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Dissertations / Theses on the topic 'Asperger's syndrome in children'

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Published: 4 June 2021

Last updated: 29 July 2024

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1

Bailey, Suzette. "Asperger's Syndrome in African American Children." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4834.

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The prevalence of autism in the United States is 1 in 68 children. African American children are less likely to receive advance testing to confirm the diagnosis of Asperger's Syndrome (AS) compared to other ethnic groups. The purpose of this study was to determine if demographic factors (parental education level, family annual income, marital status of custodial parent(s), parent ethnicity, number of children in home, other children with disability, family location, mother age at time of birth, gender of child, birth status of child, adoption status and age, child order, and other disability) have any predictive relationship to AS diagnosis among African American children in the Washington Metropolitan area. A quantitative correlational study of a cross-sectional nature was conducted using a survey to collect data from parents of children age 3-16 (n= 187) who may or may not have a confirmed autism diagnosis. Bronfenbrenner's ecological theory provided an understanding of how environmental factors may be related to a diagnosis of AS. Chi-square analyses were conducted and statistically significant higher frequencies of diagnosis were found in parents with no other child with a disability, later born children, and parents who have been married. Logistic regressions analysis resulted in parental marital status being found to be a statistically significant predictor of a child having an official AS diagnosis. There is a critical need to train health care professionals working in underserved communities where minority groups may reside about AS. Results from this study may provide information to develop policies, community-based services, and programs that ensure that children can receive an accurate AS diagnosis regardless of factors such as race, ethnicity, or socioeconomic status.

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2

Chow, Ying-kwan Connie. "Friendship and loneliness in high-functioning children with autism." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716565.

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3

周映君 and Ying-kwan Connie Chow. "Friendship and loneliness in high-functioning children with autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716565.

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4

Sansosti, Frank J. "Effectiveness of social story interventions for children with asperger's syndrome." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000621.

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5

Huang, Xiuchang (Ann). "Pursuing a diagnosis for children with Asperger Syndrome: parents perspectives : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2007. http://proquest.umi.com/pqdweb?index=82&did=1338867611&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1255372509&clientId=28564.

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6

Dunkley, Philippa J. "Evaluation of a social skills intervention for children with Asperger's syndrome." Thesis, University of Canterbury. Psychology, 1997. http://hdl.handle.net/10092/6959.

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Research has identified that deficits in social functioning are central to the presentation of Asperger's syndrome, and suggests that social skills training is a plausible and appropriate intervention to address these deficits. Social skills training with an identified Asperger's syndrome population and the development of a method for evaluating specific skill acquisition while participating within the group was undertaken for the present study. Amultiple baseline across behaviours design was used to evaluate the effect of a social skills programme on three target behaviours in four boys with Asperger's syndrome. The eight week programme was highly structured and taught conversation related social skills which were presented as useful rules or strategies. Three target behaviours; attending, initiating, and reciprocity were measured using a behaviour coding system to evaluate specific skill acquisition. Results varied between subjects but demonstrated a specific treatment effect in six of the twelve total measures. Nonspecific treatment factors were also recognised as influential in the improvements identified. The results also raise the possibility that individuals with differently subtypes of Asperger's syndrome may respond differently to social skills training. The results presented are consistent with the limited number of similar studies and lends support to the future use of social skills training groups for individuals with Asperger's syndrome.

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7

Hart, Liza. "Assessment of social information-processing mechanisms in children with Asperger's syndrome." Thesis, Open University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287017.

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8

Spies, Hannalie Lehome. "Teachers' readiness to support children with Asperger's syndrome within mainstream schools." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80203.

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Thesis (MEdPsych)--Stellenbosch University, 2013.<br>Bibliography<br>ENGLISH ABSTRACT: In White Paper 6 (Special Needs Education: Building an Inclusive Education and Training System), a framework was provided to establish an inclusive education and training system in South Africa. This development followed trends similar to those in other countries. The inclusive approach emerged as a key international policy at the World Conference on Special Needs Education in Salamanca, in 1994 in Spain. One of the implications of an inclusive education (IE) policy is the provision of appropriate educational opportunities for all learners, including those with disabilities, in the general education class. Therefore school policies that support this educational environment, and that provide administrative assistance, appropriate materials and resources, as well as qualified teachers, are needed. Literature states that teachers all over the world experience difficulties on different levels of IE. High school teachers, for instance, experience unique challenges and difficulties with the implementation of inclusive principles. Asperger's syndrome (AS), the focus of this study, is one of the disorders directly affected by an inclusive policy. The number of learners diagnosed with autism spectrum disorders (ASD), as well as the number attending mainstream education, has grown worldwide. The characteristics of AS lead to challenges with learning behaviour and socialisation, and cause significant difficulties for classroom teachers, who need to maintain a learning environment that is conducive to learning by all learners. Although there is an increasing flow of information available relating to support, accommodations, methods and information, this does not ensure that educators will be aware of and effectively use these sources. Since teachers are the main team players in the successful implementation of IE, this study aimed to investigate exactly how ready they are to implement IE practices, especially with regard to supporting children diagnosed with AS. The theoretical framework on which this study was based was Bronfenbrenner's bioecological model. This study's research methodology can be described as basic qualitative research embedded within an interpretive paradigm. Purposive sampling was used to select participants from three different schools in the Western Cape Province in South Africa. Three methods of data collection were employed, namely reflective questions, as well as semi-structured individual and focus group interviews. Thematic analysis was used to analyse the data. With Bronfenbrenner's bioecological model as the backdrop, the research findings indicate that the readiness of the participating teachers for IE, and therefore by implication their readiness to include learners with AS in the mainstream classes, is compromised. The findings indicate that this lack of readiness comprises factors on macro-, meso-, exo- and micro-system levels. These systems do not appear to be ready for IE, and therefore, although there is willingness to learn among the teachers in this study, it seems as though they are not ready for the inclusion of learners diagnosed with AS in their classes. Support needs to be aimed at increasing teachers' understanding of the philosophical principles of IE in general, but also increasing their knowledge of AS and providing them with practical suggestions regarding best practises relating to the inclusion of learners with AS in their mainstream classes. Since teachers seem not to be specialists in the support of learners with barriers to learning, professionals who will be able to support them in this regard need to be employed in the schools.<br>AFRIKAANSE OPSOMMING: In Witskrif 6 (Spesiale Onderwysbehoeftes: Die Vestiging van 'n Inklusiewe Onderwys- en Opleidingstelsel) is 'n raamwerk verskaf vir die vestiging van 'n inklusiewe onderwys- en opleidingstelsel in Suid-Afrika. Hierdie ontwikkeling het gevolg op soortgelyke tendense in ander lande. Die inklusiewe benadering het na vore getree as 'n sleutel internasionale beleid by die Wêreldkongres oor Spesiale Onderwysbehoeftes wat in 1994 in Salamanca, Spanje gehou is. Een van die aspekte wat fundamenteel is tot die beleid van inklusiewe onderwys (IO) is die verskaffing van gepaste opvoedkundige geleenthede aan alle leerders, insluitend dié met gestremdhede, in die algemene klaskamer. Skoolbeleide wat hierdie opvoedkundige omgewing ondersteun, en wat administratiewe bystand, gepaste materiale en hulpbronne, sowel as gekwalifiseerde onderwysers verskaf, word benodig. Volgens die literatuur ervaar onderwysers die wêreld oor probleme op verskillende vlakke van IO. Hoërskoolonderwysers, byvoorbeeld, ervaar unieke uitdagings en probleme met die implementering van inklusiewe beginsels. Asperger se sindroom (AS), die fokus van hierdie studie, is een van die stoornisse wat direk deur 'n inklusiewe beleid geraak word. Die aantal leerders wat met outismespektrumstoornisse (ASS) gediagnoseer word, sowel as die aantal wat hoofstroomonderrig ontvang, neem wêreldwyd toe. Die kenmerke van AS lei tot uitdagings in leergedrag en sosialisering, en veroorsaak aansienlike probleme vir klasonderwysers, wat 'n leeromgewing moet kan onderhou waarin alle leerders die vermoë het om te leer. Hoewel daar 'n toenemende vloei van inligting is wat verband hou met ondersteuning, tegemoetkomings, metodes en inligting, verseker dit egter nie dat opvoeders bewus sal wees van hierdie bronne nie en hulle doeltreffend sal gebruik nie. Aangesien onderwysers die vernaamste spanlede is in die suksesvolle implementering van IO, was die doelwit van hierdie studie om ondersoek in te stel na presies hoé gereed hulle is om IO-praktyke te implementeer, veral met betrekking tot ondersteuning aan kinders wat met AS gediagnoseer is. Die teoretiese raamwerk waarop hierdie studie geskoei is, is Bronfenbrenner se bio-ekologiese model. Die navorsingsmetodologie vir hierdie studie kan beskryf word as basiese kwalitatiewe navorsing ingebed in 'n interpretatiewe paradigma. Doelgerigte steekproefneming is gebruik om deelnemers in drie verskillende skole in die Wes-Kaap provinsie in Suid-Afrika te selekteer. Drie dataversamelingsmetodes is gebruik, naamlik reflektiewe vrae, asook halfgestruktureerde individuele en fokusgroeponderhoude. Tematiese analise is gebruik om die data te analiseer. Met Bronfenbrenner se bio-ekologiese model as agtergrond kon die navorsingsbevindings wys dat die gereedheid van die deelnemende onderwysers in hierdie studie vir IO, en by implikasie dus hulle gereedheid om leerders met AS in hoofstroomklasse in te sluit, onvoldoende is. Die bevindinge dui aan dat hierdie tekort aan gereedheid faktore op makro-, meso-, ekso- en mikro-sistemiese vlakke omvat. Hierdie stelsels blyk nie gereed vir IO te wees nie en hoewel daar 'n bereidheid is om te leer by die onderwysers in hierdie studie, is hulle nie gereed om leerders wat met AS gediagnoseer is, in hulle klasse in te sluit nie. Ondersteuning moet daarop gerig wees om die onderwysers se begrip van die filosofiese beginsels onderliggend aan IO in die algemeen te verhoog, sowel as hulle kennis van AS, en om hulle praktiese voorstelle te gee m.b.t. beste praktyk in verband met die insluiting van leerders met AS in hulle hoofstroomklasse. Aangesien dit voorkom asof onderwysers nie spesialiste is in die ondersteuning van leerders met struikelblokke tot leer nie, moet professionele persone wat hulle in hierdie opsig kan help, deur die skole aangestel word.

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9

Lim, Hui Keow. "Comparison of human figure drawings by children with Asperger's syndrome and typically developing children /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19383.pdf.

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10

De, Jager Petronella Susanna. "Developing a conceptual framework which supports teachers of learners diagnosed with Asperger’s syndrome and high functioning autism." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2760.

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Thesis (DEd)--Cape Peninsula University of Technology, 2018.<br>Recent research into pedagogical practices regarding Autistic Spectrum Disorder (ASD) learners has been developing and transforming at a significant rate. However, there has been a dearth of empirical research into how teachers identify and respond appropriately to the basic personality traits of Autistic Spectrum/High Functioning Autistic (AS/HFA) learners. This thesis addresses this specific gap in the research field by undertaking an intensely empirical examination of three AS/HFA learners in transition from Grade 3 to Grade 4 who experience behavioural adaptation challenges. The investigation was conducted in the Western Cape, South Africa, at three schools: one government mainstream and two private schools. Three Grade 3 teachers and three Grade 4 teachers were involved in the project. One facilitator, a class assistant, a teacher for Learners with Special Eductional Needs (LSEN) and an educational psychologist took part. Three learners, aged 9 years transitioning from Grade 3 to Grade 4, were observed: all three were clinically diagnosed as AS/HFA. Of the learners, two were boys and one was a girl. The duration of the project was from August/September 2013 to August/September 2014. A critical interpretive qualitiative case study methodology and purposive sampling were deployed. Non-participant observations, semi-structured interviews and probing techniques suited the nature of this specific investigation. It was necessary to employ these methods to identify the social cognitive and social functioning challenges of these three learners. Analysis of effective pedagogical procedures was used to show by what means the researcher was able to extrapolate Bandura’s principles of environment, personal and behaviour which were developed for typical learners, and apply these principles to atypical learners such as the three AS/HFA subjects under observation in this thesis. Effective pedagogical procedures were analysed in terms of a paradigm of reflective cognition. Such analysis of the detail of classroom procedures allowed the researcher to proceed in an inductive manner; from the specific to the general. Balancing this empirical investigation of specific details, was a generally deductive structure which was based on national and international research in the research area. The latest DSM-V document provided a blue-print which set out the boundaries for this area of study. Before reaching the issue of knowledge that is needed to support teachers confronted by, and too often perplexed by, the inappropriate behaviour of AS/HFA learners in the classroom, it is vital to situate the whole endeavour within the context of Inclusive Education; as reflected in South African policy documents.

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11

Young, Christina A. "The Effects of Timed Readings on Recall and Comprehension in a Child with Asperger's Syndrome." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4902/.

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The effects of timed readings on recall and comprehension in a child with Asperger's syndrome were examined by employing a multiple-baseline design across two books with reversals. Recall timings consisted of the student's free-say compilation of what she just read. Comprehension tests consisted of the participant's answers to predetermined questions after her recall period. No consequences or feedback was given during any of the conditions. Results indicate that, initially, as the time required to read decreased, the number of unrelated words during the recall period for the two books also decreased. Related words were not as affected. Scores on comprehension tests were high. There was, however, little correspondence between the participant's recall words and the main ideas answered correctly in the comprehension test.

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12

Mead, Stephanie. "Differences in the effects of social stories in children with autism and Asperger's syndrome /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.

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13

Hetzke, Jennifer Diane. "A sibling-mediated social skills training intervention for children with Asperger's Syndrome : results from a pilot study /." Philadelphia, Pa. : Drexel University, 2004. http://dspace.library.drexel.edu/handle/1860/299.

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14

Russell, Emily. "An overview of Asperger Syndrome and anxiety, social worries and styles of social interaction in children with Asperger Syndrome /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17373.pdf.

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15

Schumacher, Amy. "A case study to determine best practice treatment for a child diagnosed with Asperger's syndrome and attention deficit/hyperactivity disorder /." Full text available online, 2004. http://www.lib.rowan.edu/find/theses.

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16

Little, Tonia Ann. "The effects of the Wilbarger protocol on task engagement in a child with Asperger's syndrome : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2006. http://proquest.umi.com/pqdweb?index=104&did=1299816351&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1257447424&clientId=28564.

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17

Belvin, Dena L. "Facilitating Retrieval of Sound Recordings for Use By Professionals Treating Children with Asperger's Syndrome." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/432.

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Since the 1970s, music librarians have been discussing the challenges of cataloging music media. In the 1990s, they began work on a Music Thesaurus to provide a multi-faceted approach to indexing, cataloging, and retrieving music media. In 1999 Indiana University proposed a digital music library, to allow for better indexing and retrieval in addition to content-based music retrieval. In 2000, a commercial venture, The Music Genome Project ©, began cataloging sound recordings of popular music by hundreds of musical characteristics and has created a user interface that allows listeners to enter the title and artist of a certain piece of music and receive recommendations for similar music to then purchase via Pandora.com. The following paper will address the question: how might current analyzing and classifying methods be used to provide additional indexing that facilitates retrieval and use of sound recordings by special populations, specifically professionals treating children with Asperger’s syndrome?

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18

McLean, Trish. "Asperger syndrome and nonverbal learning disorder : an overview /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17723.pdf.

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Burke, Sharon L. "Training teachers to manage students with Asperger's syndrome in an inclusive classroom setting /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18299.pdf.

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20

Hampson, Lindsey. "Parental attributions, responses and expectancy towards behaviours of children with a diagnosis of Asperger's syndrome." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421834.

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21

Jones, Errin. "Humour and laughter in children with autism spectrum disorders." Thesis, University of Ballarat, 2009. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/40358.

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Studying humour and laughter in children with ASDs can provide unique insights into their socio-communicative impairments, and aid in the development of effective interventions. The current study investigated humour and laughter in 16 school-aged children with autism and Asperger Syndrome (AS).<br>Doctor of Psychology (Clinical)

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22

Wagner, Rachel. "Training parents in managing anxiety in Asperger's syndrome : comparing a clinician-administered vs. parent-administered intervention /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19400.pdf.

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Hull, Megan. "Parent reports of current school experiences of children with Asperger syndrome or Autistic Spectrum Disorder /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17934.pdf.

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O'Brien, Matthew J. Wacker David P. Ehly Stewart W. "Using concurrent operants to evaluate perseverative conversation in children and adolescents diagnosed with Asperger's disorder." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/415.

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Currans, Kristn D. "The social reputation of children with Asperger's Disorder in the classroom: Teachers' impressions." Xavier University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1385991893.

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Bell, Jacqueline Brooks. "Asperger's syndrome and metamemory how well can one child predict his knowledge of the world around him? /." Master's thesis, Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-06292007-164551.

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27

張溢明 and Yat-ming Ryan Cheung. "Reflected appraisals in the development of self concept in high-functioning children with autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716437.

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Cheung, Yat-ming Ryan. "Reflected appraisals in the development of self concept in high-functioning children with autism." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716437.

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Palmer, Jackie. "Asperger syndrome and high-functioning autism and the general education classroom [electronic resource] : best known teaching strategies /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Palmer_JMIT2010.pdf.

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Schaefer, Whitby Peggy J. "The effects of a modified learning strategy on the multiple step mathematical word problem solving ability of middle school students with high-functioning autism or Asperger's syndrome." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002732.

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Allen, Sarah Levin Chute Douglas L. "Social cognitive abilities and social functioning in children with Asperger's Disorder : a comparison with Attention Deficit/Hyperactivity Disorder /." Philadelphia, Pa. : Drexel University, 2010. http://hdl.handle.net/1860/3246.

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Knight, Caleb. "Improving social skills in children with Asperger's syndrome : combining direct social skills training and peer mediated interventions." Thesis, University of East London, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532495.

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Allik, Hiie. "Asperger syndrome and high-functioning autism in school-age children : the children's sleep and behaviour, and aspects of their parents' well-being /." Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-856-8/.

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de, Jager Petronella Susanna. "A case study on the impact of sensory processing difficulties on the learning and development of two Asperger's syndrome learners in grade R." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1938.

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Dissertation (Masters in Education (Education and Social Sciences))--Cape Peninsula University of Technology, 2009<br>The purpose of this study was to explore the impact that sensory processing had on the learning and development of two Grade R learners that experience Asperger's Syndrome. The present study is grounded in theories originating from the works of Piaget (1973 & 1978), Vygotsky (1978 & 1993), Feuerstein (1980 & 1991) and Erikson (1950). The informal, flexible education experienced in Grade R classes reflects both the OBE curriculum and inclusive education systems found in South Africa. The main medium of learning is through sensory experiences, therefore it was necessary to research how two AS learners would learn and develop and explore their world through their senses. This research approach was purely qualitative. Multi-methods of data collection, particularly interviews and observations were used. The sample size was two independent case studies, using learners aged between five and seven, who had been clinically diagnosed with Asperger's Syndrome (AS). The two AS learners both attended mainstream Grade R classes and both had facilitators. The findings of the study answer the key research question: “What is the impact of sensory processing difficulties on the learning and development of two learners experiencing Asperger's Syndrome in Grade R?” The results confirmed the impact sensory processing had on the learning and development of learners experiencing AS. The learners had difficulty learning new skills and concepts. Although they were both bright learners, they were perceived as underachievers. Identifying these sensory difficulties and creating awareness among educators, can have a positive impact on these learners' adaptability in a mainstream school environment. This study recommends that early intervention with AS learners is vital for their future learning and development. The interpretation of body language and social skills of normal learners needs to be taught to learners with AS so they can begin to socialise with other learners positively. Ebersöhn & Eloff (2006) suggest that knowledge of asset-based good practices should be shared with educators and caregivers, so that they can focus on the AS learners' strengths and positive character traits. The multi-disciplinary team need to work together to offer support to these learners assisting them to develop to their full potential

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Chung, Winnie Wing Sum. "Development of the Social Interactions Behavior Inventory (SIBI) for Children with High-Functioning Autism/Asperger’s Syndrome." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339177398.

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36

McPartland, James C. "Face perception and recognition processes in Asperger syndrome as revealed by patterns of visual attention /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/9157.

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Alsakran, Wejdan Abdullah. "Assessment of a new educational programme using emotional understanding and social interaction in children with high-functioning autism." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13902.

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This thesis is concerned with the key areas of social interaction and emotional understanding in children with autism with regard to their development. This study evaluated the effectiveness of a ten sessions long intervention programme with the objective of facilitating the children’s social-emotional understanding, as well as promoting their social skills and interaction with both peers and adults. Two methods of studies were used with 6 children - aged 7 to 11 - who had previously been diagnosed with high-functioning autism. The quasi-experimental study divided the sample into an experimental and control group in order to evaluate the intervention. The second method was a case study involving two children in the experimental group. Both approaches provided evidence of the effectiveness of the intervention programme in enhancing the social and emotional components. The results from the first study showed that the intervention programme was associated with improvements for the children in the experimental group in their overall social-emotional understanding, as well as their social skills and interaction with their peers. Moreover, there was strong agreement between the three sources (parents, teachers and children) about this improvement, which supports the reliability of the outcomes. On the other hand, children from the control group did not improve in the tested areas. The results from the second study revealed the typical description of emotional and social deficits in the two children with high-functioning autism. In each case there were specific aspects to their level of difficulties and the way in which they interacted with their friends and family. The data collected after the intervention supports the hypothesis that children with autism can learn emotional understanding (including empathy), and this was associated with an improvement in their social functioning. The case studies also showed agreement between the parents in their dissatisfaction about the level of support that their children received at school. None of the children had received any type of social training programme particularly aimed at teaching them these specific skills. The two methods of evaluation complemented each other. Although caution should be taken when interpreting the findings, owing to the small sample size, the study suggests that children with high-functioning autism respond well to interventions designed to support their social and emotional understanding.

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38

Sansosti, Frank J. "Using video modeled social stories to increase the social communication skills of children with high functioning autism/asperger's syndrome." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001217.

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39

Holt, Samantha. "An investigation of other-awareness and the collaborative process in low-functioning children with autism using shareable technology." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/58805/.

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Very little is known about the ability of low-functioning children with autism (LFA) to engage in collaborative activities. Children with autism have deficits in other-awareness, joint attention and imitation, skills considered fundamental in social cognition and associated with the ability to collaborate. Research has focused on identifying the impairments of LFA children's social interactional abilities in controlled experimental contexts with adult partners. However, there is a paucity of research investigating if LFA children can participate in collaborative activity with peers, and if so what form the collaborative behaviour takes. Children with autism are highly motivated to interact with technology and technology is evolving fast offering opportunities to apply it to research. Therefore, we used innovative technology and a novel software architecture called Separate Control of Shared Space (SCoSS) on three types of shareable computer technology to aid our investigation of other-awareness and collaboration in LFA children. Paper 1, describes two studies using a dual-control laptop to present picture-sorting tasks to children paired with an adult and peer. SCoSS was more effective at facilitating other-awareness in TD and LFA children than a standard interface. Crucially, LFA children showed no active other-awareness without the supportive interface. Paper 2 presented two different picture-sorting problems for pairs of LFA children to solve. This yielded a model of collaborative problem-solving based on a sequence of three prerequisite capacities. Paper 3 successfully applied the SCoSS framework to picture-sequencing tasks delivered via tablet technology. As in paper 1, pairs of LFA children were only actively aware of a peer using linked dual-tablets, analogous to SCoSS. In summary, the thesis presents evidence that the other-awareness of LFA children can be facilitated by technology to support collaborative problem-solving, providing a more complete profile of their abilities and offers evidence that LFA are sensitive to the type of collaborative partner.

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Martin, Fiona Barbouttis. "Self-understanding in high-functioning males with autism spectrum disorders : relationship with social functioning and theory of mind." University of Sydney, 2009. http://hdl.handle.net/2123/4990.

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Doctor of Philosophy<br>Aim. This study aims to investigate self-understanding in young males with high-functioning autism spectrum disorders (ASD) and to determine whether self-understanding is related to social functioning and theory of mind (ToM). In addition, this study aims to examine the characteristics and abilities of young males with high-functioning autism (HFA) and Asperger’s disorder (AD) to determine whether there are significant differences in selfunderstanding and whether self-understanding is related to social functioning and ToM between these two groups. The results have important implications for social skills interventions for young people with ASD. Method. Forty three young males diagnosed with one of the ASD (25 diagnosed with HFA and 18 diagnosed with AD) were compared with 38 TD males. Participants were assessed using the Autism Diagnostic Interview- Revised (ADI-R), the Kaufman Brief Intelligence Test (KBIT), the Vineland Adaptive Behavior Scales (VABS), the Peabody Picture Vocabulary Test- Third Edition (PPVT-III), Damon and Hart’s Self-understanding Interview, and two false-belief ToM tasks. Results. Children with ASD had difficulties recognising and attributing their own mental states and failed to integrate various aspects of the self. Specifically, the ASD group produced fewer self-statements that reflected agency (the awareness and understanding that one is in control of their actions), social aspects of self (such as personality characteristics and group membership) and psychological aspects of self (such as emotions, thoughts and cognitive processes). Instead, children with ASD produced more concrete physical self-statements (such as body characteristics and material possessions). A significant positive relationship was found between selfunderstanding and social functioning for the ASD group. Within the ASD group, the relationship held for the HFA group only. In terms of ToM, children with ASD were less able to correctly answer the second-order false-belief ToM question compared to the TD group. For the ASD group, there was a significant positive correlation between self-understanding and ToM. Within the ASD group, the relationship held for the HFA group only. Conclusions. The results show young males with high-functioning ASD are less aware of their own and others’ mental states perhaps reflecting a general delay in the development of self-understanding and ToM. Furthermore, a more developed self-understanding may translate to improved social functioning and ToM ability for young males with high-functioning ASD. For young males with HFA, self-understanding and ToM may stem from a common underlying cognitive framework. Consequently, treatments aimed at improving self-understanding may simultaneously improve ToM, or vice versa. For individuals with AD there may be a separate cognitive mechanism responsible for self-understanding and another for ToM. Therefore, different interventions may be required; one to improve self-understanding and another to improve the understanding of others’ minds. Overall, these results may assist in the development of practice parameters for social skills training for those with ASD.

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Martin, Fiona Barbouttis. "Self-understanding in high-functioning males with autism spectrum disorders : relationship with social functioning and theory of mind." Thesis, The University of Sydney, 2008. http://hdl.handle.net/2123/4990.

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Aim. This study aims to investigate self-understanding in young males with high-functioning autism spectrum disorders (ASD) and to determine whether self-understanding is related to social functioning and theory of mind (ToM). In addition, this study aims to examine the characteristics and abilities of young males with high-functioning autism (HFA) and Asperger’s disorder (AD) to determine whether there are significant differences in selfunderstanding and whether self-understanding is related to social functioning and ToM between these two groups. The results have important implications for social skills interventions for young people with ASD. Method. Forty three young males diagnosed with one of the ASD (25 diagnosed with HFA and 18 diagnosed with AD) were compared with 38 TD males. Participants were assessed using the Autism Diagnostic Interview- Revised (ADI-R), the Kaufman Brief Intelligence Test (KBIT), the Vineland Adaptive Behavior Scales (VABS), the Peabody Picture Vocabulary Test- Third Edition (PPVT-III), Damon and Hart’s Self-understanding Interview, and two false-belief ToM tasks. Results. Children with ASD had difficulties recognising and attributing their own mental states and failed to integrate various aspects of the self. Specifically, the ASD group produced fewer self-statements that reflected agency (the awareness and understanding that one is in control of their actions), social aspects of self (such as personality characteristics and group membership) and psychological aspects of self (such as emotions, thoughts and cognitive processes). Instead, children with ASD produced more concrete physical self-statements (such as body characteristics and material possessions). A significant positive relationship was found between selfunderstanding and social functioning for the ASD group. Within the ASD group, the relationship held for the HFA group only. In terms of ToM, children with ASD were less able to correctly answer the second-order false-belief ToM question compared to the TD group. For the ASD group, there was a significant positive correlation between self-understanding and ToM. Within the ASD group, the relationship held for the HFA group only. Conclusions. The results show young males with high-functioning ASD are less aware of their own and others’ mental states perhaps reflecting a general delay in the development of self-understanding and ToM. Furthermore, a more developed self-understanding may translate to improved social functioning and ToM ability for young males with high-functioning ASD. For young males with HFA, self-understanding and ToM may stem from a common underlying cognitive framework. Consequently, treatments aimed at improving self-understanding may simultaneously improve ToM, or vice versa. For individuals with AD there may be a separate cognitive mechanism responsible for self-understanding and another for ToM. Therefore, different interventions may be required; one to improve self-understanding and another to improve the understanding of others’ minds. Overall, these results may assist in the development of practice parameters for social skills training for those with ASD.

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Gane, Amanda. "Mothers' experience of having a child diagnosed with an autism spectrum disorder : a project based upon an independent investigation /." View online, 2008. http://hdl.handle.net/10090/5884.

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Hopkins, Zoë Louise. "Language alignment in children with an autism spectrum disorder." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/60608/.

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This thesis examines language alignment in children with an autism spectrum disorder (ASD), a neurodevelopmental disorder characterised by impaired social understanding and poor communication skills. Alignment, the tendency for speakers to repeat one another's linguistic choices in conversation, promotes better communication and more satisfying interactions (cf. e.g., Fusaroli et al., 2012). By corollary, deficits in alignment may adversely affect both communicative and affective aspects of conversation. Across three studies, I consider whether ASD children's conversational deficits relate to disrupted patterns of alignment, and explore the mechanisms underlying this. In the first study, I adopt a corpus-based approach to show that syntactic alignment effects are observable in ASD children's ‘real-life' conversations, not just in an experimental context. The second study draws on research into the role of inhibitory control in communicative perspective-taking (Nilsen & Graham, 2009) to show that lexical alignment is not socially mediated in ASD. I develop this work in the third study, which highlights how, for ASD children, conversation can be compromised when lexical alignment is driven exclusively by priming mechanisms. Taken together, these studies advance our understanding of conversational deficits in ASD, and particularly how impaired social understanding affects ASD children's language processing in dialogue. I conclude that, while ASD children have intact alignment, reduced social understanding may prevent them from ‘diverging', which can be necessary to move a conversation forward (Healey, Purver, & Howes, 2014). More broadly, the thesis addresses questions of theoretical relevance to the study of alignment, by clarifying the contributions of unmediated (i.e., priming) and socially mediated (i.e., audience design) mechanisms to children's alignment behaviour, both in ASD and typical development.

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Stagg, Steven. "Social orienting in children with high-functioning autism and Asperger syndrome." Thesis, Goldsmiths College (University of London), 2011. http://eprints.gold.ac.uk/5920/.

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Rosenlund, Chrintz-Gath Gun. "A case report about two children with Asperger syndrome and ADHD." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31345.

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Syftet med studien är dels att undersöka, beskriva och förstå varför två barn med Asperger syndrom och ADHD inte fick fullständiga betyg i skolan, men också att undersöka hur skolan kan arbeta för att andra barn ska kunna uppnå det.Fallbeskrivningen om J och R är central i uppsatsen men jag har också intervjuat två specialpedagoger och en speciallärare samt haft en personlig kommunikation med flera nyckelpersoner inom barn- och ungdomspsykiatrin för att få svar på mina frågor.Av fallbeskrivningen framkommer det att såväl pedagoger som skolhälsovård hade för lite kunskap om Asperger syndrom och ADHD för att kunna hjälpa de två barnen till att få godkända betyg i grundskolan. Det framkom också att betygssystemet inte möjliggjorde att betyg kunde sättas i alla ämnen. Av intervjuerna framkommer det att intervjupersonerna hade god teoretisk kunskap och god förståelse för hur de skulle kunna arbeta med barn med Asperger syndrom och ADHD, men att de inte hade tillräckliga praktiska kunskaper eller ekonomiska resurser för att göra det. De hade heller inte något samarbete med föräldrarna.

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Gerber, Edré. "The components required to build a therapeutic relationship with children diagnosed with Asperger Syndrome / cEdré Gerber." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9658.

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The aim of this study was to explore and describe the components required to build a therapeutic relationship with children diagnosed with Asperger Syndrome. Through this study therapists and other professionals working with these children could be guided to form functioning and healthy therapeutic relationships with children diagnosed with AS. An inductive, qualitative method was used to gain insight into the components required to build a therapeutic relationship with children diagnosed with AS by exploring the opinions and experiences of a selection of therapists from different therapeutic contexts that work with children diagnosed with AS. Six participants working with children diagnosed with AS at schools for children with learning difficulties, Autism and AS or therapists who form part of the referral teams of these schools in the Nelson Mandela Metropolitan took part in the study. Participants consisted of Occupational therapists, Speech therapists, Counselling Psychologists and Clinical Psychologists. The researcher used semi-structured interviews to explore and describe the opinions of the participants on the components required to build a therapeutic relationship with children diagnosed with AS. The results of this study indicated that building a therapeutic relationship with a child diagnosed with AS requires multiple components and a holistic outlook. Preparation in the form of research and being knowledgeable on the AS diagnosis, as well as obtaining thorough background information on the specific child was found to be fundamental. An awareness on the part of therapists and other professionals regarding child-related aspects such as co-morbid disorders; sensory considerations; therapeutic environment; coping with change; obsessions and dependence on the therapist was found to be of value. Other fundamental components that seem to be a requirement for building a therapeutic relationship with children diagnosed with AS were the therapist characteristics: body language and attitude. Therapeutic considerations, such as the importance of setting boundaries and remaining consistent, as well as the teaching aspect involved in building a therapeutic relationship became evident. Furthermore, the education of parents, siblings and other family members, as well as the importance of having fun while building a therapeutic relationship were recognized as important components. Teamwork was another crucial component identified which included parental and<br>Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

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Wiatr, Jeanne Malecki. "Personal Perspectives About Sustaining Inclusion in School Environments for Children wih High Functioning Autism." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2061.

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Students, at a partial hospital setting in Western Tennessee with high functioning autism spectrum disorders (HFASD) were being removed from general education classrooms. Researchers have indicated that restrictive settings preclude interaction with neurotypical peers and access to general education experiences. The purpose of this case study was to examine educational inclusion for children with HFASD from the perspective of 2 teachers, 2 therapists, and 2 parents of students at the distirct site. This study was grounded in the principles of social learning theory and theory of mind, executive function, and central coherence processes. The guiding research questions focused on how parents, teachers, and therapists perceived behavior and social skills of the child with HFASD could be supported and developed in inclusive environments and what support was needed to foster inclusion of students with HFASD. Individual interview data were transcribed, open coded, and thematically analyzed. Findings included 3 primary themes: providing support in inclusive groups, helping included students develop relationships with those who are different from themselves, and considering the individual nature of the children. The participants also noted that orientations were needed for peer group, parents, and teachers. Implications for positive social change include providing recommendations to the local district on how to best support inclusion

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Pfeiffer, Elizabeth. "Sensory modulation and affective disorders in children and adolescents with asperger syndrome." Diss., NSUWorks, 2003. https://nsuworks.nova.edu/hpd_ot_student_dissertations/21.

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Objective. The purpose of the study was to determine if there were significant relationships between dysfunction in sensory modulation, affective disorders, and adaptive behaviors in children and adolescents between the ages of 6 and 17. There were four main hypotheses: (a) there will be a positive relationship between sensory defensiveness and anxiety, (b) there will be a positive relationship between sensory hyposensitivity and depression, (c) there will be a negative relationship between the levels of anxiety and depression and overall adaptive behaviors, and (d) there will be a negative relationship between levels of hyper and hyposensitivity and overall adaptive behavioral functioning. Method. Parents of 46 children and adolescents between the ages of 6 and 17 diagnosed with Asperger Syndrome based on the DSM-IV-TM criteria completed the (a) Sensory Profile for children ages 6 to 10 or the Adolescent/Adult Sensory Profile for adolescents ages 11 to 17; (b) the Adaptive Behavior Assessment System: Parent Version; (c) Revised Children's Manifest Anxiety Scale Adapted Parent's Version; and (d) the Children's Depression Inventory Adapted Parent's Version. Descriptive statistics and the Pearson product-moment coefficient of correlation calculations were used for data analysis. Results. There were statistically significant positive correlations between anxiety and sensory defensiveness (r = .270, p = .035) in the total group and depression and sensory hyposensitivity in only the older group (r = .461, p =.024). There was an inverse significant relationship between depression and the total adaptive behaviors score (r = −.256, p = .043) and specific inverse relationships with the adaptive behaviors of functional academics, leisure and social skills. The relationship between anxiety and adaptive behaviors was not significant (r = −.121, p = .212) although there was a significant inverse relationship between sensory defensiveness and adaptive behaviors (r = −.254, p = .044). The relationship between hyposensitivity and adaptive behaviors approached significance (r = −.214, p = .077). Conclusion. The data supports relationships between anxiety and sensory defensiveness in all age ranges and the relationship between depression and hyposensitivity in older children. A temporal relationship between anxiety and depression may explain the developmental nature of the results. Depression and sensory defensiveness demonstrated significant inverse relationships with overall adaptive behavior functioning. Occupational therapy evaluations and interventions need to address these relationships when treating children with Asperger Syndrome.

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Tine, Michele Tully. "Uncovering a Differentiated Theory of Mind in Children with Autism and Asperger Syndrome." Thesis, Boston College, 2009. http://hdl.handle.net/2345/759.

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Thesis advisor: Joan Lucariello<br>Metarepresentational Theory of Mind was studied in children with autism and Asperger syndrome. This research challenged the prominent view that Theory of Mind (ToM) is a single, integrated cognitive ability, wherein reasoning about the mental states of self and others are considered to be one and the same. The Functional Multilinear Socialization Model (Lucariello, 2004) proposes that ToM differentiates into separate cognitive abilities based on the target of reasoning. Social ToM is defined as reasoning about others' mental states. Intrapersonal ToM is defined reasoning about one's own mental states. The current work aimed to investigate if ToM abilities in children with autism and Asperger syndrome differentiate into Social and Intrapersonal ToM. A second aim was to determine if ToM differentiation patterns for children with autism and Asperger syndrome were different. Participants included 39 children with autism and 34 children with Asperger syndrome ages 8-14. Measures included a language measure, an IQ measure, and a battery of ToM tasks. The ToM tasks assessed Social and Intrapersonal ToM related to distinguishing appearance from reality, representational change, false belief, and perspective-taking across the domains of emotions, beliefs, and perceptions. Theory of Mind differentiated into Social ToM and Intrapersonal ToM for all participants. Both children with autism and Asperger syndrome obtained lower Social ToM scores than Intrapersonal ToM scores. ToM differentiation patterns for children with autism were distinct from children with Asperger syndrome. The difference between Intrapersonal ToM and Social ToM was greater for children with autism than children with Asperger syndrome<br>Thesis (PhD) — Boston College, 2009<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Counseling, Developmental, and Educational Psychology

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Brogan, Clare A. "The diagnosis of children with autistic spectrum disorders : implications for parents." Thesis, Glasgow Caledonian University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313177.

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