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Dissertations / Theses on the topic 'Asperger syndrome'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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1

Larsson, Abbad Gunvor. ""Aspergern, det är jag" : en intervjustudie om att leva med Asperger syndrom /." Linköping : Örebro : Institutionen för beteendevetskap och lärande, Linköpings universitet, ; Institutet för handikappvetenskap (IHV), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9743.

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2

Oredsson, Susanna. ""Man kan säga att båda sänder signaler men på olika frekvenser" : en kvalitativ studie om partners upplevelse av att vara i ett parförhållande där den andra partnern har Aspergers syndrom." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-11089.

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Being in a relationship where the partner has Asperger's syndrome makes you indirectly affected by their disability as it affects not only the disabled but also the partner. The partner may be faced with a lack of understanding from their partner with Asperger's syndrome and from its surroundings, where the syndrome including causes, limits ability in social interaction and communication. The study is a qualitative study based on six asynchronous interviews conducted via email with partners who are in a relationship with a partner who has Asperger's syndrome. The aim of the study was to increase understanding and to highlight partners experience to be in a relationship where the other partner has Asperger's syndrome and how outside support from the environment is perceived. Results of the study showed that all six partners felt that everyday life was structured around the partner with Asperger's syndrome. There was a perceived feeling of loneliness because of the partner with Asperger's syndrome not caring about the partner and of being the one taking the greatest responsibility in everyday life for it to work. There was a feeling of stress, anxiety, lost confidence and frustration but there was also a strong desire and commitment to their partner with Asperger's syndrome. There was a strong love for the partner with Asperger's syndrome and a willingness to get the couple relationship to work. The results show that partners need and want support from the environment. It is important that they receive the support they need. The type of support needed varies but the important thing is that it is flexible, tailored and personalized for the couple or the individual partner's needs. The results indicate that there is a benefit for the couple relationship when the partner with Asperger's syndrome has a diagnosis. Both parties can thus get a better understanding of why certain things are the way they are and then work from there.
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3

Симоненко, Наталія Олександрівна, Наталия Александровна Симоненко, Nataliia Oleksandrivna Symonenko, and A. Karpenko. "What is Asperger syndrome?" Thesis, Видавництво СумДУ, 2011. http://essuir.sumdu.edu.ua/handle/123456789/15943.

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4

Daves, Maria Margaret. "The impact of an Asperger Syndrome Diagnosis : a phenomenological exploration into the lived experience of Asperger Syndrome." Thesis, Regent's University London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646047.

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This phenomenological research study explores the lived experience of an Asperger syndrome (AS) diagnosis, particularly focusing on the impacts of diagnosis. The proposed sample included seven co-researchers, four women, three men, with lived experiences of an AS diagnosis. Asperger syndrome is a lifelong developmental disability (APA, 1994). Using Colaizzi's phenomenological methodology (1978), a total of twelve themes emerged from the data. These themes are produced in an exhaustive description, this displays the lived experiences of an AS diagnosis. The analysis displayed a total of 12 themes: Impact of diagnosis leading to changes in social and family relationships; Feelings arising from diagnosis; Personal changes through diagnosis; Impact of a diagnosis an inhibiting factor; Personal changes in identity and similarity with others; Feeling arising before diagnosis; Accessibility to Autism services; Feelings arising from child's diagnosis; Impact of child's diagnosis leading to changes in family, social and intimate relationships; Personal changes in identity through a mother and carer role; Uncertainty about future; Lack of psychological & emotional support. The co-researchers reported a change in identity and relationship(s) with others. Coresearchers reported a lack of psychological support provided after the AS diagnosis. This shows an urgent need for psychological therapy among this client group. I propose Counselling Psychologists can fulfil this need and offer a range of support through different means including post-diagnostic follow-ups, counselling (postdiagnosis) and ongoing group support. These findings will be discussed in detail.
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5

Karlsson, Anna, and Maria Dahlgren. "Personer med Asperger Syndrom och deras upplevelser kring arbete : People with Asperger Syndrome and their experience of work." Thesis, Örebro University, Academy of Health Science, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-2187.

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Sammanfattning:

Syftet med denna kvalitativa studie var att beskriva hur personer med AS upplever det är att ha ett arbete respektive gå på dagverksamhet/sysselsättning, samt fånga deras upplevelser angående erhållna stödinsatser från samhället. Samhällets stödinsatser handlar om att få och behålla ett arbete. Med samhället avses t.ex. personer i allmänhet, arbetsterapeut, arbetsförmedling, försäkringskassan och socialarbetare.

En kvalitativ metod med intervjuer användes i denna studie. Intervjuer genomfördes med fyra personer med Asperger Syndrom som var anställda på ett företag som anställer personer med detta funktionshinder. Frågeområdena var arbete, dagverksamhet/sysselsättning och samhälle. En kvalitativ innehållsanalys användes i analysarbetet.

Resultatet redovisades i fem huvudkategorier som belyser olika upplevelser som de intervjuade delgivit: 1. Arbetets betydelsefulla funktion för personer med Asperger Syndrom, 2. Betydelsen av arbetets utformning för personer med Asperger Syndrom, 3. Personer med Asperger Syndrom - en resurs på arbetsplatsen, 4. Betydelsen av dagverksamhetens/sysselsättningens utformning för personer med Asperger Syndrom, 5. Upplevelser av kunskaper om Asperger syndrom och stödinsatser från samhället

De intervjuade beskrev sina upplevelser om vad som gjorde ett arbete betydelsefullt, vad det skulle innehålla och hur det borde vara utformat. Ett arbete betydde mer än att få en lön. Det hade dessutom en social och aktiverande funktion, samt att de fick känna att de bidrog och var delaktiga i samhället. Vikten av ett individanpassat arbete togs upp. Det framkom även att det var viktigt att det fanns tillgång till stöd på arbetsplatsen. Det skulle också finnas förståelse och kunskap om diagnosen. De intervjuade upplevde brister i dagverksamheten/ sysselsättningen p.g.a. att det var dålig individanpassning. Det framgick hur aktiviteterna borde vara för att upplevas stimulerande. Samhällets stödinsatser beskrevs ofta som missriktade och att det saknades kunskaper om diagnosen. Det gavs förslag på meningsfulla insatser, bl.a. att få en mer personlig kontakt som hjälper dem i sökandet efter arbete.

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6

Larsson, Abbad Gunvor. "Aspergern, det är jag : En intervjustudie om att leva med Asperger syndrom." Doctoral thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9743.

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The overall purpose of this interview-study is to increase the knowledge and understanding of persons with Asperger syndrome. For each participant has common and unique aspects been described. The ambition has been to illuminate their perspective of their situation in life and develop the understanding of their quality of life. The participants’ experiences of their diagnosis, and its consequences in their life has been studied. Several aspects of their everyday life have been reported, i.e. schooling, occupational problems, spare time and interests. The results show that the participants may experience their life as hard, as seemingly uncomplicated chores prove to be exhausting. Not fitting with the norms they believe other people in society have, is one aspect of experienced difference. The diagnostic process has proved to be an important event in the life of the participants. It has been described as a way of taking control over one’s life. Their experienced difference may be acceptable to them, if it is in the form of an Asperger diagnosis. Experiences of chock, denial and ambivalence after receiving their Asperger diagnosis were also reported. However, all participants have accepted their diagnosis. The participants’ biologically different way of being has given them consequences. Both psychological and social consequences have been illustrated, as well as interpersonal and societal. Disability research theory (Danermark, 2005; Rönnberg & Melinder, 2007) and Bronfenbrenner’s ecological systems theory (1979) have been used to illustrate the outcome of a diagnosis like Asperger syndrome. The study shows the participants’ experiences of their different way of being.
Den här avhandlingen är en intervjustudie, med det övergripande syftet att öka kunskapen om individer med Asperger syndrom. Gemensamma och unika synsätt hos varje deltagare med diagnosen Asperger syndrom har undersökts. Ambitionen har varit att fånga deras perspektiv på sin livssituation och utveckla förståelsen för deras syn på livskvalitet. Avhandlingen har undersökt hur deltagarna uppfattar sitt funktionshinder och hur diagnosen har påverkat deras liv. Deltagarna har beskrivit sina vardagsliv utifrån flera infallsvinklar, där skolgång, försörjningsmöjligheter, sysselsättning och fritid har skildrats. Resultaten visar att flera beskriver sin vardag som arbetsam, exempelvis kan ett till synes enkelt moment upplevas som ansträngande. Att inte passa in i de normer som de uppfattar att andra i samhället har är en aspekt av upplevt annorlundaskap. Diagnostiseringen har i visat sig vara en betydelsefull händelse i deltagarnas liv. Den har beskrivits som ett sätt att ta kontroll över sin livssituation. Genom att få diagnosen blir avvikelsen legitim. Deltagarna beskriver den som ett acceptabelt sätt att skilja sig från mängden. Det finns även skildringar av chock, förnekande och ambivalens när de har fått diagnosen om sitt funktionshinder. Samtliga av studiens deltagare säger sig dock acceptera sin aspergerdiagnos. Deras annorlunda sätt att vara biologiskt har visat sig ge konsekvenser i hela deras livsvärld. Både psykologiska och sociala konsekvenser har illustrerats, liksom interpersonella och samhälleliga. Handikappvetenskaplig- och ekologisk systemteori har använts för att visa på vidden av de konsekvenser som Asperger syndrom kan ge. Studien visar på deltagarnas upplevelser av sitt annorlunda sätt att vara.
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7

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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8

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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9

Cox, Beatrice. "How does having Asperger syndrome affect parenting experiences?" Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536069.

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10

Tůmová, Helena. "Křehká linie." Master's thesis, Vysoké učení technické v Brně. Fakulta výtvarných umění, 2014. http://www.nusl.cz/ntk/nusl-232428.

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The project of my diploma thesis Fragile Line is a continuation of my bachelor thesis Limits of Normality in which I compiled part of the drawn black and white imaginary world of a 10-year old boy Jára with Asperger syndrome and created its colourful 3D visualisation. Fragile Line is for me some imaginary border between the real world and Jára`s fictional world. In my diploma work I created three planets from Jára`s space system, intentionally I used different technology and range of colours for each of them because children like disparity and variety.
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11

Ruggeri, Susan. "The experience of humour in Asperger's syndrome." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/113716.

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This study investigated the experience of humour of people with Asperger’s syndrome. It aimed to explore the lived experience of this phenomenon. A literature review was undertaken which revealed that people with Asperger’s syndrome are thought not to have a sense of humour and a number of theories are proposed to explain the difficulties that may be experienced in regard to humour. In order to gain insight into the lived experience a qualitative approach was adopted using semi structured research interviews with eight, adult, male participants. Interpretative Phenomenological Analysis was then used to illuminate the “insider perspective”. The analysis highlighted four main themes, the experience of difference, the experience of learning, what I find amusing and how I use humour. It was suggested that people with Asperger’s syndrome do have a sense of humour but they may need to put in extra effort to develop it. The importance of individuality and acceptance of differences was also recognised. The report highlighted a number of clinical implications such as the role humour plays in social interactions and the importance of asking questions rather than making assumptions when working with people with Asperger’s syndrome.
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12

Baghdadli, Amaria. "Syndrome d'Asperger : données actuelles." Montpellier 1, 1996. http://www.theses.fr/1996MON11104.

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13

Meissner, Dawn Marie. "Lost in translation the early detection of Asperger syndrome /." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004meissnerd.pdf.

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14

Axelsson, Anna-Sara. "Asperger syndrom : Praktiskt arbete i klassrummet." Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4013.

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15

Graffam, Ben. "Asperger syndrome a case study on one family's understanding /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001065.

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16

Symes, Matthew David. "Asperger syndrome in adulthood : outcomes and access to services." Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442867.

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17

Malkin, Julia Sandra Ailsa. "The unnoticed perspective : poems about life with Asperger syndrome." Thesis, University of Leicester, 2015. http://hdl.handle.net/2381/31846.

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Asperger syndrome (AS) is a form of autism, a condition which affects communication, imagination and social interaction abilities. As a person with AS, my perspectives on life and its meaning, relationships and the social world are different from those of other people. This project is designed to be twofold – firstly to provide insights into life with AS in a form of literature which people can relate to; and secondly to allow the AS person to be able to see their own condition reflected in an accessible form. This document is intended to be used by those with Asperger syndrome, their parents and families, and professionals who work with them. It reflects on autism in general, the triad of impairments from an Asperger perspective and complications resulting from this condition. It is also an exploration of the world of poetry, the use of form, a variety of metres which were popular at different times, and involving poetic challenges of expressing emotion and feeling. This work goes into themes such as relationships and friendships, sense of time and space, sensory difficulties, growing up as an AS person, obsessional behaviour patterns, communication problems and other AS issues. It is designed to raise awareness of the AS condition and provide support to those who have it, while at the same time being entertaining and accessible to the general population.
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18

Beardon, Luke. "Asperger Syndrome and perceived offending conduct : a qualitative study." Thesis, Sheffield Hallam University, 2008. http://shura.shu.ac.uk/7155/.

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As a qualitative study using participant narrative as data this work includes both naturalist and constructivist traditions in analysis. The study examines interviews of fourteen individuals with a diagnosis of Asperger syndrome (AS) all of whom had been arrested. Interviews were conducted attempting to elicit the perception of the participants regarding the influencing factors around their behaviour that led to arrest. Each narrative was then assessed and data reconfigured using a thematic conceptual matrix; these were then analysed further for patterns and themes. The study aimed to investigate whether the nature of each individual’s AS had an influencing factor on the behaviour leading to arrest and, if so, how. Once data had been analysed the study examined the legal issues involved, in particular the actus reus, mens rea, liability, recklessness and risk. The notions of automatism and insanity are examined in light of the data. The possibility of post traumatic stress disorder as a contributory factor to unlawful conduct is presented. The study examines the possible AS specific and AS inferred elements that appear to have influenced behaviour in the case studies; recommendations for the Criminal Justice System (CJS) are expounded and the framework for a database presented. The evidence from the study suggests that the legal framework may be discriminatory against people with AS in certain circumstances. Additionally, a lack of educational support in traditionally non curriculum subjects may increase the likelihood of individuals with AS behaving unlawfully. The study calls for increased support for individuals with AS and suggests that the provision of appropriate services will decrease both unlawful acts in the first instance, and recidivism in the second.
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19

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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20

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
Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.
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21

Persson, Emma. "Asperger Syndrom : Hur arbetar fritidspedagogerna på fritidshemmen?" Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28137.

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22

Jolliffe, Therese. "Central coherence dysfunction in autistic spectrum disorder." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387918.

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23

Kåhre, Ingegerd. "Personer med Asperger och svårigheteri samhället – en fråga om kommunikation? : - en jämförande studie mellan forskning och egnaupplevelser hos personer med Asperger." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-14422.

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This study is about people with Asperger syndrome and their difficulties in all kinds of communication in society. Through the language we code objects and events to remember and observe the environment. The aim is to compare research with the actual experiences of people with Asperger syndrome, in relation to their difficulties in society / communication. Three questions have been given extra attention. The first is what similarities and differences there are between people with Asperger syndrome. How do they hemselves experience their communication with others? The second question is how the actual experiences of people with Asperger syndrome seem to equal to the research. The third and final question is if there are any communication problems in the autobiographies that they might not experience themselves. In the analysis qualitative data is collected through autobiographies and research. As method Gadamer's hermeneutik is used during adaptation. The research and the autobiographies often walk hand in hand, but one result of the study is that the genus perspective was lost in the research. The females act differently than males in the autobiographies. Another result is that the research can't keep up with it's time, so when the time changes the research doesn't change with it.
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Errico, Jessica L. "Impact of asperger syndrome on fluency development with a kindergartner /." Staten Island, N.Y. : [s.n.], 2005. http://library.wagner.edu/theses/education/2005/thesis_edu_2005_erric_impac.pdf.

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Williamson, Sara. "Self-esteem and psychological adjustment in adolescents with Asperger syndrome." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421847.

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26

Gomez, Kristian. "Asperger syndrom : undervisningsmetoder och strategier i gymnasieskolan." Thesis, Umeå University, Department of Child and Youth education, Special Education and Counselling (BUSV), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-31093.

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Studiens syfte är att undersöka vilka undervisningsmetoder och strategier som tillämpas i ett urval av gymnasiala Aspergergrupper. Undersökningen lägger fokus på konkreta undervisningsstrategier, elevens grundläggande behov som måste tillgodoses i en undervisningssituation, diagnosens hinder och möjligheter samt hur undervisande lärare upplevelser sitt yrke. I studien intervjuas sex personer som alla har kopplingar till en Aspergerverksamhet. Förutom en omfattande intervjudel finns en övergripande redovisning av diagnosbegreppet samt tidigare forskning kring Aspergerelevens skolsituation med i arbetet. Några av de slutsatser som framkommer i studien är vikten av individualiserad undervisning, grundläggande anpassningsbehov av läromedel, kursmoment och övningar samt behovet av noggranna förberedelser inför ett mottagande av en Aspergerelev. Andra frågor som belyses är tänkbara lokal- och gruppsammansättningar lämpande för en AS-verksamhet.


The purpose of the study is to examine teaching methods and strategies that are used in some Asperger groups in secondary school. The examination focuses on concrete teaching strategies, the pupil’s basic needs, which has to be considered in a school situation, obstacles and possibilities of the diagnosis and how teachers experience their work. In this study six people are interviewed, all of them with a connection to an Asperger group. Except a comprehensive interview chapter there is a general report about the concept of the diagnosis and some earlier studies about the school situation of pupil’s with Asperger syndrome. Some of the conclusions in the study are the importance of individualized education, basic adaptability of textbooks, courses and exercises. It also shows the importance of preparations before a pupil with Asperger syndrome begins. Other questions that are being illustrated are conceivable locations and group compositions which are suitable in these sorts of schools.

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27

Larsson, Sandra, and Sandra Bindå. "Kunskap om Asperger eller Asperger som kunskapskälla? : En studie om hur kuratorer och lärare på särskilda gymnasier bemöter ungdomar med särskilda behov." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-23790.

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Kunskap gällande barn och ungdomar som har olika funktionsnedsättningar är underutvecklad både i skolsituationen och i det sociala arbetet. Därmed är syftet med studien att studera hur kunskapsläget ser ut bland kuratorer respektive lärare som arbetar i särskilda klasser för elever som har Asperger syndrom. Vidare syftar studien till att granska vilka riktlinjer som finns uppsatta för kuratorer och lärare som möter ungdomar med särskilda behov samt hur ett professionellt bemötande beskrivs och tillämpas i praktiken. En kvalitativ metod har använts och studien omfattar sju intervjuer med kuratorer och lärare från två olika särskilda gymnasier. Resultatet visar att skolpersonalen lägger ett stort fokus på bemötandet av dessa elever och detta är en central del i det sociala arbetet med eleverna. För ett gynnsamt utfall hjälper inte enbart Skolverkets riktlinjer gällande hur arbetet med eleverna ska se ut. De båda verksamheterna har valt att utforma ytterligare riktlinjer för att skapa en god miljö där eleverna ska utvecklas och stärkas i sig själva. Detta arbetssätt går i linje med empowerment som tillsammans med stämplingsteorin har varit analysverktyg i studien. I diskussionen gällande vilka för- och nackdelar som finns med särskilda klasser för elever med Asperger syndrom kan ses att fördelarna väger tyngre än de nackdelar som råder.
The knowledge in children and adolescents who have various disabilities are under-developed both in school as well as in social work. Thus, the purpose of this study is to examine how the state of knowledge appears among social workers and teachers working in special classes for students with Asperger syndrome. Furthermore, the study aims to examine the guidelines that are set for counselors and teachers who work with adolescents with special needs and how a professional approach is described and applied in practice. A qualitative method was used and the study includes seven interviews with counselors and teachers from two special schools. The result shows that school staff places a strong focus on treatment of these students and this is a central part in social work with adolescents. To achieve a favorable outcome for the students with Asperger syndrome not only the Agency's guidelines are helpful for work with these students. The two schools have therefor chosen to develop their own additional guidelines for creating a good environment in which students will be developed and strengthened in themselves. This approach is in line with empowerment along with labeling theory, and these two have been research tools in the study. The discussion shows that the advantages of special classes for students with Asperger syndrome outweigh the few disadvantages that exist.
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28

Hanley, M. H. "Asperger Syndrome and a typical Social Gaze : Evidence from Eye Tracking." Thesis, Queen's University Belfast, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527809.

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29

Honeyborne, Mary Kathlyn Denise. "Personalising learning for young people with asperger syndrome/high-functioning autism." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506262.

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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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31

Beckett, Joanna. "The lived experience of a diagnosis of Asperger Syndrome in adulthood." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42488.

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Literature Review: Psychiatric comorbidities are not uncommon in Autism Spectrum Disorder (ASD). The current literature review addresses the prevalence of Anxiety Disorders (AD) in Autism Spectrum Disorder without Learning Disability. The findings from the examination of fifteen papers were unequivocal. The risk of AD in the ASD population is elevated and at levels similar to those of clinically anxious individuals. Service Evaluation: The service evaluation followed two sets of enquiries about the referral patterns and referrals processes in the Learning Disability Service. Data was collated from the electronic data system and focus groups. Following the evaluation, a new referral form was designed and implemented across the *** Service. Research Report: Despite the advancements in early detection of ASD, the number of adults seeking this diagnosis remains relatively high. These individuals’ presentation often fits with the behavioural phenotype of Asperger Syndrome (AS). This research sought to provide a better understanding of the experience of a late diagnosis of AS. Seven adults with AS were interviewed. Interpretative Phenomenological Analysis was employed to analyse data. Subsequently, four super-ordinate themes were generated: the struggles of being a misfit, revelation, realisation: making meaning of the self and AS and the value and importance of support. The research findings showed that AS diagnosis served as an explanation of a long lasting difficulties and a catalyst for change. The experience of receiving the AS diagnosis was not limited to a single event; it appeared to be a complex process characterised by different emotional and cognitive shifts. Critical Appraisal: The Critical Appraisal focuses on the research process from the perspective of the researcher. It illustrates the challenges entrenched in the duality of roles of a clinician and a researcher, methodological limitations of the study as well as recommendations for future research.
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Romano, Gabriella Maria. "Experiences of adult women with Asperger syndrome : an interpretative phenomenological approach." Thesis, University of Surrey, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543290.

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In choosing my assignment, I was torn between a focused and well structured essay title (that is, 'Critically discuss the advantages and limitations of protocol driven CBT. .. ') and the present one, which is clearly less defined and more open for interpretation. Although I am usually drawn to structure in most aspects of my life, I felt this time I would choose controversy over structure with the hope that this would drive me to fully engage in the process of writing. A further reason for selecting this essay title is that I have been a service user of mental health services in the past and therefore I felt this would be a useful and interesting opportunity for me to take a closer look at ways of conceptualising mental health within an academic context and from different perspectives. For the purpose of this essay I am going to focus on the issues this essay title raises for me, clinical psychologists and service users. The reason I have excluded psychiatrists is firstly, because it is one area I am not familiar with and secondly, because the subject area of the essay is so vast that I felt it would be important to avoid the risk of writing too broadly. The following essay very much reflects my own journey in positioning my views within such a hotly debated topic. Introduction The essay title makes reference to a picture on the front page of a magazine called the 'The Psychologist' which is published monthly by The British Psychological Society (BPS). The BPS is a professional association for academic, clinical, and other chartered psychologists. The Psychologist features articles on a number of different topics in psychology aimed at expert and non-expert audiences. Some examples of articles that are published might be current research projects, interesting debates and practical and professional issues. Edition 20(5), 2007, of The Psychologist was published as a special issue including a selection of articles written by clinical psychologists, psychiatrists and service-users on the debate of diagnosis of mental illness. The burning book on the front cover is the Diagnostic and Statistical Manual 4th edition (DSM-IV) (American Psychiatric Association, 2000) which is a text that includes psychiatric diagnostic criteria for a range of mental disorders. There are a number of questions that this image raises for me at first glance: What is DSMIV? How is it useful and what are the implications of its use? How did it catch fire? Is anything trying to blow the fire out? What is fuelling the fire? Will it disappear into a pile of dusty ashes and if so what might replace it? In order to answer some of these questions I will begin with a brief background on the Diagnostic and Statistical Manual 4th edition (DSM-IV) outlining some key points on its use and how it operates within a medical framework. I will then discuss what I view as some positive and negative implications of conceptualising mental disorders within a medical model, for example, acting as a short-hand for multidisciplinary teams, a useful tool for containing distressing experiences, self-stigma, social exclusion and diversity. In light of these, I will then draw attention to some issues this topic raises for the way clinical psychologists operate when trying to understand mental health concerns, drawing on the idea of formulation as an alternative or adjunct to diagnosis. I will then continue by exploring alternative models proposed to address mental health concerns, for example Kinderman's psychological model of mental disorder and Zalaquett and colleagues' multicultural model. Lastly, I will end with a section on service-user perspectives and the impact of diagnosis on mental health outcomes.
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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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Loudon, Jennifer L. "Increasing social skills and decreasing anxiety in adolscents with asperger syndrome." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1226966387.

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Sulfridge, Courtney A. "Understanding the Impact of Medical Procedures on Individuals with Asperger Syndrome." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1460771195.

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Scaliatine, Caitlin. "Perspective-taking in adolescents with Asperger syndrome and nonverbal learning disorder /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131591849.pdf.

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Nafziger, Cassandra M. "The Transition to Adulthood: Experiences of Young Adults with Asperger Syndrome." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/64.

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This study sheds insight into the unique, daily struggles of individuals with Asperger Syndrome (AS) as they transition into adulthood. The majority of research available regarding individuals diagnosed with AS focuses on childhood experiences. What happens when these individuals age out of high school? What are their experiences with becoming independent, successful adults? This study elicited qualitative data concerned with individual experience from seven participants between the ages of eighteen and thirty years old. Data were collected through three face-to-face and four email interviews. Data were analyzed to identify specific challenges of adult life. All participants expressed challenges in social interaction, as well as successfully coping with stress in the areas of employment, education, and relationships. Results of this study offer a deeper understanding of the individual challenges individuals experience in young adult life.
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Grönkvist, Johan. "Upplevelser av det obligatoriska skolväsendet : Gymnasieelever med neuropsykiatriska funktionsnedsättningar berättar om sin grundskoletid." Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1688.

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The purpose with this study is to describe what individual pupils with neuropsychiatric disorders, such as Asperger syndrome and ADHD (Attention Deficit/Hyperactivity Disorder), think of their time in the nine-year compulsory school. The intention is to, from a social and spatial point of view elucidate their experiences, on the basis of their specific needs and the commission and the curriculum of the compulsory school.

This study have a qualitative approach where I on two occasions have talked to three upper secondary school pupils with neuropsychiatric disorders about their time in the compulsory school. The work method for this study is life stories, a kind of interview that allows the pupils to speak more freely, and where the definitive question formulation appears gradually.

The result shows that the pupils in many ways experience that they have been misunderstood by both teachers and other pupils, first and foremost regarding teachers not having enough knowledge about how people with Asperger syndrome think and acts. In addition, all three have experiences of being bullied. At the same time the result shows that special adjustments to the pupils’ specific needs works and is a good thing, if they are based upon knowledge and understanding.

The conclusion is that genuine knowledge about neuropsychiatric disorders and the will to understand among the teachers is very important, and that adjustments of resources, demands and conditions is a good thing, and many times necessary. Many teachers do not have the adequate knowledge and the support to the students is inadequate. A proper, comprehensive and correct diagnosis is important to create knowledge of the specific individual needs.


Syftet med studien är att beskriva hur enskilda elever med neuropsykiatriska funktionsnedsättningar, i första hand Aspergers syndrom och ADHD (Attention Deficit/Hyperactivity Disorder), har upplevt sin tid i det obligatoriska skolväsendet. Avsikten är att ur ett socialt och ett rumsligt perspektiv belysa hur de upplevt sin skoltid, utifrån de specifika behoven och skolans uppdrag enligt Lpo94.

Studien har en kvalitativ ansats där jag vid två tillfällen samtalat med tre ungdomar i gymnasieåldern med diagnostiserade neuropsykiatriska funktionsnedsättningar om deras grundskoletid. Den metod som använts för genomförandet av studien är livsberättelse, en form av intervju som tillåter den intervjuade att berätta mer fritt, och där de definitiva frågeställningarna infinner sig efter hand.

Resultatet visar att eleverna på många sätt upplever att de blivit missförstådda av både lärare och andra elever, framför allt handlar det om att lärare inte haft tillräcklig kunskap om hur elever med Aspergers syndrom tänker och fungerar. Alla tre upplever dessutom att de varit utsatta för mobbing. Samtidigt visar resultatet att särskilda lösningar och anpassningar efter elevens specifika behov är bra och fungerar, om de bygger på kunskap och förståelse.

Slutsatser blir att gedigen kunskap om neuropsykiatriska funktionsnedsättningar och vilja till förståelse hos personalen är mycket viktigt, och att anpassningar av resurser, krav och villkor är bra och ofta nödvändigt. Många lärare saknar tillräcklig kunskap och stödet till eleverna är bristfälligt. En ordentlig, fullständig och korrekt diagnostisering är viktigt för att skapa kunskap om de specifika individuella behoven.

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Steinmo, Simon. "Att vara förälder till en vuxen person med Aspergers syndrom : En intervjustudie." Thesis, Ersta Sköndal högskola, Institutionen för vårdvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-4960.

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Nordström, Veronica. "Att arbeta med unika barn : - elever med Asperger syndrom." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1255.

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Abstract

The aim of this survey has been to achieve knowledge about Asperger syndrome. What does

this require of the pedagogue? How should the physical environment be designed in a

classroom for pupils with Asperger syndrome?

With qualitative interviews of one special pedagogue and one teacher in class 1-3, the level

of knowledge has become better about how pupils with Asperger syndrome cope with

situations in school, but also how the pedagogue can relate by being flexible and by practising

one’s occupational role professionally.

There is not a general method that works. It is the pupil on an individual basis who desides

her or his needs or their capabilities. As a pedagogue it is always walking a tightrope to find

the path and the solutions in different conflicts that will arise and support the pupils with

Asperger syndrome with tools to gain understanding for different social situations in the

classroom.


Sammanfattning

Syftet med undersökningen har varit att få kunskap om vad Asperger syndrom är, vilka krav

det finns på pedagogen och hur en fysisk miljö bör se ut för elever med Asperger syndrom.

Med kvalitativa intervjuer av en specialpedagog och en lärare i årskurs 1-3 har vetskapen

blivit större om hur elever med diagnosen Asperger syndrom klarar av situationer i skolan

men också hur man som pedagog kan förhålla sig, genom att vara flexibel och utöva sin

yrkesroll professionellt.

Det finns inte en given metod som fungerar, utan det är eleven som individ som avgör vad

just hon eller han behöver eller klarar av. Som pedagog är det en evig balansgång att finna

vägar och lösningar i olika konflikter som uppstår, samt att ge elever med Asperger syndrom

verktyg för att få förståelse för olika sociala situationer i klassrummet.

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Johansson, Johanna. "ASPERGER. IDENTITET OCH SJÄLVBILD MELLAN NORMALITET OCH AVVIKELSE." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-26081.

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Antalet neuropsykiatriska diagnoser och antal personer som diagnostiseras har ökat de senaste året. Diagnostiseringen kan dock ha djupare betydelse och bidra till stigmatisering och utanförskap, men samtidigt medföra stöd och ge identitet och samhörighet. En förhållandevis ny och omdebatterad diagnos är Asperger syndrom (hädanefter refereras som AS). Diagnosen ströks 2003 och ingår numera i autismspektrumsyndrom. AS-begreppet används dock ändå och alltfler personer växer upp och/eller identifierar sig med diagnosen. Jämförelsevis få studier söker fånga individers upplevelser och därför försöker denna studie undersöka hur personer med AS-diagnos själv beskriver sin upplevelse. Syftet med denna studie var således att beskriva upplevelsen av att ha en AS-diagnos i relation till identitet och självbild kopplat till normalitet/avvikelse. Ett kvalitativt tillvägagångssätt, baserat på semistrukturerad intervjuer, har använts. Fem personer med AS-diagnos över 18 år i södra Sverige intervjuades; resultaten analyserades med hjälp av tematisk analys. Fyra huvudkategorier identifierades: (1) Att få och att ha AS (upplevelser, känslor och vad AS betyder för individen); (2) att kamouflera, passera och framträda (informanternas upplevelse av sin skillnad, de svårigheter som AS kan medföra samt de ansträngningar de gör för att övervinna dessa); (3) mötet med okunskapen – att leva i fördomarnas paradis (den betydelse okunskapen om AS-diagnosen har för informanterna och hur detta kommer till uttryck och får för konsekvenser för identitet/självbild i form av att samhället betraktar personer med AS-diagnos som annorlunda och avvikande); och (4) att leva i en slags marginal av normalitet, i gränslandet mellan avvikande och normal (informanternas upplevelse av att inte riktigt passa in i vare sig normalitetsmallen eller funktionshindermallen). Att ha en AS-diagnos är alltså komplext och mångfacetterat.
The number of neuropsychiatric diagnoses and the number of persons being diagnosed have increased during recent years. To receive a diagnosis may, however, have a deeper meaning, e.g. stigmatisation and alienation, but also increased societal support, and an identity and a sense of belonging. One such diagnosis is Asperger’s Syndrome (henceforth referred to as AS). However, both the diagnosis per se, and diagnostics, have remained highly debated, and since 2003 AS has been omitted, instead included in the overall Autism Spectrum Syndrome. The AS concept is, however, still in use, and an increasing number of persons are growing up and identify with having AS. But, the question remains what it actually means for a person to have AS. Comparatively few studies have focused the individual experience of AS, fewer yet concerning self-image/identity, normality/deviation in relation to AS. Hence, the aim of this study was to describe the experience of having AS concerning identity and self-image in terms of normality/deviation. A qualitative method was used; data gathered with semi-structured interviews with five persons with AS, and over 18 years of age, living in southern Sweden. Results were analysed thematically, and fell into four main categories: (1) Getting AS (or to receive, and have AS), including reaction upon learning of the diagnosis, and experiences and emotions connected to the individual meaning of the diagnosis); (2) camouflaging, passing and showing, i.e. the ways in which the individual deal with self-consciousness surrounding questions of being different, but also worries of what difficulties they can experience, and how to overcome these issues; (3) meeting ignorance, i.e. how the general state of ignorance and preconceptions concerning Asperger syndrome affects the individual, how such aspects manifest, and how they may affect self-image and identity; and (4) living on the margins of normalcy, to live in on the border between abnormal and normal, and to not fit in, neither with societal norms of normality, nor concepts of disability. Hence, based on the overall results of the study, it was concluded that having AS is a multi-faceted and complex experience.
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42

Unger, Brandon Lloyd. "Pitch range and pitch declination in asperger syndrome reading a dramatic passage /." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1154539606.

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Thesis (M.A.)--University of Cincinnati, 2006.
Title from electronic thesis title page (viewed Nov. 30, 2006). Includes abstract. Keywords: Asperger Syndrome; Prosody; Pitch Range; Pitch Declination; Reading. Includes bibliographical references.
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43

Bram, Staffan, and Mikael Lönebrink. "Face Processing Patterns of Persons with Asperger Syndrome : an Eye Tracking Study." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69073.

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One of the main diagnostic criteria for Asperger Syndrome is a severe social impairment (American Psychiatric Association [DSM-IV-TR] 2000), something that has often been connected to a more specific impairment in facial recognition. However, the main diagnostic tool (the DSM-IV-TR) has received much criticism during later years and is soon to be revised (Woodbury-Smith & Volkmar 2009). Among other things, many researchers claim that the diagnosis should be complemented with a sliding scale of severity (Ring, Woodbury-Smith, Watson, Wheelright & Baron-Cohen 2008). The use of facial information is central in the social interaction of humans, evident in the special patterns of visual scanning that people employ for facial stimuli (Yarbus 1967). Because of that, this symptom of Asperger Syndrome has become a high research priority. The impairment in facial recognition has been connected to a bias towards detail based processing (McPartland, Webb, Keehn & Dawson 2010). A recent study also connects this to an unusually high visual acuity, which could result in a disposition to focus on small facial features. In the present study. facial stimuli were prepared to provoke memory conjunction errors. This type of memory error means that a person erroneously claims to recognize a face assembled by pieces of previously shown stimuli. If a person is more prone to do so, that would imply that he or she is more focused on details than on configural information (Danielsson 2006). Two groups were tested, one consisting of non-diagnosed adults and one of adults diagnosed with Asperger Syndrome. A test for visual acuity was administered, which was followed by a series of facial recognition tasks. Responses in the latter part were given with a computer mouse, and eye fixations were recorded using a head mounted eye-tracking device. Three hypotheses were formulated. First, persons with AS were expected to perform more poorly in all facial recognition tasks. Second, persons with AS were expected to make more conjunction errors than test group subjects. Finally, persons with AS were expected to display a mean visual acuity significantly higher than that of the test group. However, no significant differences emerged between the groups in relation to either of the hypotheses, and results could not be referred to flaws in the experimental setup. Therefore, these results are taken to display the heterogeneity of the Asperger Syndrome population, and possibly the importance of early training measures to compensate for social impairments.
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44

Solveig, Hobro Nadine. "Pilot study for an 'emotion' training package for adults with Asperger syndrome." Thesis, University of Plymouth, 1995. http://hdl.handle.net/10026.1/2589.

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Asperger Syndrome (AS) is considered to belong to the spectrum of autistic disorders. Although people with AS are more cognitively able than many others with autism, they share a number of traits including the social impairments identified by Wing and Gould ( 1979). Problems with processing emotional information may underlie some of these social impairments. Reported difficulties in this area include perceptual deficits which interfere with processing visual cues offered by others, difficulties in matching emotional signals across modalities (e.g. visual, auditory, and contextual), and lack of comprehension about affective information. The present study aimed to investigate the above emotional impairments, and to determine whether an intervention which developed the cognitive skills of adults with AS could compensate for some of these difficulties. Four participants, diagnosed as having AS by a psychiatrist, took part in the study. Each was assessed on emotion-processing tasks before and after finishing a six session intervention focusing on the use of cognitive and behavioural strategies to decipher affective information. Prior to the intervention, the difficulties reported by other studies on matching visual and cross-modal signals of emotional information were generally found, but results for comprehension of verbal terms and recounting emotional experiences were not clearly replicated. Following the intervention, all participants improved on or performed at ceiling level for the visual and cross-modal tasks. Predicted improvement on the comprehension tasks was not always found. It is suggested that although linguistic ability is obviously important in such tasks, exposure to social situations is required if connections are to be made between verbal labels, affective behaviours, and social contexts. Strengths and weaknesses of the overall design are discussed. It is argued that the single-case study approach was useful for revealing operational problems in an efficient manner. However, the small number of participants make it difficult to generalise the findings, and the materials used can be criticised in terms of their reliability and validity. Questions are raised about the potential to generalise improvement found in a controlled environment to more natural settings. It is concluded that although the design can be criticised on a number of counts, the results suggest it is possible to train adults with AS to systematically decipher visual and cross-modal emotional cues using their cognitive abilities. Recommendations for improving the intervention include concentrating on one aspect of emotional processing at a time. In view of the clearer findings for visual and cross-modal processing tasks it is proposed that these areas should be the starting point of an intervention. Further research could determine whether people with AS who have been taught to categorise visual cues in a systematic way can then be taught to link other forms of affective information to these physical images.
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45

Clifford, Erica. "What is the secondary mathematics classroom like for pupils with Asperger syndrome?" Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/86133/.

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This research enquiry was conducted to investigate contemporary teaching and learning methodologies in the mathematics classroom for pupils with Asperger Syndrome and to explore ways in which the pupils are supported in the mathematics learning environment. Asperger Syndrome is a pervasive developmental disorder that can affect the motor system, memory, organisation and intrinsic motivation. Accordingly, the condition has the potential to adversely affect the learning of mathematics both theoretical and practical. Therefore, in addition to an exploration of external factors which could influence the mathematics learning experience for pupils with Asperger Syndrome, also considered was the potential part played by intrinsic and self-regulated processes. The investigation was divided into distinct phases. The first of these was an examination of how compatible intrinsic characteristics are perceived to be with contemporary mathematics teaching and learning. The second was a review of mathematics teaching pedagogical frameworks and settings. A case study approach involving ten students with Asperger Syndrome between the ages of 11 and 19 in a variety of educational establishments and interviews with internal and external professionals provided the data for analysis. The pupils were observed working on various mathematics tasks delivered via differing teaching and learning methodologies using a range of resources. There were several outcomes of the study. It was ascertained that the greatest factor governing a pupil’s perseverance with a task is a mathematics specialist Teaching Assistant who utilises a ZPD (Zone of Proximal Development) scaffolding style of support as proposed by Vygotsky (1978). Secondly, activities presented via a genuine real-world cross-curricular perspective had the greatest influence on interest in mathematics learning irrespective of subject matter. Thirdly, it was found that there was no significant difference between one-size-fits-all computer-based tasks and traditional methodologies in the support of mathematics learning. Finally, despite ongoing debates about the importance of educational setting, it appeared that school type alone (specialist or mainstream) had no discernible effect on the mathematics classroom experience for pupils with Asperger Syndrome.
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UNGER, BRANDON LLOYD. "PITCH RANGE AND PITCH DECLINATION IN ASPERGER SYNDROME: READING A DRAMATIC PASSAGE." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1154539606.

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47

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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Holmborn, Kristina. "Att få diagnosen Asperger syndrom i vuxen ålder : ur ett individperspektiv." Thesis, Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-72397.

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The purpose of this study was to investigate and analyse the consequences of being diagnosed with Asperger syndrome during adulthood. My ambition was to investigate the participants’ perspective on how the diagnosis affected their lives and relationships with their partners. To answer the purpose three questions were formulated: (1) How did the participants experience being diagnosed with Asperger syndrome? (2) What have the diagnosis meant to the participants’ self-image and self understanding? (3) Have the diagnosis influenced the participants’ understanding of their partners and have the diagnosis influenced the partners’ understanding of the participants? The study is based on qualitative interviews with two men and two women living in Stockholm, Sweden. The theoretical framework is Symbolic interactionism and Goffmans Stigma concept. The results show that the participants found the diagnosis positive because it provided an explanation and understanding of the difficulties they had experienced. In extension, the majority of the participants experienced a more positive self-image and a better understanding between themselves and their partners. Negative experiences were reported as well, mainly chock, bitterness and grief.
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Cederlund, Mats. "Boys with Asperger syndrome grown up : a longitudinal follow-up study of 100 cases more than 5 years after original diagosis /." Göteborg : Institute of Neuroscience and Physiology, Child and Adolescent Psychiatry, Göteborg University, 2007. http://hdl.handle.net/2077/3143.

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50

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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Abstract:
Thesis advisor: Joan Lucariello
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
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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