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1
Hagen, Prudence (Prudence Bennett). "Programming Common Stimuli to Promote Generalized Question-Asking in a Child with Autism." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278184/.
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A 5-year-old child with autism was taught to: (a) ask "What is that?" in the presence of unknown objects and (b) name the objects he did know. Generalization in the presence of the experimenter was probed across four new tasks. The child's performance generalized to the first 3 tasks without additional training. The fourth task required programming of common stimuli before generalization occurred.
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Motiejunas, Kristina M. "The Effects of the Density of Reinforcement on the Maladaptive Behaviors of a Child With Autism." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2707/.
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The present study consists of two experiments that analyze the effects of high and low densities of reinforcemnt on the maladaptive behaviors of a 9 year old girl with autism. The first experiment investigates the isolated effects of density of reinforcement on the frequency of maladaptive behaviors during a motor imitation teaching task. High densities of reinforcement produced fewer occurrences of maladaptive behavior than low densities of reinforcement. Experiment 2 analyzes the effects of density of reinforcement during the same teaching tasks as in experiment 1 on maladaptive behavior, task accuracy, prompt resistance, and language. Maladaptive behavior did not recur during experiment 2. High density of reinforcement conditions during the second experiment showed a positive effect on the accuracy of responding and compliance with prompts.
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Vidosevic, Tania A. "Using a Behavioral Treatment Package to Teach Tolerance to Skin Care Products to a Child with Autism: A Systematic Replication." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9913/.
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The purpose of this study is to investigate the effectiveness of a treatment package to teach a child with autism to willingly accept skin care products conducive to health and normal everyday living. The current study uses graduated exposure, modeling and contingent social attention to teach the child to accept the application of skin care products previously avoided. Results of the study showed that the participant tolerated criterion amounts of all target stimuli with both experimenter and parent. Follow-up probes revealed maintenance of the behaviors with only two out of the three target skin care products.
4
Mutlu, Bihter. "A trial application of the TEACCH program with Turkish children with autism." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1517.
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Zeug, Nicole M. "Increasing activities and interests in a child dually diagnosed with PDD-NOS and DS." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9003/.
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Expanding interests may be a behavioral cusp, resulting in widespread changes across skills, and therefore is particularly relevant in intervention programs for children with autism. Little research has addressed directly increasing the diversity of activities and interests for this population. This study describes a program developed to increase activities and interests in a girl dually-diagnosed with pervasive developmental disorder (PDD-NOS) and Downs syndrome (DS). A multiple-baseline design across stimuli was employed to evaluate the program. The results show that the program increased number of total and different toy interactions. No effects were observed for overall duration of toy interactions. Results are discussed in relation to play skill instruction and preference assessment literature, the cusp, and autism intervention programs.
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Dempsey, Donna Jean. "An experimental analysis of opportunity and communication response form in a child with autism and hearing impairments." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5188/.
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An alternating treatment design was used to systematically evaluate the communication response forms, picture exchange communication system (PECS) or sign language, selection for a child with pervasive developmental disorder-not otherwise specified, profound hearing loss, and cochlear implants. The child had a limited pool of high preference items and very few functional skills. Key factors for this child included a structured environment that created a verbal community and contingent access to high preference items. No preference in communication response form was observed. The child successfully used four response forms to communicate: gestures, PECS, sign language, and vocalization. The results are discussed in terms of decision making factors in the selection of response forms.
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LaBrie, Monica. "The Experience of Parents of Children with Autism Participating in ABA Treatment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7105.
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Having a child with autism results in a unique set of challenges for both parents and siblings. Applied behavior analysis (ABA) has significant empirical support demonstrating its effectiveness as a treatment for children with autism. However, effective behavioral interventions should also consider how the family is affected. The purpose of this phenomenological study was to explore the lived experiences of 8 parents of children with autism who have received ABA treatment and their perceptions of how the family system is impacted by ABA outcomes, specifically focusing on parental well-being and sibling relationship quality. A family systems theoretical framework and phenomenological research method were used. Data were analyzed using content analysis to find the common themes that emerged, which were: parents of children with autism face a high level of stress, but ABA treatment results in a decrease of some sources of stress. Having a child with autism produces strains in family relationships; however, ABA treatment outcomes can help with improved communication between spouses and interactions between siblings. Parents acknowledge challenges associated with ABA treatment but believe that the benefits are worth it. Insights gained from this study were meaningful and practical for professionals who provide ABA treatment to children with autism, as well as for parents of children with autism who may be interested in seeking ABA treatment. Positive social change resulted from the identification of perceived benefits of ABA treatment, such as reduced parental stress and improved relationships amongst all members of the family.
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Lam, Yan Grace, and 林茵. "Exploring the cluster of cognitive deficits in autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31221129.
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Nedelcu, Roxana I. "Imitation and its reciprocity in the treatment of autism." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000582.
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Ware, Jenifer N. "Play Therapy for Children with Autism Spectrum Disorder: a Single-case Design." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700000/.
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The purpose of this study was to explore the impact of child-centered play therapy (CCPT) on the social competence, empathy, and self-regulation of children diagnosed with autism spectrum disorder (ASD). The constructs of social competence, empathy, and self-regulation were measured using the Social-Emotional Assets Rating Scale (SEARS). This study utilized a single-case design; the researcher collected data throughout the duration of the study, including baseline, treatment, and follow-up phases. The sample included 5 children ranging from ages 6 to 8 years old: 3 Caucasian males, 1 African-American female, and 1 Latin-American female. Mothers of the participants completed the parent form of the SEARS once per week throughout all phases of the study. During the treatment phase of the study, the children participated in CCPT approximately 2 times per week for 30 minutes each time. Visual analysis of the data indicated play therapy was beneficial for three participants, as they demonstrated improvements in social competence, empathy, and self-regulation. Two participants responded to the intervention with mixed results. Discussion includes implications for clinical practice and future research as well as limitations of the study.
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Conn, Carmel. "Peer cultures of children with autism in mainstream schools : case studies of two boys with autism and their friends." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566825.
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Social difficulty in autism presents a complicated and unclear picture since children with autism are partly socially engaged, do play and can have a friend. Naturalistic study is increasingly seen as a way of providing clarity but presents a challenge in that it involves conceptualizing a more complicated ontological frame, the behaviour and functioning of the individual child seen against a wider ecological background that includes groups of children and adults and their responses. The study reported here describes case studies into the social engagement of two children with autism within their respective peer groups in the settings of their mainstream schools. The aim of the research was to investigate the particular ways in which a child with autism participates in the peer culture of his group by gathering rich descriptions of children's interactions, social routines, play and talk. The research design is qualitative and employed the Mosaic approach for the collection of data. This involves a first stage of gathering data, using observation and interviews in a triangulated approach, and a second stage of participatory review and interpretation of the data gathered. A comparison of similarities and differences in cultural participation within three contexts was made: the wider class or key stage, the smaller peer group of which the child with autism was part, and the individual activity of the child with autism. Findings indicate that the difficulties experienced by the child with autism in each case were not necessarily seen as a weakness when viewed within his sociocultural world. Demonstrations of social competence was a central feature of what all children in these settings did and how they made judgements about each other, and both children with autism in this study demonstrated a number of competencies in relation to their own social contexts. The 'fit' between the child with autism and their respective peer group appeared to be a good one in each case, each of the groups consisting of children who had a similarity in terms of interests, behaviour and skill.
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Lopez, Cynthia J. "Early intensive behavior treatment for children with autism| A multiple-case study of long term outcomes." Thesis, California State University, Stanislaus, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565790.
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Early intensive behavior intervention programs are designed to educate children diagnosed with Autistic Spectrum Disorder (ASD). Programs provide one-to-one instruction in highly structured learning environments, eventually moving students into less restrictive placements. General education classrooms are the placement of choice for most students with ASD. The popularity of these programs has made large gains in the last decade due to the documented success of students receiving services. The United States Surgeon General and the National Academy of Sciences Research Council provided additional support for these programs through their endorsement. However, little research exists to demonstrate if the gains made in early intervention programs are sustained over time. A cross case analysis using qualitative methods was used to examine the perceptions and experiences of parents whose children received early intensive behavior intervention services. Data were collected through participant interviews and document analysis. Findings revealed that all students had maintained their placements in general education classrooms and two students were no longer receiving Special Education services. Students had established support networks and friendships with peers.
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Cranmer, Elizabeth. "The Effects of PECS Training on Symbolic Matching Skills in Learners with Autism." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc10997/.
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This study evaluated whether picture exchange communication system (PECS) training would result in the development of conditional relations among corresponding pictures, objects (reinforcers) and spoken words used in PECS training with learners with developmental disabilities. Three participants with autism and mental retardation were trained to use PECS. Match-to-sample procedures were used to assess all possible conditional relations among stimuli before, during, and after PECS training. None of the three participants in this study acquired conditional discriminations involving the pictures, reinforcers, and spoken words used in their PECS training.
14
Bingham-Watts, Kera L. "Effects of a Remote-Controlled Tactile Prompt on the Initiation Skills of a Child with Autism." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278319/.
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A 4-year old child with autism was taught to make a social initiation statement following a remote-controlled tactile prompt (RCT). The RCT prompt was taught by using a time-delay procedure with written script cards containing initiation statements. Training trials occurred in 6 different play locations in the child's room. Restricted Trial training consisted of allowing the child to play independently, activating the RCT prompt and playing with the child based on any initiation until a warning to end was
given. In Free Play training, the warning to end the activity was removed. The child's initiation statements
increased from 0 in baseline, to spontaneous initiations in 100% of the trials in all training and generalization phases. The number of words in an initiation statement increased from 3 to 25 per trial. Spontaneous initiations in the No RCT phase generalized to the child's mother without training.
15
Woodcock, Jayne Louise. "Exploring central coherence at the visuo-conceptual level : six case studies of children with autism." Thesis, Royal Holloway, University of London, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405202.
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Hagemann, Carla-Rae. "A sensory-motor integration programme for boys with autism spectrum disorder : two case studies." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96084.
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Thesis (MScSportSc)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Autism Spectrum Disorder (ASD) has been described as a neuro-developmental disorder influencing the social interaction and communication skills of individuals. Those with ASD have been observed to experience sensory input challenges, which could result in motor delays. Descriptive research was conducted with two case studies, who were boys aged 6- and 8-years, diagnosed with ASD. The purpose of the study was to design and implement a Sensory-Motor Integration (SMI) programme for each boy and to assess the effect it had on the sensory motor skills of the boys over time. At the start of the intervention, the boys were assessed with three neuro-developmental and diagnostic evaluations (Social Communication Questionnaire, Autism Diagnostic Interview Revised and Autism Diagnostic Observation Schedule-2nd Edition) conducted by a psychiatrist to re-affirm their previous ASD diagnoses. The two boys (Subject A and Subject G) participated in individualised sessions of 30 minutes each, twice a week for seven months. The SMI programme focused on vestibular and somato-sensory (proprioceptor) variables. The Quick Neurological Screening Test-3 (QNST III) and the Sensory Input Systems Screening Test (SISST) were used to evaluate the latter at baseline. These were repeated regularly, every 4 to 5 weeks, over the 7-month period and included a retention test of 5 weeks. Based on the results from the subtests of the motor skill tests, a self-designed SMI programme was integrated into the planning of the intervention programme for each boy according to their sensory-motor needs. Subject A showed improvement in the following vestibular subtests in the QNST-III: Stand on one leg (67%) and Tandem walk (83%) and retaining his standard from the Post-test to the Retention test. For muscle tone ability and proprioception, the Arm and leg extension subtest also demonstrated improvement (67%) from the Pre-to the Post-test. The results of the subtest were not retained over the retention period and increased only slightly being 33% from the baseline score. The proprioceptive function of Subject A showed great improvement in the following QNSTIII subtests: Finger to nose (67%), Rapidly reversing repetitive hand movements (88%) and Left and right discrimination (67%). The results of vestibular-related subtests for Subject G showed improvement in the following: Stand on one leg (33%) and the Arm and leg extension task (33%). Some of the scores of Subject G started in the functional category of “severe discrepancy”; however there was improvement in the following proprioceptionrelated subtests: Finger to nose (43%), Thumb and finger circles (20%), and Reversing repetitive hand movements (86%). Although Subject G showed gradual improvement over time, his two sensory systems struggled to integrate with the more complex tasks. The outcome of the individualised SMI programmes showed that the sensory-motor skills improved by enhancing the stimulation of their vestibular and somato-sensory (proprioception) function. Regarding the SISST, Subject A progressed from a ‘fail’ to ‘pass’, in the following test items: the Tonic Labyrinthine Supine (TLS), Tonic Labyrinthine Prone (TLP), Positive Support Reflex (PSR) and the Ocular Alignment test items. Results from the Vestibular test for both Subject A and Subject G appeared to be ‘hypo-vestibular’ (under-stimulated) according to the Post- Rotary Nystagmus test (PRN) score at baseline. These scores were inconsistent during the intervention. The only test item to show positive improvement for Subject G was the Equilibrium Reactions. Lastly, both Subject A and Subject G remained in the ‘fail’ category for Kinaesthesis, which may indicate their ongoing poor proprioception and spatial orientation. There is a need for further research in the area of sensory-motor individualised programmes for children with ASD. Suggestions for future research interventions are to conduct the individualised programmes either over a longer period of time and more frequently at three times a week.
AFRIKAANSE OPSOMMING: Outisme Spektrum Versteuring (OSV) word beskryf as 'n neuro-ontwikkelingsversteuring wat die sosiale interaksie en kommunikasie van individue beïnvloed. Daar is waargeneem dat diegene met OSV, uitdagings met betrekking tot sensoriese insette ervaar, wat kan lei tot motoriese agterstande. Beskrywende navorsing is toegepas met twee gevalle-studies. Die ouderdom van die twee seuns wat met outisme gediagnoseer was, was 6- en 8-jaar oud. Die doel van die studie was om ʼn Sensories-Motoriese Integrasie (SMI) program te ontwikkel en te implementeer as intervensie wat op elk van die seuns spesifiek toegespits is. Die intervensie-program het voorsiening gemaak om aan die uitvoering van bepaalde motoriese vaardighede aandag te skenk en om die uitwerking daarvan oor die 7-maande tydperk te assesseer. Die twee seuns (Geval A en Geval G) het individuele sessies van 30 minute elk twee keer per week bygewoon. Die SMI program het op die vestibulêre en somato-sensoriese (proprioseptor) sisteme gefokus om hul vermoë en vordering waar te neem. Aan die begin van die studie is drie neuro-ontwikkelings- en diagnostiese meetinstrumente (SCQ, ADIR-R en ADOS) deur 'n psigiater gelei om die vorige OSV diagnose van die seuns te bevestig. Die “Quick Neurological Screening Test” (QNST III) en die “Sensory Input Systems Screening Test“ (SISST) is benut om hul aanvangsvermoë as basislyn te bepaal. Hierdie toetse was gereeld herhaal, elke 4 tot 5 weke oor ʼn tydperk van 7 maande en het ʼn retensie toets van 5 weke ingesluit. Op grond van die resultate van die sub-toetse van die vermelde motoriese vaardigheidstoetse, is die self-ontwerpte SMI intervensie-program vir elke seun, volgens sy persoonlike sensoriese-motoriese behoeftes, beplan. Geval A het verbetering getoon in die volgende QNST-III sub-toets: Staan op een been (67%) en Tandemloop (83%), en handhaaf sy standaard vanaf die na-toets tot en met die retensie toets. Vir spiertonus en propriosepsie, het die Arm- en been-ekstensie sub-toets ook ʼn verbetering (67%) van die voor-toets tot die na-toets getoon. Die resultaat van hierdie subtoets is nie oor die hele tydperk gehandhaaf nie, en het net effens verhoog (33%) van die basislyn telling. Die proprioseptiewe funksie van Geval A het 'n groot verbetering in die volgende QNST-III sub-toetse getoon: Vinger na neus (67%), Vinnige omkeer, herhalende hand bewegings (88%) en Links en regs diskriminasie (67%). Geval G se resultate vir die vestibulêre-verwante sub-toetse het verbetering in die volgende getoon: Een been staan (33%) en Arm- en Been-ekstensie (33%). Sommige van die resultate van Geval G het op 'n ernstige diskripansie begin, maar daar was verbetering in die volgende proprioseptiewe verwante sub-toetse: Vinger na neus (43%), Duim en vinger sirkels (20%) en Vinnige omkeer, herhalende hand bewegings (86%). Ten spyte daarvan dat Geval G ʼn geleidelike verbetering oor tyd getoon het, het sy twee sensoriese stelsels gesukkel om met die meer komplekse take met mekaar te integreer. Die uitkoms van die geïndividualiseerde SMI programme het getoon dat die sensoriesemotoriese vaardighede by beide seuns verbeter as gevolg van die verbeterde stimulering van hul vestibulêre en somato-sensoriese (proprioseptiewe) funksie. Die SSIST resultate toon dat Geval A van ‘druip’ na ‘slaag’ in die volgende toetsitems gevorder het: Tonic Labyrinthine Supine (TLS), Tonic Labyrinthine Prone (TLP), Positive Support Reflex (PSR) en die Ocular Alignment toetsitems. Resultate van die vestibulêre toets, blyk dit dat sowel Geval A as Geval G ‘hipo-vestibulêr’ (onder-gestimuleer) was volgens die “Post-Rotary Nystagmus toets” (PRN) meting wat by die basislyn toetsing behaal is. Hierdie tellings was veranderlik tydens die intervensie. Die enigste toetsitem wat ʼn positiewe verbetering by Geval G getoon het, was die Ekwilibriumsreaksie. Laastens, beide Geval A en Geval G het in die ‘druip’ kategorie vir Kinestese gebly wat daarop dui dat hul swak propriosepsie en ruimtelike oriëntasie steeds teenwoordig was. Daar is 'n behoefte aan verdere navorsing op die gebied van sensoriese-motoriese individuele programme vir kinders met OSV. Toekomstige navorsing wat individuele programme benut, moet oorweeg om die intervensie oor ʼn langer tydperk (bv. een jaar) te laat geskied met meer sessies per week (bv. drie sessies).
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Nichols, Jill Howard. "Social Skills Training with Verbal Autistic Adolescents: A Case Study Approach." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500499/.
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Autistic adolescents need direct, systematic training of social skills since major difficulties in communication, lack of empathy, and various changes during adolescence present major roadblocks to the acquisition of normal peer relationships and increasing independence. A case study approach was utilized to examine treatment effects of a social skills training program implemented with four autistic adolescent boys in a naturalistic setting. Findings based on objective measures and subjective reports indicated that each subject made gains in targeted social skills over the course of treatment. Treatment strategies such as modeling, coaching, roleplaying, one to one instruction, and in vivo procedures were found to be effective teaching techniques. Major benefits and limitations of the study were discussed.
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Geils, Catherine. "In conversation with Barney: a critical discourse analysis of interaction between a child with autism and his co-participants." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1002489.
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My study arose in the context of an intervention programme aimed at the development of a child with autism’s communication and social interaction skills. The approach I take is a social constructionist one in which language is considered to be constructive and constitutive of social and psychological reality. This orientation challenges the assumptions of a western psychiatric approach that emphasizes the impairment and deficits associated with autism. The participants of the study are a 6-year-old boy diagnosed with Pervasive Developmental Disorder (Autistic Spectrum), and his mother, father, sister and a volunteer on the intervention programme. The discourse analytic method of conversation analysis is employed as a means of elucidating the collaborative mechanisms employed by both the child and his co-participants in making sense of one another. The specific aims of the study are to closely examine the communicative behaviour and interactive styles of the child and his coparticipants, their implications for communicative success (co-ordinated interaction) or breakdown (discordant interaction), and the implications for how the child is positioned within the discourse in relation to his co-participants. My constructions of the data suggested that a playful, activity-based interactive style constituted by non-verbal turns, affection and short, simple utterances enhance mutual participation and the accomplishment of co-ordinated interaction. Barney’s co-participants sometimes tend to dominate interaction and frequently employ a strategy of repetitive questioning, which functions to direct and constrain the interaction and results in the child’s withdrawal and discordant interaction. This tendency to withdraw, however, seems to function as a means by which the child is able to actively resist positioning by others, and thus constitutes himself in a position of greater power. Furthermore, his use of the pronoun ‘I’ and collaborative negotiation of the words yours and mine suggest the active co-construction and positioning of himself as a separate person in relation to his co-participants. This research informs intervention efforts and encourages the co-participants to reflect on how interaction is co-constructed between themselves and the child.
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Mason, Marcelle S. "The effectiveness of a group treatment program for children of addicted parents." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28718.
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Titled "Children of Addicted Parents", the purpose of this study was to evaluate the effectiveness of a psycho-educational group intervention
for latency age children of alcoholics. The treatment group consisted of eleven children between the ages of eight and twelve, who have lived or who are living with an alcoholic parent or stepparent.
Referrals were obtained from elementary school guidance counsellors, Family Service Agencies, Alcohol and Drug Programs and the Ministry of Social Services and Housing. The children and three therapists met one hour a week for nine weeks. The group's dual objectives include educating the children about alcoholism/drug addiction and its effect on the family as well as enhancing the childrens' inherent strengths by teaching strategies to increase self-esteem, problem solving and other coping skills. The program's objectives were carried out through brief lectures, discussion, film, art and therapeutic games. The treatment model has been evaluated using a quasi-experimental design. There was a significant
change in the intensity of behaviour problems with a trend for a decrease in the number of problems, as well as a decrease in depression. In addition there was a tendency for an increase in self-esteem.Arts, Faculty of
Social Work, School of
Graduate
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Long, Amanda H. "Family dependency treatment courts case studies from Mecklenburg County's families in recovery Staying Together (First) Program /." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-2/longa/amandalong.pdf.
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Vindrola, Padros Cecilia. "The Participation Of NGOs In Healthcare: The Case Of Pediatric Cancer Treatment In Argentina." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002864.
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Troyer, Laura Marie. "Perspectives on familial and social adjustment of children of alcoholics." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/398.
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Haray, Aimee H. "Effects of Picture Exchange Training on Communication Topographies." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9849/.
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The Picture Exchange Communication System (PECS) has been used with children with autism and other developmental disabilities as an alternative to vocal communication. Some researchers have reported rapid acquisition of picture-exchange requesting as well as increased vocal speech and increased spontaneous social interactions following PECS training. Earlier research has found that although 3 children with autism learned to exchange pictures for preferred items during PECS training, requesting topographies did not change and vocal speech did not increase after PECS training. The present study evaluated the effects of PECS training on requesting topographies, especially vocal speech, with 3 participants with autism and mental retardation. Only one participant maintained picture-exchange requesting, and none of the participants showed an increase in vocal speech during probe sessions conducted after each PECS training phase.
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Ybarra, Rita. "The Effects of Interspersed Trials and Density of Reinforcement on Accuracy, Looking Away, and Self-Injurious Behavior of a Child with Autism." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2485/.
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This research examines the effects of task interspersal and density of reinforcement on several behaviors of an autistic 6-year-old boy during the performance of a visual matching task and two auditory matching tasks. Experiment 1 investigated the effects of interspersing high and low accuracy tasks on correct matching responses, positions of matching responses, looking away, and self-injurious behavior (SIB). The effects of interspersed trials were evaluated using an ABAB multiple treatments design. Results indicated that interspersed trials produced slightly more correct responses during the visual matching task; however, correct responses decreased during the other two tasks. The use of interspersed trials also decreased looking away from the stimuli and SIB. Experiment 2 evaluated the effects of reinforcement density apart from task interspersal. Two conditions, reinforce-corrects-only and reinforce-all-responses, were compared in Experiment 2. Correct responses increased slightly for all three tasks during the reinforce-all-responses condition. Looking away and SIB were very infrequent throughout Experiment 2.
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Glazer, Courtney Anne, and Adrianne Marie Vance. "Process evaluation of treatment with adolescents in residential treatment foster care." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3067.
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As the number of children in foster care without a familial placement continues to grow, the child welfare system is turning towards a new placement approach called Residential Treatment Foster Care. This study performed a process evaluation of 30 Residential Treatment Foster Care facilities in Los Angeles County that explored the four characteristics of case plan design, team decision-making, therapeutic intervention, staff training, and overall treatment effectiveness with regards to the number of Absences Without Leave (AWOL) and completion of treatment plan.
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Van, Wyk M. M. (Martha Magdalena). "The experiences of a tutor during the implementation of an applied behaviour analysis programme : a case study." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53631.
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Thesis (MEdPsych)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: This study was undertaken with the view to explore the experiences of tutors of children with the dual diagnosis of Autism and Down syndrome during the implementation of an Applied Behaviour Analysis support programme The parents of the children willingly participated in a research project of the Department of Educational Psychology and Specialized Education at the University of Stellenbosch. A private individual funded the project. The aim of the project was to evaluate the effectiveness of an Applied Behavior Analysis support programme over a period of 26 weeks on an individual that has Autism. The programme impacted the daily lives of the tutors. The question soon arose as to how the intensive contact between tutor and the child would be experienced by the tutor. A literature review was conducted to obtain a perspective of research done in this field. I fulfilled the dual role of researcher and trainee educational psychologist. The social contructivist framework was chosen as the preferred educational psychological framework from which to approach the study, while the participatory action research paradigm lent itself to describe the individual experiences of the tutors. The experiences were gathered from interviews, observations, video material, journals and reflections. The research report describes a variety of possible experiences the tutor underwent and the repercussions thereof. Suggestions were made as to how adaptations to the programme could serve to expand the training of educational psychologists and tutors.
AFRIKAANSE OPSOMMING: Hierdie studie is onderneem om die belewenisse van tutors van kinders met die dubbel diagnose van Outisme en Down sindroom tydens 'n Toegepaste Gedragsmodifikasie Analise program te ondersoek. Die ouers van die kinders het vrywilliglik deelgeneem aan 'n navorsingsprojek van die Departement Opvoedkunde en Spesialiseringsonderwys van die Universiteit van Stellenbosch. Fondse vir die projek is van 'n privaat persoon ontvang. Die doel van die projek was om die effektiwiteit van die program oor 'n tydperk van 26 weke te evalueer. Die tutors se daaglikse lewe is deur die program beïnvloed en die vraag het ontstaan hoe die intensiewe kontak tussen kind en tutor deur die tutor beleef sou word. 'n Literatuurstudie is onderneem om inligting oor bestaande navorsing in te win. Ek het tydens die projek die rol van beide navorser en opvoedkundige sielkundige in opleiding vervul. Die sosiaal konstruktiwistiese raamwerk is bespreek as 'n sinvolle opvoedkundige sielkundige raamwerk, terwyl die deelnemende aktiewe navorsingsparadigma homself daartoe leen om die belewenisse van die tutors te beskryf. Die belewenisse is ingesamel deur middel van onderhoude, observasie en video materiaal, 'n joernaal en refleksies. Hierdie navorsingsprojek beskryf 'n verskeidenheid van die moontlike belewenisse van die tutors sowel as die moontlike nagevolge daarvan. Voorstelle oor moontlike aanpassings in die program word gemaak om sodoende die opleiding van tutors sowel as opvoedkundige sielkundiges in opleiding te verbeter.
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Hubbard, Robert Graham. "A case study, with specific reference to the role of parents, in the teaching and learning of a residential special school for children with autism." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/13727.
Full textAbstract:
Context: The purpose of this research was to examine if the educational approach (the Approach) adopted at Kilnbarn Residential Special School (the School) secured the developmental learning pathways for its pupils. All pupils were diagnosed with Autistic Spectrum Disorder (ASD), Severe Learning Difficulties (SLD) and many had single or multiple comorbid conditions. The research sought to understand how their parents could be substantive partners and co-creators in the design, modification, and implementation of the Approach. It was a unique feature of Kilnbarn’s Approach to fulfil the potential of parents to be co-creators and co-therapists in their child’s progress. Objective: The case study became one of the instruments in which to test the School’s effectiveness in meeting the needs of its pupils. It enabled a review of the School’s methodology, curriculum and organisational practices. The Approach was designed to provide secure developmental learning pathways for its pupils, improving their quality of life and independence. Method: The case study design, was chosen as it was considered the most appropriate research model. A Parents’ Questionnaire, distributed annually over 3 consecutive years (2004-6) was the evidential basis for this study. Interviews and collected data were used to analyse and evaluate the progress of the School through parents’ eyes. Results: The combination of parents working with professionals to maximise the culture of “technical eclecticism” seems to be, in the light of this case study, best suited to the needs of children diagnosed with autism, SLD and comorbid conditions. The child should be immersed in a consistent approach across all areas of their life. Improvements in well-being, communication and joint action routines, sleep balance, a healthy diet, physical exercise, incontinence and behaviours was observed. Conclusion The study identified that parents could be substantive partners and influencers in the design and modification of the Kilnbarn Approach. The Approach secured developmental learning pathways for its pupils and appeared to improve their quality of life. Parents as co-creators and co-therapists had regained ownership of their child’s quality of life, learning outcomes and personal development. From the experience and unique evidence of this case study schools should utilise and profit from the mass resource of their parents. It has been shown that the Kilnbarn Approach was, during the research, an effective and suitable intervention for the many children it served. It is hoped that further studies in this field will explore the concept of a “technical eclectic” approach that further validates and brings together interventions that are conceptually grounded and incorporates evidence-based focused intervention practices.
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Pillay, Looventharee. "The development of a nutrition support protocol for children with Acute Lymphoblastic Leukemia (ALL) : twenty case studies from Sheikh Khalifa Medical City, Abu Dhabi, UAE." University of the Western Cape, 2017. http://hdl.handle.net/11394/5636.
Full textAbstract:
Magister Scientiae (Nutrition Management) - MSc(NM)Acute lymphocytic leukemia (ALL) is the most common type of childhood cancer accounting for approximately 25% of cancers diagnosed in children less than 20 years of age. It originates in the bone marrow and prevents the normal manufacture of red blood cells, white blood cells and platelets. A poor nutritional status is frequently observed in children with ALL at the time of diagnosis and during treatment which may result in protein energy malnutrition if nutrition intervention is delayed. This retrospective study aims to assess the nutritional status of children newly diagnosed with Acute Lymphoblastic Leukemia (ALL) using 20 case studies between 1 January 2013 and 31 December 2014 from Sheikh Khalifa Medical City (Abu Dhabi, UAE), in order to develop an appropriate nutritional support protocol for pediatric ALL patients treated at this institution. Study Design: A retrospective descriptive case study design was used. The study population consisted of 20 electronic medical records of patients aged between 1-14 years who were newly diagnosed with Acute Lymphoblastic Leukemia (ALL) and admitted to Sheikh Khalifa Medical City for treatment during the period 1 January 2012 and 31 Dec 2014. Data Collection: Identification of suitable participants began through a review of each potential study participant`s electronic medical record. Data was collected and recorded on a data collection form (Appendix III) from the electronic medical record for each suitable participant for the following at admission and during the full duration of all phases of cancer treatment namely induction, consolidation, interim maintenance, delayed intensification and maintenance. The data collected comprised of the following: age, gender, date of diagnosis, symptoms on diagnosis, the cancer diagnosis (type and subtype), anthropometric measurements (weight, length/ height, head circumference), biochemical values (visceral proteins, blood glucose levels, hemoglobin, hematocrit, lymphocyte count), clinical assessment (stomatitis, anemia, mucositis), diet history (home feeding regimes; consumption of daily requirements; food preferences – types, textures; food allergies, food intolerances; food aversions; use of oral nutritional supplements; treatment-related side-effects; systemic related side-effects (nausea; vomiting; diarrhea; anorexia; appetite changes; taste changes; physical activity level; depression), dietary requirements (age and gender related nutritional requirements for energy, protein, fat and fluids) and indications for nutritional support (oral feeding; enteral feeding; parenteral feeding). Analysis of Results: The weights and length/ heights of participants recorded in the electronic medical records were converted to z-scores on the World Health Organization growth charts. The diet prescription of nutritional intervention was interpreted in comparison to the biochemical indices, anthropometric status and dietary intake of each participant. All the data involving changes in anthropometrics, biochemistry, diet history and nutritional interventions from each case study (from diagnosis and through all stages of treatment) was screened and compared with reference values in the context of the age and sex of the child. Evidence based nutritional guidelines were used to document the outcomes of the medical nutrition treatment provided in order to develop a nutrition support protocol for children with Acute Lymphoblastic Leukemia at Sheikh Khalifa Medical City. Results: The results showed that weight loss expressed as a percentage of body weight provided a more accurate estimate of the true significance of weight loss in subjects undergoing cancer treatment (chemotherapy) for ALL. A weight loss of greater than 5% of body weight over a period of one month is considered a sign of nutritional deprivation even if the subject is not classified as undernourished by anthropometric parameters. Subjects experienced the highest weight loss during the consolidation phase and interim maintenance phases of treatment. Conclusion: It can therefore be concluded that pediatric subjects on cancer treatment for ALL at SKMC and receiving nutritional support underwent changes in nutritional status as manifest by a reduction in more than 5% of their body weight during three phases of treatment namely induction, consolidation and interim maintenance. An appropriate nutrition support protocol was developed based on the results and experience obtained from this study for pediatric ALL patients treated at SKMC.
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Carvalho, Vívian Batista de. "De onde os pais olham seu bebê? : um estudo acerca do olhar dos pais diante de um caso situado entre o autismo e a adoção." Universidade Católica de Pernambuco, 2014. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=1012.
Full textAbstract:
Durante os primeiros meses de vida, o bebê mostra um intenso interesse para olhar e ser olhado, porém quando isso não acontece e sua mãe não se dá conta desse fato, podemos considerar este como sendo um sinal de risco de autismo (Laznik, 2004). Assim, a clínica com bebês propõe um tratamento de crianças desde o momento em que aparecem os primeiros elementos indicativos de sofrimento psíquico. Dessa forma, o olhar dos pais é de fundamental importância na intervenção clínica precoce, que visa à saúde mental na primeira infância e suas repercussões para a vida posterior. Nesse sentido é que este estudo foi desenvolvido, a partir de nossas atividades clínicas, com bebês que apresentam algum sofrimento psíquico, realizadas nos grupos pais-bebês do CAPSi Centro Campinense de Intervenção Precoce, na cidade de Campina Grande PB, tendo como objetivo geral analisar o lugar no qual esses pais se colocam face a adoção de um bebê com sinais indicativos de autismo. Como objetivos específicos, ele se propõe: investigar como esse bebê é falado por seus pais, uma vez que o olhar pode ser um efeito da palavra, e também pretendemos articular os aspectos que levaram à adoção e aos sinais indicativos de autismo. Seu fundamento teórico consiste na psicanálise, tendo como eixo condutor de nossas leituras as obras de Freud e Lacan e de seus discípulos cujos trabalhos versam sobre constituição do sujeito e a clínica precoce de crianças com risco de autismo ou com dificuldades no estabelecimento do laço pais-bebês. Realizamos um estudo de caso para ilustrar a questão do olhar dos pais, enfatizando de que lugar o bebê é olhado, em que ponto do esquema óptico de Lacan os seus pais estão situados. Também discutimos questões relacionadas à adoção, maternidade e paternidade. Os dados relacionados foram coletados por meio de entrevistas realizadas com a mãe, o pai e duas profissionais que atendem o referido bebê, além da consulta ao prontuário.
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Andreasson, Filippa, and Gentile Axel D'Angelo. "You get what you play for : A multiple-baseline experimental design on child-directed play for parents of autistic children." Thesis, Stockholms universitet, Psykologiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-183208.
Full textAbstract:
Parents of children with autism spectrum disorder (ASD) face many challenges which lead to low levels of psychological well-being, partly caused by inability to parent in accordance with one’s values. Child-directed play, a moment of being fully attentive and responsive to one’s child, has the potential to increase parental values. A non-concurrent multiple-baseline experimental design investigated whether daily exercises of child-directed play improved valued parenting and parental perspective-taking. Eight parents of children with diagnosed or suspected ASD were followed daily for six weeks. The intervention comprehended daily practice of child-directed play and video supervision. Child-directed play increased ratings of parental values for all but one participant (Hedges’ g* = 1.67) with effect maintained at follow-up, and increased ratings of parental perspective-taking. A gradual effect indicates the need for greater difference in baseline length between participants. No effects on children, nor on parental well-being were investigated in the present study.
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Schottelkorb, April A. "Effectiveness of Child-centered Play Therapy and Person-centered Teacher Consultation on ADHD Behavioral Problems of Elementary School Children: a Single Case Design." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5125/.
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I examined the effectiveness of child-centered play therapy (CCPT) and person-centered teacher consultation (PCTC) for elementary school children identified with clinical or borderline levels of ADHD behaviors on the Teacher Report Form and the Conners' Teacher Rating Scale Revised - Short Form. Additionally, I examined the impact of CCPT and PCTC on the levels of parenting and teaching stress. Due to the current trend to determine interventions that are evidence-based through between-group or single case designs, for this study, I utilized a single case design experiment for which the behaviors of five children were examined. Trained observers utilized the Direct Observation Form in observations of all five students three times per week. Additionally, parents and teachers completed behavioral rating scales and stress inventories at pre-, mid-, and post-intervention. To prevent biased observational ratings, observers were blind to the assignment of the five children. Three students participated in 24 sessions of twice-weekly 30-minute sessions of CCPT, and these students' teachers participated in six sessions of once-weekly 10-minute PCTC. Two students participated in twice-weekly 30-minute sessions of reading mentoring, after which they participated in 14 sessions of CCPT. Visual analysis of the data indicated mixed results. Three students demonstrated substantial improvement in the observed ADHD behaviors within the classroom. Results of the parent and teacher assessment data were inconsistent, but did indicate behavior change for some children and a reduction in teaching stress for one teacher. Parenting stress appeared unaffected. Implications for future research regarding the use of single case design, the measurement of student behavior change, and issues of comorbidity are indicated.
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Mashalaba, Eugenia Dudu. "The evaluation of a multi-modal cognitive-behavioural approach to treating an adolescent with conduct disorder." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/180/1/mashalaba-ma.pdf.
Full textAbstract:
Conduct Disorder (CD) is a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms or rules are violated. It is one of the most common problems in South African schools, particularly in those that are poverty-stricken. The child who participated in the study lived in the shelter that was for homeless and disadvantaged children. He attended at Amasango School where the majority of children in the shelter attended. There were many conduct-disordered children in the shelter and the school, particularly in the school. They disrupted classes making in difficult for teachers to carry out their education activities. The aim of this study was to draw on the standard procedures of the CBT in order to design interventions that would be effective in reducing aggressive behaviour in an adolescent who had CD Adolescent-Type and who lived at the shelter. This case study evaluated the effectiveness of a multi-modal CBT programme in a 16 year-old Black male who had been displaying aggressive behaviour for about a year. The treatment consisted of 23 sessions and included teacher counseling, contingency management, self-control and self-instructional training. The treatment was evaluated qualitatively by means of interviews with the child and teacher and quantitatively by means of repeated applications of behaviour checklists completed by the teacher. The results showed a decrease in the client's aggressive behaviour and an increase in prosocial behaviour. The client ultimately ceased from all aggressive behaviour towards his peers and this outcome was sustained during his last two months in therapy.
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Rinquest, Elsie Sophia. "Die benutting van diergefasiliteerde spelterapie met die leerder met outisme." Diss., 2005. http://hdl.handle.net/10500/2238.
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The aim with this research is to present children with autism an alternative method through animal assisted therapy to communicate and socialize.
Since children with autism cannot be guided to mastery of full maturity by means of the ordinary education system, separate provision of highly specialized fomative and formal education is essential.
Autism prevents a child from reaching out to the world and other people. Autism implies a lack of communication with others and entails a disturbed dialogue with the world. This is revealed by the strange and odd behaviour of the child with autism. The aim of this research is to use animal assited therapy to bridge the gap between numerous problems experienced by the child with autism ascribed to his inadequate affective life, inablitity to form relationships with others, his language, speech and communication problems and poor sensory integration.Social Work
M. Diac (Play Therapy)
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Ngara, Chipo. "Autism in inclusive education : the employment of TEACCH in a secondary school in Auckland, New Zealand : a case study." Diss., 2014. http://hdl.handle.net/10500/14334.
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Many educators are experiencing challenges in educating autistic learners, with the media reporting incidents of autistic learners being denied access to their local schools. This case study investigated how effective the TEACCH (Treatment and Education of Autistic and Communication Handicapped Children) model is, in helping autistic learners to learn in an inclusive environment. The data collection instrumentsused included a literature review, questionnaires, interviews and artefacts. The collected data were analysed statistically, and descriptively. It seems as if there is perception that autism is increasing. Teachers need to be taught about full support mechanisms to deal with the challenges of teaching autistic learners. The research revealed that teachers were struggling to implement the TEACCH program owing to a lack of support programs for teachers, as well as a lack of continued use by other teachers. It was revealed that the teachers felt that for intervention programs to be successful, autistic learners should learn separately.Inclusive Education
M. Ed. (Inclusive Education)
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Wenninger, Shanna L. "Exploring the effectiveness of a behavioral remediation summer camp for children with autism spectrum disorders." 2012. http://liblink.bsu.edu/uhtbin/catkey/1698519.
Full textAbstract:
This study explored the effectiveness of an eight-week summer day camp that used applied behavior analysis (ABA) to decrease maladaptive behaviors and increase prosocial behaviors of children with autism spectrum disorders. Little is known about how children with autism spectrum disorders respond to ABA treatment in the camp setting. Using a multiple case study approach, behaviors were measured using direct observation techniques in a sample of 5 children ranging from 7 years, 5 months to 9 years, 1 month. Results were assessed using visual inspection of graphs and assessing trendlines of the data. Results of the study indicated that all five participants demonstrated at least two behaviors that changed in the intended direction (i.e., target behaviors decreased, replacement behaviors increased). Overall, for all five participants, 68% of behaviors changed in the intended direction. Among the behaviors that changed in the intended direction, 65% demonstrated a moderate rate of change within the eight weeks of camp. A number of possible explanations for these results, as well as for unfavorable findings, are discussed. Because this study was considered a preliminary investigation, these positive results support the need for future studies to further examine this relatively unexplored setting through replication.Department of Educational Psychology
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Crous, Charleen. "Using role reversal in the treatment of learners with performance anxiety in the school environment." Diss., 2013. http://hdl.handle.net/10500/14131.
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In this study the technique of role reversal for the treatment of performance anxiety, experienced by learners in the school environment, was investigated. Performance anxiety sometimes presents as part of a larger pattern of social phobia and negatively impacts on an individual’s tasks performance due to the fear of negative evaluation.
My qualitative study involved a collective, instrumental case study. Role reversal was implemented as part of a group-therapeutic intervention which continued for approximately three months, and involved participants acting as peer tutors. Data analysis focused on the participant’s personal experiences of the technique as well as therapeutic gains and the usefulness of the technique from a school-based counsellor’s perspective.
The research findings revealed that although the helping role held certain challenges for the participants, it seemed to generally impact positively on their social and academic confidence and functioning. Additionally their levels of performance anxiety appeared to decrease.Psychology of Education
M. Ed. (Guidance and Counselling)
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Enock, Rebecca Joe. "Supporting learners with autism in an early childhood centre for learning : a case study in inclusive education." Diss., 2011. http://hdl.handle.net/10500/7722.
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Inclusive education is a fundamental part of South African Education with policies and initiatives being designed to provide support for learners with barriers to learning. With autism as a growing global phenomenon, South Africa has the additional challenge of providing learning support for learners with autism. This dissertation focuses on how one specialised preschool provides inclusive opportunities for preschool learners with autism through learning support. This setting is unique as it shares the same physical location as a mainstream preschool. The study focuses upon how the preschool teachers support their learners with autism so that they can be included within the adjoining inclusive environment. The research was conducted through participant observation and supporting interviews over a period of six months. All observations were recorded through field notes and reflections. The research produced a number of key findings. The shared physical environment enabled teachers and learners from both preschool settings to work together on a daily basis. This had a positive effect upon peer acceptance, staff and learner relationships and opportunities for staff to communicate and work collaboratively on a daily basis. The specialised preschool teachers provided learning support through the adaptation of learning environment, curriculum, multi sensory learning and language and communicative means. The main conclusions drawn from this research were the importance of a close working relationship between staff members and learners from both settings; the importance of adapting communication, environment and learning expectations; and lastly, the importance of focusing upon each individual when providing inclusive opportunities. The research recommends having a specialist setting physically close to an inclusive environment as this enables learners with high needs such as autism to build up the skills needed to benefit from being included. In addition, the research recommends staff in mainstream and specialist settings to have regular opportunity to work together collaboratively when developing learning strategies. Finally, the research recommends the publication of a guideline, outlining the nature of autism and recommended strategies to use within the classroom, which would serve as a flexible document for teachers to adapt to support their individual learners.Inclusive Education
M. Ed. (Inclusive Education)
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Van, Vollenstee Lindsay. "Asperger's Syndrome : a description of sensory work with children." Diss., 2006. http://hdl.handle.net/10500/2448.
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This study describes three case studies with three children diagnosed with Asperger's Syndrome, the focus of the dissertation being the sensory processing issues that these children experience, the limited intervention regarding this subject, and the possible emotional connotations that may accompany these difficulties. In the study, three children partook in six Gestalt Play Therapy sessions, where sensory stimulants were utilised as a medium of expression. The data was analysed, with the emphasis on the children's responses to the sensory work and the emotions that could be linked to this experience. A detailed description of the sessions is provided. It was found that these children were able to make use of the Gestalt Play Therapy setting, along with the sensory work, as a means of emotional expression.Social Work
M. Diac. (Play Therapy)
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Lebese, Mary. "The support of juvenile offender learners regarding the emotional and spiritual wellness in a Gauteng correctional school." Diss., 2017. http://hdl.handle.net/10500/26534.
Full textAbstract:
The study aims at investigating the emotional and spiritual wellness of juvenile offender learners in a Gauteng correctional school. The theoretical framework used in this study was derived from Hettler’s Wellness theory. The study is embedded in an interpretive paradigm and it followed a qualitative research method. A phenomenological case study was used since the focus was on one correctional school. Purposive sampling was used whereby a teacher, counsellor and learners were sampled and all participated on a voluntary basis. Interviews were used for data collection and approximately 30-45 minutes in duration. Data were analysed manually and findings revealed that peer pressure, substance abuse and poor family background troubled juvenile offender learners. Furthermore, anger and hatred led juveniles to commit crime. They all regret of their actions and they need to be loved, valued, and accepted by the community. Above all, juvenile offender learners want their parents to support them while they are incarcerated. Because of lack of parental support, juvenile offender learners express their emotions through fighting among themselves. After incarceration, many start to believe in God and regularly attend meetings organised by faith-based organisations and because of that, their lives are being transformed for the better, as they are able to read the Bible and share scriptures on their own on a daily basis. They hope the DCS will make spiritual sessions compulsory for all offenders and religious education to be included in their school curriculum to eliminate gangsterism in the centre. Frequent pastoral visits and Bible donations were highlighted as one of the guidelines to support their spiritual needs.Inclusive Education
M. Ed. (Inclusive Education)
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"Dietary intake, diet-related knowledge and metabolic control of children with type 1 diabetes mellitus, aged 6-10 years attending the paediatric diabetic clinics at Grey's Hospital, Pietermaritzburg and Inkosi Albert Luthuli Central Hospital, Durban, KwaZulu-Natal." Thesis, 2007. http://hdl.handle.net/10413/3445.
Full textAbstract:
The aim of this study was to assess the dietary intake, diet-related knowledge and
metabolic control in children with Type 1 Diabetes Mellitus between the ages of 6-10 years
attending the Paediatric Diabetic Clinics at Grey’s Hospital, Pietermaritzburg and Inkosi
Albert Luthuli Central Hospital, Durban, KwaZulu-Natal.
This was a cross sectional observational study that was carried out in a total of 30 subjects
out of a possible 35 subjects that qualified for inclusion in the study from both the Grey’s
Hospital clinic (n=8) and IALCH clinic (n=22).
The dietary intake was assessed in a total of 25 subjects using a three day dietary record
(n=20) and a 24 hour recall of the third day of the record (n=16). Diet-related knowledge
was assessed using a multiple choice questionnaire. Metabolic control was assessed using
the most recent HbA1c and the mean HbA1c results over the previous 12 months from the
date of data collection. Height and weight measurements were also carried out.
Information on socioeconomic status and education status of the caregivers was obtained
from 22 caregivers through follow-up phone calls. All measurements except for dietary
intake were obtained from all subjects participating in the study.
The mean percentage contribution of macronutrients to total energy was very similar to the
International Society for Pediatric and Adolescent Diabetes (ISPAD) Consensus
Guidelines (2002). The mean percentage contribution of macronutrients to total energy
from the 3 day dietary records and the 24 hour recalls were as follows: carbohydrate (52%
and 49%); sucrose (2% and 2%); protein (16% and 17%); fat (32% and 34%).
Micronutrient intake was adequate for all micronutrients except for calcium and vitamin D
which showed low intakes.
The mean diet-related knowledge score for the sample was 67% with significantly higher
scores in children older than 8 years of age.
The latest HbA1c for the sample was 9.7% and the mean HbA1c over the previous 12
months from the date of data collection was 9.6%. There was a significant positive
correlation between age of the participant and the latest HbA1c (r = 0.473; p=0.008) and a
significant negative correlation between the education level of the caregivers and the latest
HbA1c (r = - 0.578; p=0.005) and the mean HbA1c over 12 months (r = - 0.496; p=0.019).
Significant differences were found between African and Indian children respectively for
HbA1c, with higher values in African children. There was no correlation between BMI for
age and latest HbA1c (r = 0.203, p=0.282) or mean HbA1c over 12 months (r = 0.101,
p=0.594). Z score for BMI for age was also not correlated with latest HbA1c (r = 0.045,
p=0.814) or mean HbA1c over 12 months (r = - 0.012, p=0.951). Children from the Grey’s
Hospital Clinic were found to have higher HbA1c values (p=0.001) and lower diet-related
knowledge scores as compared to the children from the IALCH Clinic (p=0.038). It should
be noted that the ethnic and racial composition of the children attending these two clinics
differed.
In conclusion the macronutrient intake in this sample was found to be similar to the ISPAD
Consensus Guidelines (2002) while calcium and vitamin D intakes were low. Overall this
sample displayed good diet-related knowledge while metabolic control was found to be
poor.Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.
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Guedes, Renata Wanderley. "O processo de inclusão da criança com transtorno do espectro autista. Estudo de caso." Master's thesis, 2015. http://hdl.handle.net/10437/6892.
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Orientação: Isabel Rodrigues SanchesA Educação inclusiva tem procurado encontrar estratégias de ensino e de aprendizagem que deem uma resposta a todos os alunos, independentemente da sua condição física, intelectual, emocional, cultural ou outra (Mantoan, 2006; Sanches, 2011). As crianças com transtorno do espetro autista (TEA) estão, hoje, nas salas de aula de ensino regular e aí se processa ou deva processar o seu desenvolvimento e aprendizagens (Gonçalves, 2011; Melo & Sanches, 2014). Como o processo de inclusão destas crianças no ensino regular não é pacífico nem consensual (Antunes, 2012), o presente estudo objetiva compreender como se processa a inclusão da criança com autismo na escola regular, tendo por base um estudo de um Centro Escolar em Campina Grande-PB – Brasil. Começámos por analisar o seu Projeto Político Pedagógico, para perceber se contemplava ou não (e se sim, como) estratégias de inclusão, dentro e fora da sala de aula, para estas crianças. Para compreender concepções e atitudes, entrevistámos 10 docentes, no turno da manhã, sendo que 4 lecionam na modalidade educação infantil (maternal, infantil IV e V) e cinco lecionam no 3º ano do ensino fundamental I. Para perceber a atuação destes docentes, em sala de aula, foram objeto de observação quatro alunos com autismo sendo 1 menina com 2 anos, 2 meninos com 5 anos e 1 menino com 8 anos. Da análise dos resultados ressalta que os professores inquiridos não estão preparados para a inclusão, ao que se alia a falta de estrutura física e a ausência de alternativas e práticas pedagógicas que favoreçam os alunos com TEA. No entanto, constatámos que os inquiridos possuíam algum conhecimento acerca da intervenção com estas crianças, conhecimento este, aprendido por conta própia e com os terapeutas das crianças que davam apoio aos professores; as medidas interventivas ficavam a cargo de uma ―mediação‖ direcionada pelos professores, no intuito de conter ou amenizar os comportamentos arredios e esteriotipados das crianças, auxiliar na atividade, através do uso de recursos visuais e concretos, e propiciar momentos de interação entre os sujeitos com autismo e os colegas de sala. Os planos de aula eram um só para todos.Tanto os professores quanto a coordenadora da escola explicaram que não havia necessidade de um planejamento diferenciado para as crianças com autismo. Nas atividades extra classe, os professores iam tentando descobrir os melhores meios para lidar com os alunos com autismo, procurando aproximá-los dos colegas de sala.
Inclusive education has sought to find teaching and learning strategies that give a response to all students, regardless of their physical, intellectual, emotional, cultural or other (Mantoan, 2006; Sanches, 2011). Children with autistic spectrum disorder (ASD) are today in regular education classrooms and there takes place or should process your development and learning (Gonçalves, 2011; Melo & Sanches, 2014). As the inclusion of these children process in mainstream education is not peaceful nor consensual (Antunes, 2012), this study aims to understand how it handles the inclusion of children with autism in regular schools, based on a study of a School Center in Campina great-PB - Brazil. We began by analyzing their Pedagogical Policy Project, to see if contemplated or not (and if so, how) inclusion strategies inside and outside of the classroom for these children. To understand concepts and attitudes, we interviewed 10 teachers in the morning shift, and 4 teach mode in early childhood education (maternal, infant IV and V) and five teach the 3rd grade of elementary school I. To understand the actions of these teachers in class, were subjected to observation four students with autism being one girl with two years, two boys aged 5 years and 1 boy age 8. Analysis of the results points out that the teachers surveyed are not prepared for inclusion, it is combined with lack of physical structure and the absence of alternatives and pedagogical practices that favor students with ASD. However we found that the respondents had some knowledge about the intervention with these children, this knowledge, learned by propia account and the therapists of children who provided support to teachers; the interventional measures were in charge of a "mediation" directed by teachers in order to contain or mitigate the aloof and stereotyped behaviors of children, assist in the activity through the use of visual and concrete resources, and provide moments of interaction between subjects with autism and classmates. The lesson plans were one to todos.Tanto teachers as the school's coordinator explained that there was no need for a differentiated planning for children with autism. In extra class activities, teachers were trying to figure out the best ways to deal with students with autism, trying to approach them from classmates.
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Constantinou, Melany. "The effect of Gestalt play therapy on feelings of anxiety experienced by the hospitalized oncology child." Diss., 2007. http://hdl.handle.net/10500/1822.
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A child diagnosed with a life-threatening illness such as cancer, and is hospitalized for extensive periods of time, is faced with innumerable stressful and traumatic circumstances. This emotionally challenging life situation can bring on much emotional distress such as anxiety. Thus, it has become imperative that the oncology child is assisted and supported, in his individual struggle to cope with the harshness of his strained reality. In this study the hospitalized oncology child was provided with a means of support and intervention through the use of Gestalt play therapy. Gestalt play therapy was conducted to assist the child to express and work through feelings of anxiety and related emotional distress associated with his present life experience. Gestalt play therapy was presented with six case studies. The researcher explored and described the experiences of each case study from which, the researcher drew conclusions and made recommendations.Social Work
M.Diac. (Play Therapy)
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Pereira, Ana Rita Rodrigues. "A intervenção psicomotora na perturbação do espectro do autismo na Associação Portuguesa para as Perturbações do Desenvolvimento e Autismo de Viseu." Master's thesis, 2018. http://hdl.handle.net/10400.5/15688.
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O presente relatório apresenta o estágio desenvolvido durante o ano letivo 2016/2017, na Associação Portuguesa para as Perturbações do Desenvolvimento e Autismo, em Viseu (APPDA-Viseu), com crianças e jovens com Perturbação do Espetro do Autismo (PEA). O estágio enquadra-se no ramo de aprofundamento de competências profissionais do mestrado em reabilitação psicomotora. Num primeiro momento, o relatório engloba uma revisão da literatura quanto às Perturbações do Espectro do Autismo e Reabilitação Psicomotora, realizada a respetiva ponte entre temáticas, e apresentada a caraterização da instituição. Quanto ao trabalho prático desenvolvido, são descritos quatro estudos de caso, sendo três intervenções de caráter individual, respetivamente três crianças do género masculino, com cinco, oito e doze anos, e uma intervenção de grupo, com três rapazes, com dezasseis, dezanove e vinte e três anos. Nestes estudos de caso é apresentada a respetiva descrição dos casos, o plano pedagógico-terapêutico, os instrumentos de avaliação e os resultados obtidos. Posteriormente, são descritas atividades complementares desenvolvidas e relações estabelecidas, com profissionais, família e a comunidade. Para terminar são referidas as conclusões do trabalho desenvolvido e perspetivas de futuro.This report presents the stage developed during the school year of 2016/2017, in the Portuguese Association for Developmental Disorders and Autism, in Viseu (APPDA-Viseu), with children and youngs with Autism Spectrum Disorder (PEA). The internship is part of the Professional Skills Development Branch of the Master's Degree in Psychomotor Rehabilitation. Firstly, the report includes a review of the literature on Autism Spectrum Disorders and Psychomotor Rehabilitation, with an observation between thematics and presents a characterization of the institution. For the practical work developed four case studies are described, being three individual interventions, respectively three children of the masculine gender, with five, eight and twelve years, and a group intervention, with three boys, with sixteen, nineteen and twenty-three years old. In each case study is presented a description of case, the pedagogical-therapeutic plan, evaluation instruments and the results obtained. Subsequently, complementary activities developed and relations with professionals, families and community are described. Finally, are presented the conclusions of the work developed and prospects for the future.
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Silva, Bruna Marisa Cunha. "A intervenção psicomotora na perturbação do espectro do autismo na Associação Portuguesa para as Perturbações do Desenvolvimento e Autismo de Viseu (APPDA-Viseu)." Master's thesis, 2019. http://hdl.handle.net/10400.5/19206.
Full textAbstract:
O presente relatório apresenta o culminar do estágio desenvolvido no ano letivo 207/2018, na Associação Portuguesa para as Perturbações do Desenvolvimento e Autismo, em Viseu (APPDA-Viseu), com crianças e jovens com Perturbação do Desenvolvimento, mas com maior enfoque nas Perturbações do Espetro do Autismo (PEA). O estágio enquadra-se no ramo de aprofundamento de competências profissionais do Mestrado em Reabilitação Psicomotora. Numa primeira parte, o relatório engloba a caracterização da instituição, e uma revisão da literatura quanto às Perturbações do Espectro do Autismo e Reabilitação
Psicomotora. Numa segunda parte é apresentado o trabalho desenvolvido, onde são descritos dois estudos caso de intervenção individual, um do género masculino e outro do género feminino, com onze e seis anos respetivamente. Para ambos é efetuada uma pequena descrição, assim como apresentados os instrumentos de avaliação, o plano de intervenção terapêutica e os resultados obtidos. Seguidamente são descritas as relações estabelecidas com os diversos profissionais, familiares e comunidade. Por fim, são estabelecidas conclusões face ao trabalho desenvolvido e perspetivas futuras.This report presents the culmination of the stage developed in the 207/2018 school year, in the Portuguese Association for Developmental Disorders and Autism, in Viseu (APPDAViseu), with children and youngs with Developmental Disorder, but with a greater focus on Disorders of the Autism Spectrum (PEA). The internship is in the branch of professional kills development of the Master's Degree in Psychomotor Rehabilitation. In the first part, the report includes the characterization of the institution, and a review of the literature on Autism Spectrum Disorders and Psychomotor Rehabilitation. A second part presents the work developed, where two studies are described case of individual intervention, one male and the other female, with eleven and six years respectively. For both, a brief description is given, as well as the evaluation instruments, the therapeutic intervention plan and the results obtained. Below are described the relationships established with the various professionals, family and community. Finally, conclusions are drawn regarding the work developed and future perspectives.