Human Development as the guiding theoretical framework in exploring and describing this specific research domain. This was a qualitative study and it was phenomenological, descriptive and analytical in nature. The reason for this was to hear the voices of the fathers and explore in-depth how they deal with the daily stressors resulting from their children‘s condition. Semi-structured interviews were utilised where the fathers were asked to respond to an open-ended question. The data that was obtained from the fathers was analysed by means of content analysis. The sample size of the study was small (n=5) and other limitations included a small number of previous studies done on the fathers of children on the autistic spectrum. The literature that is available that focused on the fathers of ASD children are often old and might possibly be out dated. However, this study aimed to hear the voices of the fathers of children on the autistic spectrum and explore how they cope with the daily stressors. Therefore, this study will contribute to the literature on the fathers of ASD children.

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16

Songlee, Dalhee. "Parents' satisfaction with the education of their child with autism". Full text available online (restricted access), 2002. http://images.lib.monash.edu.au/ts/theses/Songlee.pdf.

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17

Harder, Julianne M. Ala'i-Rosales Shahla S. "The effects of a "responsive teaching strategy" to increase toy play in young children with autism in an inclusive setting". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6099.

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18

Mattingly, Lisa-Marie. "The educational placement of children with autism what do parents think? /". Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001mattinglyl.pdf.

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19

Boyer, Heather Ann. "The school and parent autism wars : a civil rights struggle /". Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008283.

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20

Eversole, Amy. "Social Skills Training with High-Functioning Autistic Adolescents". Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc501083/.

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Social skills training is a need among autistic adolescents. This investigation examined a social skills training program involving several teaching strategies. Specific social skills were targeted for improvement. Attempts to decrease negative social behaviors were made. Five autistic adolescents participated in the program and five were selected for the no-treatment group. Two measures were used. A survey addressing the skills targeted in the program was completed by parents and teachers before and after the program. A test conversation with a stranger and a peer was conducted with each subject before and after the program. Anecdotal information was obtained from therapists, teachers, and parents. Results provided information on the effectiveness of this social skills program. The benefits and limitations of the program were discussed.

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21

Lo, Chak-chuen Eddie. "Parenting stress in family with autistic individual". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B29689430.

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22

Haray, Aimee H. Glenn Sigrid S. "Effects of picture exchange training on communication topographies". [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9849.

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23

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

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24

Gerbitz, Mindy Lee. "The correlation between family cohesion and success in autistic treatment". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3125.

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This research project offered an overview of Autistic spectrum disorder and discussed the need for research regarding the family's role in treatment. The treatment framework examined in this research project was Applied Behavioral Analysis. The study took place at the University Center for Developmental disabilities (UCDD), located at California State University San Bernardino.

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25

Paladino, JoDe Berk Laura E. "Private speech in children with autism developmental course and functional utility /". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398691&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181312973&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Laura E. Berk (chair), Karla Doepke, Stacey Jones Bock, Dawn McBride. Includes bibliographical references (leaves 168-175) and abstract. Also available in print.

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26

Hille, Katrina J. "Investigating the effects on parallel play between siblings: Teaching children with autism to emit social phrases to their typically developing sibling". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc28370/.

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The focus of this study was three fold. First, modeling and feedback were investigated as a training package for social interactions between siblings. Second, the effects of social phrases taught to the sibling with autism were investigated. Third, the magnitude of these social phrases was measured by timing duration of parallel play. The experimental design is an A-B-A1-A2 design conducted in a clinic, with a probe for generalization in the home environment. This intervention was replicated across an additional sibling dyad to indicate its effectiveness. This study ascertained that the sibling with autism was a viable participant in learning new social skills that could function as a behavioral cusp and increase sibling interactions.

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27

Seah, Ping P. "Increasing eye contact and appropriate verbalizations of young children with autistic characteristics". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/916.

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Social skills have been widely regarded by researchers and educators to be crucial to successful school performances as well as an individual's overall social functioning. The need to be competent in social skills increases for children with autism or autistic characteristics. A teaching strategy was modelled and taught to increase appropriate verbal and nonverbal responses of the participants through sociodramatic play with the researcher and trained peers. Hats and toys belonging to various occupations were used as training material. The two dependent variables measured were the number of appropriate verbalizations and total length of eye contact time given by each participant within each 2 minute session of role-play activities. The individual studies in this research were based on a single-subject A-B-C-D-E-A experimental research design with a follow-up period. A was the baseline, and B, C, D and E were the intervention conditions. The participants were three boys aged between 5 to 7 years old who met the DSM-IV diagnostic criteria for autism. Their IQ scores ranged from 110 to 117 and are considered by child psychologists and therapists to be high functioning autistic children with deficits in social communication and interaction skills.

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28

Lam, Ling. "Raising an autistic child: parents' self-guides, emotional reactions, regulatory focus and commitment in child-training". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29725628.

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29

Newcomer, Andrea L. Ala'i-Rosales Shahla S. "A systematic replication of the family connections parent-toddler training program". [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9921.

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30

Poh, Tse-tse Jennifer. "The use of music therapy in the treatment of autistic children with special reference to Hong Kong /". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470356.

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31

Fung, Chi-yuen Eddie. "The effectiveness of computer assisted instruction and teacher assisted instruction for teaching English words to mentally handicapped children with Autism". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22329997.

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32

Leung, Hei-yin. "Emotional responsiveness and expressiveness of young children with autism". Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37091062.

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33

Tang, Ka-man Traci. "An investigation of play in young children with autism". Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37091694.

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34

Cashin, Andrew. "A hermeneutic phenomenological study of the lived experience of parenting a child with autism /". Electronic version, 2003. http://adt.lib.uts.edu.au/public/adt-NTSM20040802.155323/index.html.

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35

Jonovich, Sarah Hildebrand. "Association between parenting behaviors, social skills, and anxiety in children with high-functioning autism spectrum disorders /". Connect to full text in OhioLINK ETD Center, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1182518785.

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36

Sielen, Heather L. "Effects of learning and communication disabilities in children with autism". Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004sielenh.pdf.

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37

Hutton, Adam M. "Autism and its Effects on the Family". Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/HuttonAM2002.pdf.

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38

Lui, Wan-hap. "Effectiveness of a relationship development intervention program for aloof-autistic children". Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37091347.

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39

蔡慧怡 y Wae-yee Wendy Choi. "Dysfunction in emotional decoding in autistic spectrum disorder: theory-of-mind impairment or weak centralcoherence". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716504.

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40

Jamai, Nadia Hyten Cloyd. "Toward a systems analysis of treatment integrity". [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-6143.

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41

Choi, Wae-yee Wendy. "Dysfunction in emotional decoding in autistic spectrum disorder theory-of-mind impairment or weak central coherence /". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716504.

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42

Brown, Dusty. "A qualitative examination of the reading needs of high functioning children with autism". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002brownd.pdf.

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43

Peerenboom, Timothy D. "A literature review of the Treatment and Education for Autistic and Related Communication Handicapped Children (TEACCH) Program". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003peerenboomt.pdf.

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44

West, Elizabeth A. "Fading from teacher prompts to pictorial versus verbal natural cues in children with autism /". Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7720.

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45

Ho, Anna. "Profiles of communicative abilities in Hong Kong autistic children". Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209909.

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Thesis (B.Sc)--University of Hong Kong, 1999.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.

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46

Sheh, Ching-shan Annie. "The psychological adjustment of the siblings of autistic children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B29697530.

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47

Tam, Siu-ling y 譚小玲. "Language behaviour in Hong Kong children with autistic disorder". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45151994.

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48

Shearer, Heather. "Executive function and autistic symptomatology in very young children". Thesis, Durham University, 2001. http://etheses.dur.ac.uk/4139/.

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The Executive Function hypothesis proposes that the behavioural aspects of autism can be explained by impairment in executive function skills. The term 'executive function' refers to several cognitive skills including inhibitor)'control, generation of novel responses, working memory and planning. Many studies have demonstrated that school-aged children, adolescents and adults with autistic spectrum disorders are impaired on tasks designed to measure these skills (Pennington & Ozonoff, 1996). However, despite the early onset of this developmental disorder, little work has explored the executive functioning of pre-school children with autism, hi a developmental context, the executive function hypothesis would predict early executive deficits for children with autistic spectrum disorders, an association between executive function skill and symptom severity, and a relationship between the developmental trajectories of executive function and behavioural profiles. The present study recruited three-year-old children referred for autistic spectrum disorders or speech and language delay. A battery of executive function tasks measuring inhibition, working memory and planning was administered on recruitment and one year later. Detailed behavioural information was also gathered at both time points. Cross-sectional group comparisons revealed little evidence for an executive deficit in children with autism at either age. Similarly, there were no reliable relationships between executive performance and symptomatology. At a group level behavioural scores appeared to change little over the year. However, within each group there was evidence for both positive and negative change. Moreover, executive function performance did not change reliably across individuals over the year, nor was there any consistent relationship for individual children between performance on one executive function task and one behavioural domain. These findings are discussed in relation to the psychological theories of autism, and implications for intervention approaches are considered.

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49

Eyres, Sophie. "Supporting siblings of children with autistic spectrum disorders (ASDs)". Thesis, Canterbury Christ Church University, 2011. http://create.canterbury.ac.uk/10196/.

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Section A: A review of current research literature relating to the impact of child ASD upon non-affected siblings and the utility of sibling group interventions. The first section summarises and critiques studies relating to the social, emotional and behavioural adjustment of siblings, including consideration of potential mediating factors and discussion of methodological issues. The second section considers evidence for one intervention for this group, ASD-specific sibling support groups. The review suggests that inconsistencies remain within the sibling research literature and that there is a clear need for UK-based outcome research. Section B: Background: Having a brother or sister with an ASD can be challenging for non-affected siblings. These children may experience reduced parental attention, isolation from peers and difficult sibling behaviours. This pilot study aimed to investigate the utility of support groups for siblings of children with ASDs. Methods: A within group, mixed methods design was used with a pre-intervention baseline. Participants were 35 children, aged 7-15 years, with an ASD sibling. All were attending ASD-specific sibling group interventions across the South East of England. Sibling rated self-concept, anxiety and anger and parent-rated emotional difficulties were collected at pre group, post group and follow up. One group also participated in a focus group. Results: Results indicated significant improvements in self concept and significant decreases in anger and anxiety following participation in an ASD-specific sibling group. Anxiety continued to decrease at 3 month follow up. Parent-rated sibling emotional difficulties did not change. All siblings valued the groups. Four main themes were identified from qualitative data: Siblings valued the opportunity to meet similar others, have fun, learn new information about ASD and apply this knowledge to their own situation. Conclusions: The present pilot study extends existing literature on ASD-specific sibling groups. This is one of the first studies to combine qualitative data with standardised outcome measures. Participation in an ASD-specific support group may be associated with more positive self concept and decreased anger and anxiety. Given inherent study limitations, further, controlled research studies are warranted. Section C: A critical appraisal of the study conducted in section B and a reflective account of the process. This includes consideration of research skills learnt, future adaptations, clinical implications and ideas for future research.

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50

McDonald, Kimberly Sue. "The effect of length of participation in a parent support group on reported stress levels of parents of children with autism or other developmental disorders". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1970.

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