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Dissertations / Theses on the topic 'Autism ; gender'
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Hooper, Aimee J. "Autism and gender : an exploration of high-functioning autism in females." Thesis, Bangor University, 2016. https://research.bangor.ac.uk/portal/en/theses/autism-and-gender(1c44fe14-a1f4-48c7-8895-b2a607af8cff).html.
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This thesis comprises of the following three papers: (1) a systematic literature review; (2) a qualitative empirical study; (3) contributions to theory and clinical practice. The systematic literature review qualitatively summarises 17 papers dated 2013–2015, exploring possible gender differences in young individuals with autism aged 0–18 years old. The results, although mixed due to variability and limitations in study design and methodology, suggested that young individuals with autism may be more similar than dissimilar in the severity of their core autism symptomatology. However, there may be autism-specific gender differences in the following areas: neurobiological abnormalities; sensory sensitivity; parental distress; the quality and nature of restrictive and repetitive behaviours, interests and activities; and the co-morbidity of other conditions. The clinical and research implications are discussed in detail. The empirical paper presents an original qualitative exploration of 11 high-functioning autistic women’s lived experiences, aged 19–60 years old, around their use or non-use of coping strategies in social situations. A thematic analysis of interview transcripts suggested that the women used various methods to get by socially. The types of strategies reported were either to mask social skills difficulties and autistic behaviours, or, to compensate for certain social skills limitations. Alternatively some of the women had dropped previously used ‘acts’ and others had never wished to compensate or mask, preferring to be open and honest. Regardless of the coping approach used, the women experienced more negative outcomes than positive ones from their social experiences. The clinical and research implications of these findings are explored. The third paper discusses the theoretical, clinical, and research implications of the above papers in further detail.
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Muggleton, Joshua Thomas Bailey. "A hidden population? : a qualitative and quantitative search for a female-phenotypic presentation of autism." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/25681.
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Anecdotally, females with autism present differently from males. However, studies into autism tend to use a predominantly male sample, and make few gender-based comparisons. Hence, there is relatively little research on gender-specific presentations of autism. Furthermore, those studies that have been undertaken are equivocal in their findings. Should males and females with autism present differently, then the male preponderance in the research population may lead to a bias in our understanding of autism, and the diagnostic criteria it informs, creating circularity. This thesis aimed to investigate if and how females with autism present differently, while avoiding the problem of circularity. As diagnostic criteria for autism consider behaviour (potentially biased to favour males), the diagnosed samples of participants in studies will present with similar behaviours, regardless of gender. However, gender differences may persist in areas of cognition, such as block design. A literature review of gender differences among people with autism on the block design task revealed only one adequately powered study; this indicated a possible gender difference. To expand the data available, a meta-analysis of studies comparing people with and without autism on the block design task was carried out. Then, the ratio of males and females within autism and control groups was regressed as a proxy indicator of gender differences. This did not reveal any gender differences. An alternative approach was adopted within the research study. Through asking professionals highly experienced in diagnosing autism about gender differences in autism, it was hoped that they would express their own conception of autism, beyond the present diagnostic criteria, thereby avoiding circularity. A thematic analysis of interviews with 14 clinical psychologists with expertise in this area was conducted. Gender differences in presentation, but not underlying pathology, were noted by participants. Trans-diagnostic constructs such as social awareness and motivation were thought to drive the gender differences in presentation. However, although the presentation and constructs were gender biased, they were not gender-specific, suggesting a broader view of autism is needed beyond dichotomous gender differences.
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Coleman-Smith, Rachel. "Lived experiences of autism with a specific focus on gender dysphoria." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18134/.
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This thesis aims to enhance understanding of the lived experience of autism from individuals’ perspectives, voices typically marginalised within research, just as their needs have been marginalised within society. The research comprises: a systematic review and an empirical study. The literature review synthesises and critically evaluates 14 qualitative studies on the experience of autism in adulthood. Six themes representing core features of experience were identified: identity and self-perception; interpersonal relationships; sensory experiences; dating and sexual experiences; institutional experiences; employment. The findings highlight the balance required between targeting remediation of autism-related difficulties, and efforts to make society, its services, public spaces, and institutions more autism-aware and inclusive. Future research directions are highlighted including a need for qualitative research exploration of sexuality, gender identity and related support needs. In response to this review and the small but growing body of research describing the co-occurrence of gender dysphoria in people with autism, a qualitative study was undertaken investigating the impact of autism on the experience of gender dysphoria. A theoretical framework was developed of common processes involved in understanding and addressing GD, the influence of autism and the social environment. The overall experience is captured in the core category conflict versus congruence. Individuals achieve greater personal congruence and wellbeing upon social and physical transition. However, conflicts remain related to fear of hostility and an enduring sense of difference. Services facilitating increased social support and proactively addressing gender and sexual issues are recommended.
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Chetram, Sursatie. "Neurodevelopmental Basis of Autism Spectrum Disorder based on Age and Gender." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4720.
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Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects communication, socialization, and restricted/repetitive behaviors. In 2012, one out of every 55 children (1 in 42 boys and 1 in 189 girls) have been diagnosed with ASD in the United States. Only 30-40% of ASD has a known etiology (e.g., genetic predisposition) and the other 60-70% is unknown. Prior to this study, there was no known literature on age and gender differences related to neuro-developmental functioning of ASD. The purpose of this study was to examine how the differences in age and gender of people with ASD were related to total and domain scores, as measured by the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2). This quantitative research study included a sample size of 80 and 2 independent variables: age groupings (ages 1-4, 5-8, 9-17, and 18-older), and gender (male and female). The 4 dependent variables were the total and domain scores measured by the ADOS-2. The statistical analyses included a multiple analysis of variance (MANOVA) and a 2-way analysis of variance (ANOVA) to examine age and gender differences in the ADOS-2 domain and total scores. There was a statistically signi�cant difference for age on the domain dependent variables, F(9, 171) = 2.64, p = .007; Wilks' Lambda = .73; partial η2 = .10. However, there were no statistically significant differences for gender on domain scores and there were no statistically significant differences for age and gender on the overall scores. Those with ASD between ages 5-8 were more severely impaired for socialization when compared to other age groups and other domains. This research can be used for the improvement of intervention strategies for the diverse ASD population, and to improve the understanding of the neurodevelopmental functioning of individuals with ASD based on age and gender.
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Chetram, Sursatie D. "Neurodevelopmental Basis of Autism Spectrum Disorder Based on Age and Gender." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743795.
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<p> Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects communication, socialization, and restricted/repetitive behaviors. In 2012, one out of every 55 children (1 in 42 boys and 1 in 189 girls) have been diagnosed with ASD in the United States. Only 30–40% of ASD has a known etiology (e.g., genetic predisposition) and the other 60–70% is unknown. Prior to this study, there was no known literature on age and gender differences related to neuro-developmental functioning of ASD. The purpose of this study was to examine how the differences in age and gender of people with ASD were related to total and domain scores, as measured by the <i>Autism Diagnostic Observation Schedule, Second Edition</i> (ADOS-2). This quantitative research study included a sample size of 80 and 2 independent variables: age groupings (ages 1–4, 5–8, 9–17, and 18-older), and gender (male and female). The 4 dependent variables were the total and domain scores measured by the ADOS-2. The statistical analyses included a multiple analysis of variance (MANOVA) and a 2-way analysis of variance (ANOVA) to examine age and gender differences in the ADOS-2 domain and total scores. There was a statistically signi?cant difference for age on the domain dependent variables, <i>F</i>(9, 171) = 2.64, <i> p</i> = .007; Wilks’ Lambda = .73; partial η<sup> 2</sup> = .10. However, there were no statistically significant differences for gender on domain scores and there were no statistically significant differences for age and gender on the overall scores. Those with ASD between ages 5–8 were more severely impaired for socialization when compared to other age groups and other domains. This research can be used for the improvement of intervention strategies for the diverse ASD population, and to improve the understanding of the neurodevelopmental functioning of individuals with ASD based on age and gender.</p><p>
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Kreiser, Nicole L. "ASD Traits, Social Competence, and Co-Occurring Psychopathology: The Moderating Role of Gender." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/51853.
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The higher occurrence of autism spectrum disorder (ASD) and sub-threshold autistic traits in males, relative to females, has been consistently documented in the literature (e.g., Fombonne 2003, 2005). In addition to potential biogenetic mechanisms, there is some evidence suggesting that differences in the behavioral manifestation of ASD symptoms and co-occurring psychopathology may play a role in the differential prevalence of ASD in males and females (e.g., Holtmann, Bolte, and Poustka, 2007; Lai et al., 2011; Solomon, Miller, Taylor, Hinshaw, and Carter, 2012). In this two-phase study, we sought to examine potential gender differences in the relationship between behaviorally defined ASD traits and observable social impairment and co-occurring psychopathology, in a non-clinical sample of young adults. It was hypothesized that gender would moderate the relationship between ASD traits and observed social impairment and co-occurring psychopathology, such that ASD traits would be related to greater levels of observed social impairment for males, and that ASD traits would be related to greater levels of co-occurring psychopathology for females. In Phase I, 1039 undergraduate students participated in an online survey on general psychopathology and ASD traits. From this sample, a subgroup (n = 79) completed Phase II, an in-lab study that included a clinical interview and behavioral observation. ASD traits were not predictive of observed social impairment over and above the effects of social anxiety in this sample, regardless of gender. Although males and females in the sample did not differ on severity of ASD traits, when controlling for the effect of social anxiety, females were rated as more socially competent than males. ASD traits more strongly predicted screening positive for mood disorders in females than in males. Implications regarding ASD traits, as related to social impairment and co-occurring psychopathology in females are discussed.<br>Ph. D.
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Cheatham, Kelly L. "The Impact of Family Resilience Factors and Parent Gender on Stress Among Parents of Children with Autism." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862763/.
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Parents of children with autism experience high degrees of stress. Research pertaining to the reduction of parental stress in families with a child with autism is needed. In this study, the relationship between family resilience, parent gender, and parental stress was examined. Seventy-one parents of young children with autism were surveyed. Regression and correlational analyses were performed. Results indicated that the vast majority of respondents reported significantly high levels of stress. Lower degrees of parental stress were correlated with higher degrees of family resilience. Family resiliency factors were significant contributors to the shared variance in parental stress. Mothers of children demonstrated higher levels of stress than fathers. Suggested explanations of these findings are presented and clinical and research implications are provided. The findings of this study provide evidence for the importance of facilitating family resilience for parents of children with autism and affirm differing stress levels between mothers and fathers.
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Oates, Morgan Elizabeth. "Gender differences in linguistic features in an online forum for adolescents with autism spectrum disorder." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554665799008747.
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Hess, Kristen Louise. "Stress for Individuals with Autism Spectrum Disorders: Effects of Age, Gender, and Intelligence Quotient." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/epse_diss/58.
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ABSTRACT STRESS FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS: EFFECTS OF AGE, GENDER, AND INTELLIGENCE QUOTIENT by Kristen Louise Hess Researchers previously have found that individuals with Autism Spectrum Disorders (ASD) experience higher levels of stress and anxiety than individuals who are typically developing and than those with other disabilities. The purpose of this study was to identify the nature and degree of stress reported for individuals with ASD, with particular attention to the effects of age, gender, and intelligence quotient (IQ). Stressful events were identified by the Stress Survey Schedule for Persons with Autism and Other Developmental Delays (SSS), the only tool developed specifically to measure perceived stress in individuals with ASD. Clinicians or parents completed the SSS for 313 individuals ages 3-41 with an ASD diagnosis in east and west coast diagnostic and treatment facilities. Multiple regression equations and multivariate analyses of variance were conducted to explore relationships between scores on the SSS and their age, gender, and IQ. Analysis of the results revealed that two types of stress, Changes and Threats (R2=.07) and Unpleasant Events (R2=.05), were the greatest overall stressors for these individuals. Age, gender, and IQ correlated significantly with stressors measured in the scales related to Sensory/Personal Contact (F(3, 309) = 9.17, p < .01), Anticipation/Uncertainty (F(3, 309) = 3.08, p < .05), Food-Related Activity (F(3, 309) = 3.21, p < .05), and Unpleasant Events (F(3, 309) = 2.36, p < .10). Significant differences were found with regard to age as a unitary construct and age by IQ. Results suggest that younger individuals with ASD may experience more stress than their older counterparts. Although higher levels of stress were reported for males across all eight scales, gender was determined to have a significant main effect only with Pleasant Events (F(1, 135) = 4.20, p < .05). On six of the eight scales, individuals with lower IQ scores were reported to be more stressed and analysis reflected significance for IQ on Changes and Threats (F(1, 294) = 3.85, p < .05) and Unpleasant Events (F(1, 294) = 5.71, p < .05). Normative scores for all scales by age, gender, and IQ were reported. This study was the first to examine individual factors mediating the experience of stress for a large group of individuals with ASD. It also extends the line of research using the SSS, which will aid professionals when developing instructional, behavioral, and medical interventions.
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Sullivan, Donna L. "Temporality of Risk Factors and the Gender Differential Related to Autism Spectrum Disorder Diagnosis." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/275.
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Autism spectrum disorders (ASD) constitute life-long neurodevelopmental conditions. Globally, ASD risk for males remains 2 to 4 times greater than for females. Critical exposure mechanisms, their timing on ASD risk, and associations with the ASD gender differential remain elusive. The purpose of this study was to describe the relationship between preconception, pregnancy, recalled lactation practice, and infant traits, on ASD risk and the gender differential of ASD. A recently published temporal framework was adapted to study effects of maternal smoking and vitamin use, and recalled lactation practice on offspring ASD diagnosis with adjustment for preconception health and infant breathing traits. A retrospective case-control analysis using 733 child data records from U.S. autism registry characterized child gender-stratified relationships of 9 study variables. Logistic regression results showed prior maternal smoking, male gender, and maternal recollection of lactation practices were associated with offspring ASD diagnosis. Exposure factors associated with ASD did not differ by child gender or maternal vitamin use. Infant respiratory distress at birth was a covariate and collinearly related to obstetric risks. Maternal smoking was antecedent to respiratory distress and lactation practice. Study limitations included incomplete responses without repeated measures for recalled lactation practice and maternal diet variables. The implications for positive social change include a better understanding of reproductive, preconception, and prenatal risk factors of ASD. The study results have implications for reproductive health, smoking cessation programs, family planning, and prenatal care for women of reproductive age.
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Brooks, Whitney T. "Gender Differences in Social Skills, Peer Relationships, and Emotional Correlates in Adults with High Functioning Autism Spectrum Disorders." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1416567167.
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Kung, Tim Fung. "Early androgen exposure, gender, and disorder-relevant traits." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/285897.
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Thousands of animal experiments have demonstrated that androgenic hormones, such as testosterone, during the prenatal and early postnatal periods, masculinise and defeminise various neural and behavioural characteristics that differ by sex. Can these findings from animal experiments be generalised to human behaviour? Can early androgen exposure shape subsequent gender-related disorders in humans? Chapter 1 (Introduction) provides an overview of the literature. Chapter 2 (Kung et al., 2016a) is the first study to demonstrate that testosterone concentrations in saliva samples collected during the early postnatal testosterone surge at 1 to 3 months of age can negatively predict subsequent expressive vocabulary size (how many words a child can say) during toddlerhood. Notably, males typically have a smaller expressive vocabulary than do females during toddlerhood and a small expressive vocabulary is predictive of subsequent language difficulties, such as dyslexia and stuttering, which are more common in boys. Chapters 3 (Kung et al., 2016b) and 4 (Kung et al., 2016c) evaluate a popular theory of autism, the extreme male brain theory, which argues that heighted androgen exposure during early development causes the male preponderance in autism. To test the hypothesised relationship, Chapters 3 and 4 use different measures and study populations, including testosterone concentrations in amniotic fluid samples obtained prenatally and saliva samples obtained during the early postnatal testosterone surge in typically developing children, as well as examining the adjustment in children exposed to unusually high levels of androgens prenatally due to congenital adrenal hyperplasia (CAH), a rare clinical condition occurring in approximately 1 in 18,000 births. Findings from these two chapters converge to show that any relationship between early androgen exposure and subsequent development of autistic traits is small, non-existent, or unreliable, providing a much-needed clarification of the role of early androgen exposure in the aetiology of autism. Using data from a general population study, Chapter 5 (Kung et al., 2018a) is the first study to show that male-typical play behaviour in early childhood, a trait that has been linked to increased early androgen exposure in previous research, can positively predict adolescent physical aggression, which is typically higher in males than in females. This positive association between play and aggression supports potential influences of early androgen exposure, as well as socio-cognitive influences involved in gender development. Chapter 6 (Kung et al., 2018b) is the first study to compare emotional and behavioural adjustment in children with CAH, their unaffected siblings, and children in the general population. Findings from this chapter suggest that although within the families with a child with CAH there are generally no differences in emotional or behavioural problems between boys or girls with CAH and their unaffected same-sex siblings, both girls with CAH and their unaffected sisters are at risk of developing behavioural problems when compared with girls in the general population. Familial influences and social stigma may contribute to this gender-specific pattern of behavioural adjustment. Finally, Chapter 7 (Discussion) integrates the findings and previous research and provides directions for further research. Chapter References Chapter 2 Kung, K. T. F., Browne, W. V., Constantinescu, M., Noorderhaven, R. M., and Hines, M. (2016). Early Postnatal Testosterone Predicts Sex-Related Differences in Early Expressive Vocabulary. Psychoneuroendocrinology, 68, 111-116. Chapter 3 Kung, K. T. F., Constantinescu, M., Browne W. V., Noorderhaven, R. M., and Hines, M. (2016). No Relationship Between Early Postnatal Testosterone and Autistic Traits in 18 to 30-Month-Old Children. Molecular Autism, 7:15. Chapter 4 Kung, K. T. F., Spencer, D., Pasterski, V., Neufeld, S., Glover, V., O'Connor, T. G., Hindmarsh, P. C., Hughes, I. A., Acerini, C. L., and Hines, M. (2016). No Relationship Between Prenatal Androgen Exposure and Autistic Traits: Convergent Evidence from Studies of Children with Congenital Adrenal Hyperplasia and of Amniotic Testosterone Concentrations in Typically-Developing Children. Journal of Child Psychology and Psychiatry, 57, 1455-1462. Chapter 5 Kung, K. T. F., Li, G., Golding, J., and Hines, M. (2018). Preschool Gender-Typed Play Behavior at Age 3.5 Years Predicts Physical Aggression at Age 13 Years. Archives of Sexual Behavior, 47, 905-914. Chapter 6 Kung, K. T. F., Spencer, D., Pasterski, V., Hindmarsh, P. C., Neufeld, S. A. S., Hughes, I. A., Acerini, C. L., and Hines, M. (2018). Emotional and Behavioral Adjustment in 4- to 11-Year-Old Boys and Girls with Classic Congenital Adrenal Hyperplasia and Unaffected Siblings. Psychoneuroendocrinology. 97, 104-110.
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Lundström, Samuel. "Beyond The Frame : A Literature Review of Sex Differences and Female Specific Expressions of Autism Spectrum Disorder." Thesis, Högskolan i Gävle, Socialt arbete, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36708.
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Autism Spectrum Disorder (ASD) is a neuro-developmental diagnosis that occurs around four times more often in males compared to females. Most of what is known about ASD, as well as diagnostic criteria and screening tools are therefore based on male expressions. Little is known if females differ from males and how female specific expressions of ASD looks like. The aim of this study is therefore to investigate the explanations of the male bias and increase the understanding of these sex differences and female expressions of ASD. My research provides a systematic review of 35 articles that has examined these areas. By conducting a thematic analysis I found that females and males diagnosed with ASD in general show similar expressions but that there is small evidence for female specific expressions. By using the theory of gender stereotyping I am discussing these results and argue that research in the area is caught in a looping effect. The reviewed articles use predominantly male samples while researching sex differences and are therefore reproducing the male bias. Because the stereotypical male expressions persist, females need to express more severe symptoms in order to be detected and correctly diagnosed. I suggest that by increasing the number of female participants in research, the female expression of ASD will be better understood which can aid social workers to detect and provide adequate support and interventions for females.<br>Autismspektrumtillstånd (AST) är en utvecklingsrelaterad neuro-diagnos som förekommer fyra gånger så ofta hos män som hos kvinnor. Det mesta av den nuvarande kunskapen om ASD samt diagnoskriterier och screening-verktyg är därför baserade på manliga uttryck. Huruvida kvinnor skiljer sig från män och hur kvinnliga uttryck ser ut är fortfarande relativt outforskat. Min studies syfte är att undersöka den manliga snedfördelningen som finns i diagnosen för att öka förståelsen för könsskillnader och kvinnliga ASD uttryck. Detta sker genom en systematisk forskningsöversikt av 35 artiklar som avhandlar nämnda områden. Genom att genomföra en tematisk analys fann jag att kvinnor och män överlag uppvisar liknande uttryck men att det trots det finns bevis för vissa kvinnospecifika uttryck. Jag belyser dessa resultat vidare genom en teori om könsstereotyper och argumenterar för att forskningen på området är fast i en looping-effekt. Då de granskade artiklarna använder övervägande manliga forskningsobjekt när de utforskar könsskillnader så återskapas den manliga snedfördelningen. På grund av detta så fortlever den stereotypiska manliga bilden vilket gör att kvinnor behöver uppvisa starkare symptom för att bli upptäckta och få en korrekt diagnos. Jag föreslår därför att forskningen ökar antalet kvinnliga deltagare så att kvinnliga ASD-uttryck kan bli bättre förstådda vilket kan hjälpa professionella i socialt arbete and enklare upptäcka och bistå med adekvata interventioner och stödprogram för dessa kvinnor.
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Petersson, Medina Sandra. "”Jag var så insatt i att vara normal. Att vara så normal jag bara kunde.” : En fenomenologisk studie om hur kvinnors autism ser ut i skolvärlden utifrån lärares samt kvinnor med autisms perspektiv." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-433102.
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This study aimed to examine how women’s autism (ASD) is experienced in relation to education through the perceptions of both women with ASD and teachers. Previous research shows that women with ASD are diagnosed later than would have been necessary. A reason for this is that they often mask their difficulties and are perceived as quiet and calm students in school. Using qualitative semi-structured interviews, six teachers and four women with ASD were interviewed. The interviews were analysed with interpretative phenomenological analysis to understand the participants’ individual experiences. To interpret and discuss the result, a theoretical framework was used consisting of gender theory and two different perspectives on understanding students with difficulties: the categorical and the relational perspectives. The phenomenological analysis of the collected data resulted in five themes: experiences of ASD, diagnosis, the silent student, masking and school and working methods. Based on the results, the conclusions emerged that teachers did not experience any differences between girls' and boys' ASD, even though the participating women with ASD told about gender differences. All teachers described how ASD can manifest in ways that are consistent with both descriptions in research on students with ASD and with how the women with ASD in this study described their own difficulties. The majority of the teachers worked on the basis that all students are entitled to the support they need, regardless of whether they have a diagnosis or not; which is in contrast to how the participants with ASD described their experience of school. Three of four women with ASD expressed that they wished their schools could have treated them in a better way during their school years. The women with ASD and the teachers had a similar view of the working methods that benefit women with ASD in school. The results also indicated that women with ASD assume the role of a quiet and calm student. Both the women and the teachers felt that the typical silent student did not receive support or resources, but that the attention instead went to outspoken or disorderly boys and students who do not reach the school's goals. Despite the fact that all participating women with ASD described how they have masked their difficulties during their school time, only one of six teachers experienced that masking is common among students in general. Other teachers said that students are not capable of masking their difficulties, or they had not reflected on the fact that something like this could occur. Overall, this study contributes with knowledge about ASD in relation to gender theory and school, which is a limited research area.<br>Den här studien har syftat till att undersöka hur skoltiden ser ut för kvinnor med autism (ASD), något som har undersökts ifrån både lärares och kvinnor med ASD’s perspektiv. Tidigare forskning visar att kvinnor med ASD blir diagnostiserade senare än vad de hade behövt. Detta på grund av att de ofta maskerar sina svårigheter för omgivningen och blir sedda som tysta och lugna elever i skolan. Med hjälp av kvalitativa semistrukturerade intervjuer har sex lärare och fyra kvinnor med ASD intervjuats. Intervjuerna analyserades med hjälp av tolkande fenomenologi för att komma åt studiedeltagarnas individuella upplevelser. För att tolka och diskutera resultatet användes en teoretisk ram bestående av genusteori och två specialpedagogiska perspektiv: det kategoriska och det relationella perspektivet. Den fenomenologiska analysen av datainsamlingen resulterade i fem teman: upplevelser av ASD, diagnostisering, den tysta eleven, maskering samt skoltid och arbetssätt. Utifrån resultatet framkom slutsatserna att lärarna inte upplevde att det finns en skillnad mellan flickors och pojkars ASD, trots att kvinnorna med ASD upplevde det. Samtliga lärare i studien beskrev ASD och hur det kan yttra sig på ett sätt som till en största del stämde överens med tidigare forskning och hur studiens deltagande kvinnor med ASD beskrev sina egna svårigheter. Majoriteten av lärarna beskrev att de arbetar utifrån att alla elever har rätt till det stöd de behöver oavsett om de har en diagnos eller inte; något som står i kontrast till hur deltagarna med ASD beskrev sin upplevelse av skolan. Tre av fyra kvinnor uttryckte att de hade önskat att skolorna hade bemött dem på ett bättre sätt under sina skolår. Kvinnorna med ASD och lärarna hade en likasinnad bild av vilka arbetssätt som främjar kvinnor med ASD i skolan. Resultatet indikerade även på att kvinnor med ASD antar rollen som en tyst och lugn elev. Både kvinnorna och lärarna upplevde att den tysta eleven inte fick varken rätt stöd eller resurs, utan att uppmärksamheten istället riktades till utåtagerande pojkar, eller elever som inte når skolans mål. Trots att samtliga deltagande kvinnor med ASD beskrev hur de har maskerat sina svårigheter under sin skoltid, upplever endast en av sex lärare att maskering är förekommande bland elever rent generellt. Övriga lärare menade antingen att elever inte är kapabla till att maskera sina svårigheter, eller att lärarna själva inte hade reflekterat över att maskering kan uppkomma. Sammantaget bidrar denna studie med kunskap om ASD i relation till genus och skola, vilket sedan tidigare är ett begränsat forskningsområde.
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Watson, Lisa Ellen. ""Living Life in the Moment": Chronic Stress and Coping Among Families of High-Functioning Adolescent Girls with Autism Spectrum Disorder." Thesis, Boston College, 2014. http://hdl.handle.net/2345/bc-ir:103562.
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Thesis advisor: Ruth McRoy<br>Thesis advisor: Linnie Green Wright<br>Autism spectrum disorder (ASD) prevalence rates have risen dramatically over the past decade and boys are five times more likely to be diagnosed than girls. Prior research on children with ASD includes samples that are overwhelmingly male, but does indicate that girls with high-functioning ASD may have distinct needs and profiles. This study begins to address this gap in the research through a qualitative study of eleven families with an adolescent daughter with high-functioning autism spectrum disorder. The family is the primary unit of analysis and the study focuses on the following: (a) families' experience with the diagnostic process (b) families' management of their daughter's adjustment to adolescence, and(c) the impact of the ASD on family well-being. Family stress theory was the conceptual framework used to guide the study. Using grounded theory with a supplemental quantitative data strand, the study involved forty in-depth semi-structured interviews. Parents completed the Stress Index for Parents of Adolescents (SIPA) and a demographic questionnaire. Findings indicate that parenting a daughter with ASD could be categorized as a chronic stressor. The majority of parents endorsed clinically significant levels of stress on the SIPA. The mean age of ASD diagnosis was 8.7 years, well above the most recent (2014) Centers for Disease Control findings (6.3 years). Delayed and misdiagnosis for girls with ASD resulted in significant stress for families and reduced access to appropriate intervention. A shift in perception of the ASD from an acute to a chronic stressor allowed families to move toward acceptance and adaptation. The study findings support the need for a family centered model of assessment and intervention. Social workers in schools and in early intervention programs can play a critical role in providing education and support for families<br>Thesis (PhD) — Boston College, 2014<br>Submitted to: Boston College. Graduate School of Social Work<br>Discipline: Social Work
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Gaino, Silvana Batista. "Identidade de gênero em crianças com Transtorno do espectro autista (TEA)." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/47/47133/tde-26032015-152701/.
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Os Transtornos do Espectro Autista (TEA) são categorizados como um transtorno do neurodesenvolvimento caracterizados por demonstrar anormalidades no desenvolvimento social e na comunicação e padrões restritos de comportamentos e interesses desde idades muito precoces. Considerado um transtorno com causas multifatoriais e um quadro clínico bastante característico, tem despertado o interesse de profissionais de diversas áreas do conhecimento, com o propósito de entender e identificar as prováveis causas que ocasionam as mudanças na estruturação, organização e funcionamento durante todo o processo de desenvolvimento. O autismo seria uma desordem da empatia, aliada a uma capacidade média ou mesmo superior de sistematização, o que traria como consequência um cérebro extremamente masculino. O objetivo deste trabalho foi verificar se as crianças com TEA apresentam um cérebro com características extremamente masculinas, como proposto pela teoria anteriormente citada, avaliando as diferenças existentes na formação da identidade de gênero em crianças com Transtorno do Espectro Autista, em crianças normais e em crianças com Retardo Mental. O estudo empírico foi desenvolvido com delineamento transversal numa amostra de 99 crianças do sexo masculino e idades entre quatro e seis anos e 6 meses, provenientes de cidades dos Estados de São Paulo e da Bahia. As crianças foram divididas em três grupos, considerando suas características clínicas: Grupo Controle crianças com desenvolvimento considerado normal (n=33); Grupo Clínico crianças com Transtornos do Espectro Autista TEA (n=33) e Grupo Clínico crianças com Retardo Mental RM (n=33). Os instrumentos utilizados foram a Escala de Traços Autísticos ATA, a Escala Mental Colúmbia e o Teste de Apercepção de Gênero - TAG. Foram identificadas diferenças significativas nos resultados apresentados pelos três grupos, em relação à aquisição da identidade de gênero, com o grupo controle apresentando um maior índice de escolhas de itens masculinos, seguido pelo grupo clínico TEA e o grupo clínico RM. As diferenças identificadas estão diretamente relacionadas às características clínicas das crianças que compuseram os grupos. Ao lado disso, observou-se que o grupo clínico com TEA além de não ter obtido o melhor desempenho, em relação ao grupo controle, também apresentou diferenças em relação ao processo de aquisição de identidade de gênero quando comparadas ao grupo clínico RM<br>The Autism Spectrum Disorders (ASD) are categorized as a neurodevelopmental disorder in which an individual demonstrates abnormalities in social development, communication, and in restricted patterns of behaviours and interests from very early ages. Considered to be a disorder with multifactorial causes and a clinical picture quite characteristic, it has aroused the interest of professionals from various fields of knowledge with the purpose to understand and identify the causes that are most likely involved in changes of structure, organization, and functioning during the whole process of development. This implies the consideration of different theoretical, methodological, and practical positions that contribute to advance our understanding of the phenomenon. Autism would be a disorder of empathy, allied to an average capacity or even superior of systematization, which would bring, as consequence, a brain extremely masculine. Then, this study aimed to verify whether the children with ASD present a brain with extremely masculine characteristics, as proposed by the theory aforementioned, through the assessment of differences regarding the formation of gender identity in children with Autistic Spectrum Disorders, in children with typical development, and in children with Mental Retardation. The empirical study was developed as a cross-sectional design, with a sample of 99 male children and aged four to six years and 6 months, from cities of the states of Sao Paulo and Bahia. This sample was divided into three groups, considering their clinical features: Control group children in typical development (n=33); Clinical group children with Autistic Spectrum Disorders ASD (n=33) and Clinical group children with Mental Retardation RM (n=33). The instruments used were the Assessment Scale of Autistic Traits ATA, the Columbia Mental Maturity Scale and the Gender Apperception Test GAT. Significant differences were identified in the results provided by the three groups regarding the gender acquisition, with the Control Group presenting a higher score in masculine items, followed by the group with TEA and then the MR group. The identified differences are directly related to the clinical features of the children that composed the groups. Furthermore, the ASD group besides not having obtained the best performance, in relation to the control group, it also presented differences as to the process of the gender identity acquisition when compared to the MR group
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Kanfiszer, Lucie. "Women diagnosed with an Autism Spectrum Disorder in adulthood : a narrative analysis of their stories in relation to their gender and development history." Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701370.
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Background: Existing literature exploring autism within female populations predominantly utilises quantitative methodology. A limited number of small-scale, qualitative studies have explored the experiences of adolescent girls with Autism Spectrum Disorders (ASDs), but adult women have not been heard. Autobiographical literature produced by women with an ASD has highlighted the influence of cultural ideology upon experience and well being. This study aims to broaden this to those less well-resourced; to empower the voices and stories of the wider community of women with an ASD, and apply scientific rigour. In doing so, it seeks to extend existing conceptualisations of experience to include socially and culturally located factors. Method: A qualitative methodology was adopted, framed by narrative inquiry, using the Multi-Stage Narrative Analysis method. Seven semi-structured interviews with women who received a diagnosis in adulthood were conducted. Recruitment spanned community mental health services, an inpatient learning disability service and a community support group. Results: The women's diverse experiences and stories were understood in the context of broad categories related to their self-perception, social relationships, care services and cultural ideology. Varied conceptualisation of delayed diagnosis between the inpatient and community participants contextualised these categories alongside the women's very unique and individual experiences. Discussion: The findings are discussed in relation to existing literature concerned with cognitive styles in autism, the life outcomes of adults with autism and existing constructions of the condition in a female population. The clinical implications of the findings are discussed in relation to the assessment and diagnosis of autism and service provision. Further research implications are considered alongside the limitations of the study.
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Primerano, Adrien. "La fabrique des in/capables. Ethnographie de l’accompagnement en institution spécialisée pour adolescent-es désigné-es autistes." Thesis, Paris, EHESS, 2020. http://www.theses.fr/2020EHES0060.
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Les Instituts Médico-Éducatifs (IME) constituent l’une des principales modalités d’accueil des enfants et adolescent-es dit-es handicapé-es en France, malgré des mesures étatiques en faveur de l’école inclusive. En documentant l’accompagnement mis en place par les différent-es professionnel-les, et en particulier les éducateur-trices spécialisé-es, cette thèse propose de questionner la tension entre le maintien d’un espace d’entre-soi handicapé et la recherche de normalité. Ce travail explore la manière dont se fabriquent les figures de l’individu capable et incapable, selon des modalités qui relèvent d’un idéal capacitiste, soit une structure qui hiérarchise, normalise et exclut certaines formes et fonctionnalités corporelles (Masson, 2013). Ainsi, la promotion de la « capacité » par les professionnel-les produit un tri au sein des individus accompagnés entre capables et incapables, par le biais d’un processus de normalisation s’appuyant sur l’adolescence ou l’identité sexuée jugées normales, ainsi que l’image valorisée d’un individu autonome et possédant un travail productif. Cette thèse repose sur trois monographies d’IME, pour lesquelles ont été réalisées des observations régulières, des entretiens avec des professionnel-es, et l’analyse des documents institutionnels. Elle montre que les IME sont des institutions qui tendent à monopoliser la totalité de la prise en charge des personnes qu’elles accueillent, et à se présenter comme la seule instance légitime pour le faire. Le handicap est érigé comme une normalité institutionnelle au sein de l’IME, comme une structure dans laquelle des activités éducatives sont possibles, afin de faire acquérir des capacités aux personnes présentes. Dès lors, l’« handicapé-e normal-e » est celui ou celle qui est susceptible de s’engager dans un processus de normalisation, impliquant à la fois des comportements particuliers individualisés et de nombreuses injonctions à performer son genre ainsi que sa classe d’âge (l’adolescence). Les professionnel-les effectuent un tri entre les personnes jugées capables et incapables : tout d’abord, un accompagnement différencié est mis en place, à partir d’une suppléance de l’individu (registre du « faire pour ») ou alors d’une aide pour réaliser soi-même une tâche (registre du « faire avec »). De plus, les plus capables sont inscrit-es dans des collectifs, visant à construire une identité commune, alors que les incapables voient leur accompagnement davantage individualisé. Enfin, les capables sont préparé-es au travail productif et à l’autonomie hors des IME, par un travail de normalisation qui vise à invisibiliser les comportements jugés hors-normes. Dans le même temps, les incapables se voient également invisibilisés socialement, mais par le biais d’une institutionnalisation adulte, à laquelle ils et elles sont préparé-es à travers un travail sur l’autonomie au sein des institutions, en apprenant à faire et s’occuper seul-e<br>The IMEs (Instituts Médico-Éducatifs or Medico-Educational Institutes) are one of the main institutions welcoming so-called disabled children and adolescents in France, despite government measures in favor of inclusive schooling. Through a documentation of the assistance provided by the various professionals working in these institutions, in particular specialized educators, this research questions the tension between maintaining a disabled-persons-only space and searching normality. This work explores the way in which the figures of the able and unable individuals are produced, through approaches arising from an ableist ideal, that is, a structure which hierarchizes, normalizes and excludes certain bodily forms and functionalities (Masson, 2013). Thus, the promotion of “ability” by the professionals sorts out the accompanied individuals between able and unable, through a normalization process based on adolescence or gender identity deemed normal, as well as the valued image of an autonomous individual doing productive work.This thesis is based on three IME monographs, for which I carried out regular observations, interviews with professionals, and analysis of institutional documents. It demonstrates that IMEs are institutions that tend to monopolize the care of the people they welcome, and to present themselves as the only legitimate body to do so. Disability is set up as an institutional normality within the IME, as a structure in which educational activities are possible, in order to allow these people to acquire skills. Consequently, the “normal disabled person” is the one which may engage in a normalization process, implying both individualized behaviors and numerous injunctions to perform their gender as well as their age class (adolescence). The professionals sort them out between those deemed able and unable: first of all, differentiated supports are set up, for supplementing the individual (doing for) or helping them to carry out a task (doing with). Besides, those perceived as more able are enrolled in collectives, aiming to build a common identity, while those deemed unable receive a more individualized support. Finally, the able persons are prepared for productive work and autonomy outside of the IME, through normalisation efforts intending to invisibilize behaviors considered outside the norm. At the same time, the unable persons are also socially invisibilized, but through an adult institutionalization, for which they are prepared through work on autonomy within the institution, by learning to take care of themselves
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Håkansson, Frida. "Associations between autistic traits and creativity domains in the average adult population." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19681.
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The present study aimed to research links between autistic traits and creativity in the average adult population. The sample consisted of 108 adults, 60 females, 48 males, age 18-66 (M=34,90; SD=10,85), from 20 different social media pages who participated in the study through self-report questionnaires about autistic traits and creativity. The result shows that the autistic traits of difficulties in imagination and difficulties in social skills has associations with difficulties in creativity, while the autistic trait of attention to detail has associations with benefits in creativity. The creativity domains, differences between men and women and the method of self-report are discussed.
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Jörlid, Linnea, and Linnéa Lindh. "Att vara kvinna med autismspektrumtillstånd : En kvalitativ litteraturstudie av upplevelsen att leva med AST och dess påverkan på självbilden." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-86108.
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Being a woman and living with autism spectrum disorder (ASD) involves double difficulties. Women need to put up with gender-normative demands on how women should be and women with ASD also face difficulties when trying to live “as others”, despite their symptoms. In this thesis we aim to, from an intersectional perspective, study how women with ASD handle gender-normative demands in combination with the maintenance of a good self-image and relationships with others. Our study is a qualitative literature study in which the empirics are based on autobiographies written by, or in collaboration with, women with ASD. The results, concerning the difficulties that women with ASD face, go hand in hand with what previous studies show; women with ASD are shown to mask and imitate their surroundings and theirself-image often change when being diagnosed. Our addition to previous studies is the critical approach to how researchers refer to and study women with functional variation. We find a unilateral perspective insufficient and stress that an intersectional perspective is needed to understand the difficulties women with ASD face. Functional variation or gender alone does not give a full perspective. In our study we therefore have an intersectional, multidimensional, perspective and show that the difficulties women with ASD experience are not only related to their diagnosis but also to their gender.
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Grossard, Charline. "Evaluation et rééducation des expressions faciales émotionnelles chez l’enfant avec TSA : le projet JEMImE Serious games to teach social interactions and emotions to individuals with autism spectrum disorders (ASD) Children facial expression production : influence of age, gender, emotion subtype, elicitation condition and culture." Thesis, Sorbonne université, 2019. http://www.theses.fr/2019SORUS625.
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Le trouble du Spectre de l’Autisme (TSA) est caractérisé par des difficultés concernant les habiletés sociales dont l’utilisation des expressions faciales émotionnelles (EFE). Si de nombreuses études s’intéressent à leur reconnaissance, peu évaluent leur production chez l’enfant typique et avec TSA. Les nouvelles technologies sont plébiscitées pour travailler les habiletés sociales auprès des enfants avec TSA, or, peu d’études concernent leur utilisation pour le travail de la production des EFE. Au début de ce projet, nous retrouvions seulement 4 jeux la travaillant. Notre objectif a été la création du jeu sérieux JEMImE travaillant la production des EFE chez l’enfant avec TSA grâce à un feedback automatisé. Nous avons d’abord constitué une base de données d’EFE d’enfants typiques et avec TSA pour créer un algorithme de reconnaissance des EFE et étudier leurs compétences de production. Plusieurs facteurs les influencent comme l’âge, le type d’émotion, la culture. Les EFE des enfants avec TSA sont jugées de moins bonne qualité par des juges humains et par l’algorithme de reconnaissance des EFE qui a besoin de plus de points repères sur leurs visages pour classer leurs EFE. L’algorithme ensuite intégré dans JEMImE donne un retour visuel en temps réel à l’enfant pour corriger ses productions. Une étude pilote auprès de 23 enfants avec TSA met en avant une bonne adaptation des enfants aux retours de l’algorithme ainsi qu’une bonne expérience dans l’utilisation du jeu. Ces résultats prometteurs ouvrent la voie à un développement plus poussé du jeu pour augmenter le temps de jeu et ainsi évaluer l’effet de cet entraînement sur la production des EFE chez les enfants avec TSA<br>The autism spectrum disorder (ASD) is characterized by difficulties in socials skills, as emotion recognition and production. Several studies focused on emotional facial expressions (EFE) recognition, but few worked on its production, either in typical children or in children with ASD. Nowadays, information and communication technologies are used to work on social skills in ASD but few studies using these technologies focus on EFE production. After a literature review, we found only 4 games regarding EFE production. Our final goal was to create the serious game JEMImE to work on EFE production with children with ASD using an automatic feedback. We first created a dataset of EFE of typical children and children with ASD to train an EFE recognition algorithm and to study their production skills. Several factors modulate them, such as age, type of emotion or culture. We observed that human judges and the algorithm assess the quality of the EFE of children with ASD as poorer than the EFE of typical children. Also, the EFE recognition algorithm needs more features to classify their EFE. We then integrated the algorithm in JEMImE to give the child a visual feedback in real time to correct his/her productions. A pilot study including 23 children with ASD showed that children are able to adapt their productions thanks to the feedback given by the algorithm and illustrated an overall good subjective experience with JEMImE. The beta version of JEMImE shows promising potential and encourages further development of the game in order to offer longer game exposure to children with ASD and so allow a reliable assessment of the effect of this training on their production of EFE
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Tierney, Siobhan. "An exploration into gendered experiences in autism." Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/12863/.
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The aim of this study was to explore the experiences of adolescent females on the autism spectrum. During adolescence, the quality of friendships and social expectations implicitly change, challenging those on the spectrum. The study aimed to understand how girls cope in social situations in the context of having socio-communication difficulties and at a developmental stage where demands to use these skills increases. Semi-structured interviews were designed and piloted before ten participants with a diagnosis of any autism spectrum condition (ASC) were recruited. Interpretative Phenomenological Analysis (IPA) was used to explore emerging themes within each interview. Themes were cross-referenced between interviews to identify phenomena within the sample. It was found that participants experienced peer rejection as a result of their ASC-related difficulties. Most participants were motivated to build friendships and had developed sophisticated strategies of masking and imitation in order to fit in with peers. The impact of using such strategies was often highly detrimental to the mental health of participants. Findings also included the catalysing effect of transitioning between primary and secondary schools on the participants' mental health and subsequent seeking of professional support. The limitations and clinical implications are explored and suggestions for future research are presented.
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Nicholas, Bradley D. "How could clock gene variants contribute to the causes of autism?" Thesis, Bangor University, 2011. https://research.bangor.ac.uk/portal/en/theses/how-could-clock-gene-variants-contribute-to-the-causes-of-autism(88775f7a-5483-4c80-aa50-f3cf432a2cfa).html.
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Autism is a strongly genetic disorder where risk-conferring variation in a number of genes contributes to the phenotype. Twin studies show incomplete concordance for autism in monozygotic sibling pairs, suggesting that environmental and/or epigenetic effects also contribute to the disorder. This thesis investigates association of clock gene variants with autistic disorder. Significant indirect positive genetic association for autistic disorder was found for two single nucleotide polymorphisms in the clock gene PER1 and for two single nucleotide polymorphisms in the clock gene NPAS2. Bioinformatics analysis of these single nucleotide polymorphisms showed: SNP rs885747 disrupts a splicing enhancer/suppressor element, SNP rs34705978 is within a differentially methylated control element, SNP rs6416892 is four nucleotides from the tissue specific binding site of sterol regulatory element binding transcription factor 2 and SNP rs1811399 alters the structure of a candidate microRNA. Investigation within the most significant haplotype in NPAS2 highlighted a conserved circadian regulatory element (RRE) whilst that of PER1 contained alternative and essential splice site SNPs. Analysis of genes containing conserved circadian regulatory elements, the E-box, D-box and RRE, showed that some of the strongest candidate genes for autism, schizophrenia and bipolar disorder are likely to be circadian clock controlled genes. Synchronization of high frequency oscillations between different brain regions is a correlate of normal brain function that is altered in autism; a role for clock genes in regulating the dendritic architecture of high frequency neural oscillators is discussed. Interplay between the molecular processes of the circadian clock, the sex determination pathway and alternative splicing is highlighted as the basis of a hypothesis suggesting how clock gene mutations might also determine short period oscillator phenotypes.
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Jones, Dylan Wyn. "A novel miRNA cluster within the circadian clock gene NPAS2 and the implications of rs1811399, an autism enriched single nucleotide polymorphism." Thesis, Bangor University, 2014. https://research.bangor.ac.uk/portal/en/theses/a-novel-mirna-cluster-within-the-circadian-clock-gene-npas2-and-the-implications-of-rs1811399-an-autism-enriched-single-nucleotide-polymorphism(d3a7852f-abe2-4a92-a9ee-19295f7006ed).html.
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Castelhano, Adelisandra Silva Santos. "Status epilepticus neonatal leva a prejuízos na interação social de maneira gênero-dependente: novo modelo animal para investigação dos mecanismos neurobiológicos envolvidos com o transtorno do espectro autista?" Universidade Presbiteriana Mackenzie, 2010. http://tede.mackenzie.br/jspui/handle/tede/1748.
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Previous issue date: 2010-01-26<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The Autism Spectrum Disorders (ASD), conditions which affect the brain development, are characterized by impairments in reciprocal social interactions, communicative use of verbal and nonverbal language, and restricted/repetitive behaviors. Despite a wealth of descriptive data obtained from patient histories, imaging techniques, and genetic and molecular studies, the pathogenesis of ASD remains poorly understood. Progress toward understanding the etiology of an acquired neurological disorder, such as ASD, is largely dependent on the degree to which experimental animal models reflect the human condition. Status epilepticus (SE), the condition of ongoing seizures or repetitive seizure activity, is a clinical emergency more common in children than adults, with almost 40-50% of the case occurring in children younger than 2 years of age. Clinical and experimental studies have been showing that despite of immature brain to be more resistant to structural damage when compared with adult brain, it has been demonstrated that neonatal SE may produce learning deficits, memory impairment, and emotional sequels in adulthood, altered GABAergic intracortical and hipocampal circuitries and reduced dopamine levels in the prefrontal cortex. Taking all information together, the aim of the present study was to evaluate a possible social impairment, learning and exploratory deficits after pilocarpine-induced SE in rats of both genders during development. Wistar rats of both gender at PN9 received intraperitoneal injection of pilocarpine (380 mg/kg). Control animals received saline solution instead pilocarpine. Social and exploratory behaviors were assessed between 30-35 postnatal days using paired-exposure paradigm. Learning performance was assessed, at PN90 using skinner Box apparatus, by quantification of the number of sections to acquire bar pressing conditioning. Our results demonstrated that neonatal SE produced social impairment, learning and exploratory deficits. Furthermore, the social impairment was gender-dependent, affecting predominantly male rats. On the other hand, the exploratory behavior was reduced in both genders, however female rats seems to be more affected, since selfgrooming was enhanced in this specific group. Quite interesting, both behaviors are affected by emotionality and environmental context, suggesting that SE was able to affect more severely the emotionality of the female animals. Moreover, it is also important to note that learning deficits were observed in both genders as well. Based on this evidences, we propose that this animal model can be a valuable tool to investigate the neurobiological basis of ASD.<br>Os Transtornos do Espectro Autista (TEA) são condições que afetam o desenvolvimento cerebral prejudicando a interação social recíproca, a comunicação verbal e não verbal e são acompanhados por comportamentos repetitivos e padrões anormais de interesses e atividades. Apesar da riqueza dos dados obtidos a partir da história dos pacientes, dos exames de neuroimagem, dos estudos genéticos e moleculares, a patogênese do TEA permanece mal compreendida. Modelos animais têm propiciado a ampliação do conhecimento acerca da neurobiologia dos TEA. O Status epilepticus (SE), uma condição aguda caracterizada por convulsões repetitivas ou prolongada, é uma emergência clínica que ocorre mais frequentemente em crianças que em adultos, e em 40-50% dos casos em crianças com idade inferior a dois anos. Estudos clínicos e experimentais indicam que embora o SE produza menos danos estruturais no cérebro imaturo que no cérebro adulto, SE em neonatos leva a prejuízos na aprendizagem, memória, sequelas emocionais na idade adulta, alteração da circuitaria GABAérgica hipocampal e intracortical, e redução dos níveis de dopamina no córtex pré-frontal. Este trabalho teve como objetivo avaliar se o SE em ratos neonatos de ambos os gêneros produz prejuízos na interação social, na cognição e no comportamento exploratório. Ratos wistar de ambos os gêneros com nove dias pós-natal (PN9) receberam injeção intraperitoneal de pilocarpina (380 mg/kg). Animais controles receberam solução salina. Os comportamentos sociais e exploratórios foram avaliados entre PN30-PN35, empregando-se o paradigma de observação por pares. O desempenho cognitivo foi avaliado empregando-se a caixa de Skinner, quantificando-se o número de sessões para aquisição do comportamento de pressão à barra. Os resultados mostraram que o SE no cérebro em desenvolvimento alterou a sociabilidade, a cognição e o comportamento exploratório. Os prejuízos na interação social foram gênero-dependentes, afetando predominantemente os machos. O comportamento exploratório foi reduzido em ambos os gêneros, no entanto, as fêmeas parecem ter sido mais afetadas, desde que paralelamente observou-se aumentou do selfgrooming. Ambos os comportamentos são afetados pela emocionalidade e pelo contexto ambiental, sugerindo que o SE afetou mais severamente a emocionalidade das fêmeas. Os prejuízos cognitivos foram igualmente observados em ambos os gêneros. Baseando-se nestas evidências, sugerimos que este modelo pode ser utilizado para explorar mecanismos neurobiológicos do TEA.
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Fuzer, Cristiane. "LINGUAGEM E REPRESENTAÇÃO NOS AUTOS DE UM PROCESSO PENAL: COMO OPERADORES DO DIREITO REPRESENTAM ATORES SOCIAIS EM UM SISTEMA DE GÊNEROS." Universidade Federal de Santa Maria, 2008. http://repositorio.ufsm.br/handle/1/3950.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This work tries to answer the following question: how law operators represent social
actors in the penal process in a crime against life in the Brazilian context? The main
objective consists of analyzing the forms of representation of social actors, based on
the description of the transitivity system, in texts produced by the operators in a penal
process. To do that, it was necessary to gather contextual data about the legal
practice. Through the research on a documental source, constituted by laws and
informative texts in the Legal Law area, we have identified mechanisms of
institutionalization and we have built the context of culture. We have also built the
context of situation in which a particular penal process (PP) is inserted, selected in
the 1st Vara Criminal of the Santa Maria Forum, RS, Brazil. Through a qualitative
method, we have identified the social actors who fill in the roles of transitivity on the
clause level, based on the Systemic Functional Grammar developed by Halliday &
Matthiessen (1999, 2004), and we have analyzed the forms of representation, based
on the socio-semantic categories proposed by van Leeuwen (1997). The analysis of
lexical-grammatical choices associated with contextual data showed the penal
process documents constitute a complex system of genres in which the law
operators administrate , according to their activities and purposes, the
representations of reality construed by the defendant and witnesses. This way, the
Law operators use the language to elaborate versions of reality one of which is
chosen by the jury.<br>Este trabalho busca responder à seguinte questão: como operadores do direito
fazem a representação de atores sociais nos autos de um processo penal de um
crime contra a vida no contexto brasileiro? O objetivo central consiste em analisar as
formas de representação dos atores sociais, a partir da descrição do sistema de
transitividade, em textos produzidos pelos operadores nos autos de um processo
penal. Para isso, fez-se necessário o levantamento de dados contextuais sobre a
prática jurídica penal. Por meio da consulta a uma fonte documental, constituída de
leis e textos informativos da área de Direito Penal, identificamos mecanismos de
institucionalização e delineamos o contexto de cultura. Delineamos também o
contexto de situação em que se inserem os autos de um processo penal em
particular (PP), selecionado junto à 1ª Vara Criminal do Fórum de Santa Maria, RS,
Brasil. Por meio do método qualitativo, identificamos os atores sociais que
preenchem os papéis da transitividade no nível da oração, com base na Gramática
Sistêmico-Funcional desenvolvida por Halliday & Matthiessen (1999, 2004), e
analisamos as formas de representação, com base nas categorias sócio-semânticas
propostas por van Leeuwen (1997). A análise das escolhas léxico-gramaticais
associadas aos dados contextuais mostrou que os autos do processo penal
constituem um complexo sistema de gêneros, em que os operadores do direito
administram , em vista de suas atividades e dos seus propósitos, as representações
da realidade construídas pela ré e pelas testemunhas. Dessa forma, os operadores
do direito usam a linguagem para elaborar versões da realidade, uma das quais é
escolhida pelos jurados.
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Araújo, Paulina Margarida Rodrigues. "Câmara eclesiástica de Évora: catálogo/inventário." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/10731.
Full textAbstract:
Este relatório de estágio integrado foi realizado no Arquivo Distrital de Évora, onde desempenho funções de Técnica Superior de Arquivo (Arquivista).
Está dividido em três capítulos para além da Introdução e Conclusão, nos quais se pretendeu fazer um estudo da orgânica institucional da Câmara Eclesiástica de Évora em relação com as instituições afins de outras arquidioceses portuguesas, a produção de um instrumento de descrição, ou seja de um Quadro de Classificação e um inventário/catálogo da documentação.
O principal objetivo deste estudo foi catalogar e inventariar a documentação existente no Arquivo Distrital de Évora sobre a o Fundo Câmara Eclesiástica de Évora e, posteriormente, de a dar a conhecer através das novas tecnologias de informação e comunicação, aos interessados neste tipo de Fundos documentais, e que até à data é praticamente desconhecido.
A documentação aqui tratada, identificada e alguma até já se encontra disponível na WEB, é muito variada, a saber: processos de Habilitações a Ordens, composta por 16 séries documentais; processos matrimoniais; processos cíveis e crimes; conventos; ereção de capelas e ermidas, documentação relacionada com dízimos; ereção de oratórios particulares; colocação de sacrários em igrejas; legados pios; colegiadas; ereção de irmandade e/ou confrarias; visitas pastorais; róis de confessados; benefícios e cargos; culto/festividades; petições de vários pedidos de licenças e dispensas; coleção de escrituras (muitas em pergaminho); receitas e despesas do Arcebispado; correspondência com diversas instituições e paróquias; documentação relacionada com a Companhia de Jesus; com a Mitra de Évora; Cabido de Évora; uma coleção de Breves e Bulas (em latim) e uma variedade de documentos que mais tarde irão se inseridos em possíveis secções já identificadas, uma vez que são folhas avulsas e muitas delas não têm identificação; ### ABSTRACT:
Ecclesiastical Chamber of Évora’s: Catalog/Inventory - Internship Report
This internship report was conducted at the Archive of Évora´s District, where I perform the function of Archivist.
It is divided into three chapters in which it was intended to do a study of the institutional body of Évora’s Ecclesiastical Chamber in correlation with similar institutions in other Portuguese archdioceses, as well as an inventory/catalog of the documentation and the production of a description instrument, ie a classification framework.
The main purpose of this study was to catalogue/inventory the existing documentation on Évora’s district archive on the cited institution.
The documentation identified, which some have even been available on the web, is very varied, namely: background investigations to enter in the clergy, matrimonial proceedings, civil and penal processes; convents; building of chapels and shrines; documentation related with dízimos; building of private oratories; building of private oratories; placement of tabernacles in churches; pious legacies; collegiate; placement of tabernacles in private churches; pious legacies; erection of brotherhood; pastoral visits; lists of confessed (róis de confessados); ecclesiastical posts; worship / celebrations; petitions for different permissions and dispensations, collection of scriptures (some of them on parchment); revenues and expenses of the Archbishop collection; correspondence with various institutions and parishes; documentation related to the Jesuits, with “Mitra” in Évora; the chapter of the cathedral of Évora; a collection of Bulls and Briefs (in Latin).
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Khandelwal, Pragati. "Gender/sex differences and disparities within autism spectrum disorder." Thesis, 2020. https://hdl.handle.net/2144/42163.
Full textAbstract:
For a long time, autism spectrum disorder has been considered a predominantly male condition. However, emerging literature suggests that this imbalance is not due solely to etiological differences but rather to other factors. Disparity in diagnosis, because of biases, co-occurring psychiatric disorders, and limited understanding of autism manifestation in females, causes these individuals to be diagnosed with autism significantly later than their male counterparts, if at all. The delayed diagnoses or misdiagnoses of females contribute to later and lesser treatment and worsened outcomes. Furthermore, certain traits of autism in women, such as camouflage and a tendency toward internalized symptomology, exacerbate this effect. Unfortunately, this becomes a self-perpetuating issue: the reduction in the number of diagnosed females results in an underrepresentation of the sex in subsequent autism studies, and this, in turn, contributes to the misrepresentation of the female gender in autism. Thus, in addressing this complex issue, clinicians, researchers, and communities target these many intertwined challenges. Modifications and new initiatives continue to be developed to better accommodate autistic females and make strides to bridge the gender/sex gap.
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Lukina, Julie. "Gender dysforie u osob s poruchou autistického spektra." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-436661.
Full textAbstract:
The master thesis copes with gender dysphoria (GD) in persons with autism spectrum disorder (ASD). The quantitative research was chosen to study this topic. The main goal was to determine whether people with mild ASD have a higher prevalence of GD or higher rate of GD compared to the general neurotypical population (NT). The main methods used in this research were: Autism Quotient Questionnaire (AQ-10) and the Gender Identity/Gender Dysphoria Questionnaire in Adolescents and Adults (GIDYQ-AA), which made it possible to determine the degree of GD and the potential co-occurrence of a diagnosis of gender incongruence (GI; according to ICD-11). In the research there were 196 subjects with the age ranging from 16 to 74 years. The ASD group was compromised 90 persons and in the NT group there were 106 people. While in the NT group no one admitted transgender identity, in the ASD group 2.2 % of subjects informed about transgender identity and 14.4 % of the autistic group were not sure about it. Based on the GIDYQ-AA results, 4.4 % of people with ASD had a low score indicating a possible presence of a diagnosis of GD (GI). Furthermore, the research found that women with autism had significantly higher rate of GD than both women in the NT group and men with ASD. Overall, subjects with ASD achieved...
30
Kämäräinen, Maija. "AUTISM UR ETT GENUSPERSPEKTIV : Riskerar flickor att inte passa in i diagnos mallen? En kritisk diskursanalys." Thesis, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40885.
Full text
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Laflamme, Maude. "Reconstructions identitaires chez les femmes autistes diagnostiquées à l’âge adulte." Thesis, 2020. http://hdl.handle.net/1866/25164.
Full textAbstract:
De récentes études ont démontré que le profil féminin de l’autisme apparaît méconnu au sein de la communauté psycho-médicale, de sorte que de nombreuses femmes autistes échappent indéfiniment au diagnostic de leur condition neurologique ou ne prennent connaissance de celle-ci qu’une fois leur vie adulte bien entamée. Si le fait d’enfin prendre connaissance de l’origine de leur différence peut permettre aux personnes se découvrant autistes à un âge avancé de mieux comprendre leur propre fonctionnement et de favoriser le respect, par elles-mêmes comme par autrui, des besoins particuliers lui étant associés, les significations se voyant accordées au diagnostic d’autisme tardivement obtenu d’un point de vue identitaire apparaissent peu explorées à ce jour. La présente recherche a ainsi pour objectif premier d’analyser, sur la base de vingt entretiens semi-dirigés menés auprès d’autant de femmes autistes diagnostiquées à l’âge adulte, la façon dont ces dernières sont amenées à redéfinir la conception et l’expression de leur identité personnelle suivant la confirmation de leur différence neurologique. Notre cueillette de données ayant été réalisée en terrain mixte, soit au Québec en France, nous nous intéressons également à la manière dont un tel processus de redéfinition identitaire peut se voir influencé par le contexte géographique dans lequel évolue la personne concernée, et notamment par les représentations dominantes de l’autisme prévalant au sein de celui-ci. Enfin, nous nous interrogeons à savoir si l’émergence de mouvements sociaux luttant pour une meilleure reconnaissance sociale de l’autisme féminin ainsi que pour une plus grande valorisation de la diversité neurologique inhérente à l’espèce humaine peut se voir associée chez nos participantes au développement d’une identité collective en tant que femmes autistes ou, plus largement, en tant que personnes concernées par une forme de neurodivergence. Les résultats obtenus indiquent que l’obtention d’un diagnostic à l’âge adulte semble donner lieu chez les femmes autistes à une reconstruction identitaire globalement positive, mais que plusieurs d’entre elles demeurent réticentes à l’idée d’exprimer leur identité ainsi reconstruite auprès d’autrui dans un contexte social qu’elles estiment marqué par la prévalence d’une conception péjorative et stéréotypée de l’autisme de même que par une culture de la conformité exposant toute personne dont la manière d’être ou d’agir s’écarte des normes en place à un certain risque de stigmatisation. Nous avançons toutefois que le fait de revendiquer ouvertement leur différence à titre individuel et collectif pourrait justement permettre aux femmes autistes de contribuer à une évolution des mentalités entourant leur réalité singulière et, du fait même, à la création d’une société plus tolérante et inclusive en matière de neurodiversité.<br>Recent studies have shown that the female profile of autism remains largely unknown within the
psycho-medical community, to the extent that many autistic women see their condition go
indefinitely undetected or only get diagnosed well into their adult lives. While becoming aware of
the origin of their difference may enable people discovering themselves to be autistic at an
advanced age to better understand their own functioning and to ensure respect, by themselves and
others alike, for the particular needs associated with it, the ways in which the late diagnosis of
autism can be interpreted from an identity point of view appear to have been little explored to date.
The primary objective of this research is thus to analyze, on the basis of twenty semi-structured
interviews conducted with as many autistic women diagnosed in adulthood, the ways in which they
can be led to redefine the conception and expression of their personal identity following the
confirmation of their neurological difference. As our data collection was carried out in two distinct
locations, namely in Quebec and in France, we are also interested in how such an identity
redefinition process might be influenced by the geographic context in which the person concerned
evolves, and especially by the dominant representations of autism prevailing within that context.
Finally, we examine whether the emergence of social movements struggling for better social
recognition of female autism and for greater appreciation of the neurological diversity inherent to
humankind can be associated in our participants with the development of a collective identity as
autistic women or, more broadly, as people affected by some form of neurodivergence. Our results
indicate that the diagnosis of autism in adulthood appears to result in an overall positive identity
reconstruction for autistic women, but that many of them remain reluctant to express their
reconstructed identity to others in a social context they perceive to be marked by the prevalence of
a pejorative and stereotypical conception of autism and by a culture of conformity that exposes
anyone whose way of being or acting deviates from the norms in place to a certain risk of
stigmatization. We suggest, however, that openly asserting their difference as individuals and as a
group may enable autistic women to contribute to a change in attitudes regarding their specific
reality and, as a result, to the creation of a more tolerant and inclusive society with respect to
neurodiversity as a whole.