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Relevant bibliographies by topics / Autism Intervention / Dissertations / Theses

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Dissertations / Theses on the topic 'Autism Intervention'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Nyarambi, Arnold. "Autism in Other Cultures: Considering Culture in Diagnosis and Intervention to Autism." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8232.

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2

Woodbury, Patricia Powell. "Students with autism: A light/sound technology intervention." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618724.

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The purpose of the study was to investigate the effectiveness of light/sound technology to promote sensory integration which facilitates the learning capacity of children with autism by reducing their high state of arousal, increasing time on task and decreasing acting-out behaviors. This research extended the work of A. Jean Ayres and Lorna King who theorized that the autistic individual's brain does not register, modulate or integrate sensations that most people notice; auditory and visual inputs are ignored more than other types of sensory stimuli. This study utilized light/sound technology

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3

Gauntlett, Graham Leonard. "A systematic assessment of an early Autism intervention." Thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/23805.

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4

Benedict, Christine. "Communication intervention for children with autism a literature review /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007benedictc.pdf.

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5

Wu, Penny. "A Peer-Supported iSocial Intervention for Autism Spectrum Disorder." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/551.

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Past studies have found substantial benefits associated with integrating neurotypically developing students as peer supporters for children with autism (McCurdy & Cole, 2013). The current study asks the question as to whether or not the support of typically developing students benefits the social skills development of twice-exceptional students with Autism Spectrum Disorder (ASD). The “twice-exceptionality” in this study is specifically related to a heightened interest and proficiency in technology compared to children in their same age group, along with a coexisting diagnosis of autism. iSoci

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6

Boggs, Teresa. "Communication and Intervention for Children with Autism Spectrum Disorder." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/1526.

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7

Wendler, Daniel. "Improv Theater as a Social Cognition Intervention for Autism." Thesis, George Fox University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13889890.

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<p> Individuals with Autism Spectrum Disorder (ASD) experience impairment in social cognition, which contributes to a variety of challenges for individuals with ASD, including elevated risks of loneliness, depression and anxiety. For this reason, various interventions have been developed to improve social ability in ASD populations. However, many existing interventions lack strong research support, or are inaccessible to many individuals with ASD due to high financial cost. Therefore, a need exists for affordable, effective psychosocial interventions for ASD that are widely accessible. One pot

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8

Kallal, Anna Denise. "Autism and our community: Feedback from early intervention providers." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1868.

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AN ABSTRACT OF THE THESIS OF Anna Kallal, for the Masters of Science degree in Communication Disorders and Sciences presented on March 28, 2016, at Southern Illinois University Carbondale. TITLE: AUTISM AND OUR COMMUNITY: FEEDBACK FROM EARLY INTERVENTION PROVIDERS MAJOR PROFESSOR: Dr. Valerie Boyer Early Intervention (EI) providers often work closely with children who are diagnosed with autism spectrum disorder (ASD) or children who have signs and symptoms of ASD. An understanding of the characteristics in children at early ages can lead to an earlier diagnosis of ASD. The current study

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9

Wiggins, Lisa Daniell. "Symptoms of Autism in Children Referred for Early Intervention: Implications for Theory, Diagnosis, and Research." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/psych_theses/15.

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Autism spectrum disorders (ASD) are neurodevelopmental disorders that affect social, communication, and behavioral development. Social impairments have been implicated as primary symptoms of ASD and communication impairments are often cited as initial concerns among parents. Yet there is an inconsistency in the literature regarding the existence of restricted interests and repetitive behaviors (RR) in very young children (i.e., those younger than 4 years) with ASD and the association between RR and sensory dysfunction. The purpose of the current project was to identify social deficits that

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10

Fatema, Afshaan. "Acceptability of Behavioral Interventions for Autism." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955055/.

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Caregivers' evaluation of evidence-based behavioral interventions may differ dependent upon the type of language used to describe the intervention. We administered a survey to 24 parents of children with autism to assess social validity measures of behavioral interventions described in one of three communication styles: technical, conversational, and conversational with intended outcome. Participants were presented with a description of two behavior-reduction and two behavior-acquisition interventions. Overall, interventions described in conversational with intended outcome style received the

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11

Rex, Catherine. "An Anti-Bullying Intervention for Children with Autism Spectrum Disorder." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/803.

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The effects of a video modeling intervention, given to six children with ASD, were evaluated through a multiple-baseline and multiple-probe design across children. The research targeted teaching children with ASD to assertively respond to physical bullying, verbal bullying, and social exclusion, as well as telling one’s mother. In baseline, the participants demonstrated inconsistent to no skills for responding to the bullying in the vignette movies (SAAS) and the generalization probe skits. During intervention the participants watched a video of a person assertively responding to bullying, and

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12

Burrows, Kevin. "Expressive arts in ecotherapeutic contexts : a social intervention for autism." Thesis, Anglia Ruskin University, 2017. http://arro.anglia.ac.uk/703443/.

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Within the current education environment there are those who, due to differences in brain architecture that affect social understanding, are outside of what is regarded the norm, of the neural typical (NT). For these people with an autism spectrum condition (ASC), the world can be a confusing and frightening place (Jordan, 2007). It can be argued that reductionistic/behaviourist models of learning, based on a competitive performance and targets measured against predetermined national standards of achievement, create environments that isolate and constrain, causing anxiety for people with autis

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13

Robinson, Lee. "Educational psychologists' intervention practices for children with Autism Spectrum Disorder." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/educational-psychologistsa-intervention-practices-for-children-with-autism-spectrum-disorder(531f57df-2a38-48e7-be95-4c4afe25e021).html.

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The most thoroughly researched topic in relation to Autism Spectrum Disorders (ASD) is the evaluation of interventions. Despite there being systematic literature reviews identifying evidence-based interventions (EBIs) for students with ASD, it is not clear to what extent educational psychologists (EPs) are using EBIs in their practice. The first paper in this thesis is a systematic literature review exploring which school-based interventions are reported in educational and school psychology journals and highlights the challenges of applying research data to idiographic individual casework. The

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Coleman, Heather M. "PARENT-IMPLEMENTED COMMUNICATION INTERVENTION FOR PRESCHOOL-AGED CHILDREN WITH AUTISM." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5425.

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Exploring the interventions that promote expressive, verbal language for preschool-aged children with autism is essential. When a child is lacking the ability to communicate, parents express that they would like their child to speak. B.F. Skinner (1957) proposed that the mand repertoire (communicative requests) should be an initial focus of language training. Mand training has been shown to be effective for teaching children with autism to communicate. However, many studies exploring mand training utilize highly trained instructors for intervention implementation. Early childhood best practice

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Caccavo, Nicole Marie. "Early Intervention, Research and Therapy Center for Children with Autism." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1199.

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This book documents a design study and creative project undertaken toward the fulfillment of a Masters of Fine Arts Degree in Interior Environments at Virginia Commonwealth University in Richmond, Virginia. This book documents a year long accumulation of study and research done toward the development of an early intervention, therapy and research center for children with autism. This creative project demonstrates how an environment can be a catalyst for social interaction, way finding, therapy, and intervention. The goal was to design a space that would be multi-functional and also benefit t

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Wiggins, Lisa Daniell. "Symptoms of autism in children referred for early intervention implications for theory, diagnosis, and research /." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-06222005-071114/.

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Thesis (M.A.)--Georgia State University, 2005.<br>1 electronic text (65 p. : ill.) : digital, PDF file. Title from title screen. Roger Bakeman, committee chair; Diana Robins, Lauren Adamson, committee members. Description based on contents viewed Apr. 5, 2007. Includes bibliographical references (p. 52-59).

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Degner, Brittany. "The Effects of Naturalistic Language Interventions in Children with Autism." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862728/.

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Several evidence-based procedures based upon operant learning principles have been developed to teach language, and for young children with autism spectrum disorder (ASD), naturalistic interventions are commonly implemented as they are both effective and developmentally appropriate. The current investigation compared contingent responsive intervention and combined intervention on the effects of language use in four children diagnosed with ASD. Results suggest that a combined intervention procedure increases target language and requests in children with simplified language (e.g., one-word phra

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Kwan, Kwok-loi Queenie. "Randomised controlled trial for early intervention for autism : a pilot study /." View the Table of Contents & Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B3848061X.

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Loftis, Lauren Nicole. "A Parent-Mediated Intervention: Joint Attention in Young Children with Autism." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579420.

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Joint attention is a critical developmental skill that plays a role in language and social development of young children. The present study investigated the pre- and post-intervention relations between eye gaze behaviors and joint attention in four young children diagnosed with autism. Participants' ages ranged from 24.1 to 37 months, with 1 female and 3 males. Data was collected for a 16-week parent-mediated intervention with measures on eye-tracking, joint attention, parent-child characteristics, and language development. Results showed significant correlations between children's mean number

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Kwan, Kwok-loi Queenie, and 關幗萊. "Randomised controlled trial for early intervention for autism: a pilot study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45011230.

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21

Tsao, Lingling. "The effectiveness of sibling-mediated social intervention for children with autism." [Bloomington, Ind.] : Indiana University, 2004. http://wwwlib.umi.com/dissertations/fullcit/3167283.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2004.<br>Title from PDF t.p. (viewed Dec. 3, 2008). Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0959. Chair: Sam Odom.

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Pellecchia, Melanie. "Predictors of Outcome for Children with Autism Receiving a Behavioral Intervention." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214762.

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School Psychology<br>Ph.D.<br>Autism spectrum disorders (ASD) are associated with many different levels of language and social impairment, differences in levels of cognitive impairment, varying levels of aberrant behavior, and discrepancies in the presence or amount of restrictive and repetitive behavior. The heterogeneity found within the ASD population is coupled with significant heterogeneity in outcome for these individuals. Although interventions based on the principles of applied behavior analysis have been repeatedly cited as evidence-based for individuals with autism, significant discr

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23

Ge, Bi. "Detecting engagement levels for autism intervention therapy using RGB-D camera." Thesis, Georgia Institute of Technology, 2016. http://hdl.handle.net/1853/55043.

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Our motivation for this work is to develop an autonomous robot system that is able to perform autism intervention therapy. Autism spectrum disorder (ASD) is a common type of neurodevelopmental disorder that affects millions of people in the United States alone. The best way of treating ASD and help people with ASD learn new skills is through applied behavior analysis (ABA, i.e. autism intervention therapy). Because of the fact that people with ASD feel less stressful in a predictable and simple environment compared to interacting with other people and autism intervention therapy provided by pr

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24

Reffert, Lori A. "Autism Education and Early Intervention: What Experts Recommend and How Parents and Public Schools Provide." Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1209000648.

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Dissertation (Ed.D.)--University of Toledo, 2008.<br>Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Education Degree in Educational Administration and Supervision." Bibliography: leaves 114-120.

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Juechter, Julia I. "Differential Diagnosis of Autism Spectrum Disorders Using the BASC-2 Parent Rating Scales Preschool Form." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cps_diss/84.

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The Behavior Assessment System for Children, Second Edition (BASC-2; Reynolds & Kamphaus 2004) is a behavior rating scale commonly used in preschool settings. In addition to measuring behavioral constructs such as hyperactivity, social skills, and adaptive functioning, the BASC-2 includes a Developmental Social Disorders (DSD) content scale that evaluates the presence of behaviors commonly associated with pervasive developmental disorders, including items related to self-stimulation, withdrawal and poor socialization. This study compared the T-scores of toddler and preschool-aged children diag

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26

Taylor, Carol. "The quality of therapeutic alliance in a parent-mediated intervention for autism." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/the-quality-of-therapeutic-alliance-in-a-parentmediated-intervention-for-autism(8ab65024-f956-4642-9c0f-40780924ffc7).html.

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Background: Interventions for young children with autism are increasingly delivered through parents. This thesis investigated baseline and process variables associating with quality of parent-therapist alliance in a parent-mediated intervention for autism, including variables relating to parents' causal beliefs and perspectives. Participants: 77 parents and 6 therapists from a RCT of a parent-mediated intervention for autism (PACT). Method: A sequential exploratory mixed methods approach, with an intermediary instrument development phase. Baseline variables, investigated for the full sample of

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27

Morris, Robert S. M. (Robert Randall) Massachusetts Institute of Technology. "Managing sound sensitivity in autism spectrum disorder : new technologies for customized intervention." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/55196.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2009.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 80-84).<br>Many individuals diagnosed with autism experience auditory sensitivity - a condition that can cause irritation, pain, and, in some cases, profound fear. Efforts have been made to manage sound sensitivities in autism, but there is wide room for improvement. This thesis describes a new intervention that leverages the power of "Scratch" - an open source software are platfo

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Corey, Taylar. "Comparison of a Consequence Based-Intervention and an Antecedent/Consequence Hybrid Intervention in the Classroom." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu162065249537394.

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29

Rosenbaum, Molly Anne. "Online, But Live and Interactive Social Skills Intervention for Adolescents with Autism Spectrum Disorders." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7590.

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Autism Spectrum Disorder (ASD) is a developmental disorder characterized primarily by social skills deficits that can impair the individual’s ability to develop and maintain meaningful relationships. Research has shown that social skills training provides lasting improvement in social interactions. However, many factors can hinder the availability of intervention groups outside of major metropolitan areas. Individual online social skills interventions have been shown to translate to increases in everyday social skills, and while further investigation is required, current literature suggests th

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Hughes, Alison. "A case study investigation into the sensory needs of children and young people with Autistic Spectrum Condition (ASC) within an educational context." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/a-case-study-investigation-into-the-sensory-needs-of-children-and-young-people-with-autistic-spectrum-condition-asc-within-an-educational-context(c7dad18e-aefa-48e8-a528-2d7e601ff9cf).html.

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A number of studies have reported that many children with Autism Spectrum Condition (ASC) experience unusual responses to sensory stimuli, however it is argued that there is a lack of conceptual understanding regarding this phenomenon and an underdeveloped evidence base regarding appropriate support for these responses within an educational context. Despite this, practitioners from a range of professions are called upon to offer consultation, advice and intervention. Therefore, the present study sought to qualitatively explore the experiences of these professionals with regards to the sensory

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Smith, Tara Leigh. "Siblings of children with autism, psychological adjustment and the evaluation of group intervention." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ50408.pdf.

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McKenzie, Emma Lee. "Evaluation of a parent implemented intervention for food selectivity in children with autism." Thesis, University of Canterbury. Health Sciences Centre, 2012. http://hdl.handle.net/10092/7437.

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Food selectivity is a common problem in many children with Autism Spectrum Disorder (ASD). While research into this area is beginning to develop, there are currently few studies investigating the use of parent-implemented interventions within this population. The present study aimed to teach parents to implement multi-component behavioural interventions at home to ameliorate the food selectivity of their children. The study also aimed to show that these interventions could increase children’s preference for previously nonpreferred foods. Five children and their parents participated. The i

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FIORE-CORREIA, OLIVIA BALSTER. "THE APPLICABILITY OF AN EARLY INTERVENTION PROGRAM IN CHILDREN AT RISK OF AUTISM." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7825@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Crianças que, a partir dos 3 anos de idade, recebem o diagnóstico de transtorno autista, apresentam falhas nos comportamentos comunicativos nãoverbais, já no primeiro ano de vida. Isto as impede de engajar-se em trocas sociais recíprocas com os seus cuidadores, ocasionando prejuízos severos em todo o seu desenvolvimento. Intervenções precoces com base na abordagem desenvolvimentista focalizam estas dificuldades iniciais, de modo a impedir ou amenizar os prejuízos secundários causados pelas mesmas. O presente trabalho teve como objeti

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Hughes, Jamie. "A parent-mediated naturalistic behavioural intervention for young children with autism spectrum disorder." Thesis, University of Kent, 2015. https://kar.kent.ac.uk/50002/.

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There are several studies that demonstrate the effectiveness of Pivotal Response Training (PRT) as an evidence-based intervention for children with ASD. However, very few researchers have conducted studies on parent’s use of these strategies, specifically in naturally occurring contexts (i.e., home setting). This study was a preliminary attempt to teach parents how to implement the six motivational procedures of PRT during everyday routines. A concurrent multiple baseline design across nine parent-child dyads consisting of baseline, intervention, and post-intervention phases was utilized. Pare

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McCreadie, Michael. "The parent programme : a psycho-educational intervention for parents of children with autism." Thesis, Queen Margaret University, 2013. https://eresearch.qmu.ac.uk/handle/20.500.12289/7719.

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Background Having a child with autism places significant demands on parents. Few interventions address parental understanding of the meaning behind child behaviour, and the relationship this has with parental stress. Parent-mediated interventions focus on behaviour exhibited by the child and ignore parental stress. This study assesses the impact of a psycho-educational intervention, which assists parents to derive meaning from their child’s behaviour. Aims The overall aim was to investigate if an intervention targeted exclusively at parents would: • Reduce parent stress associated with Child C

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To, Allisen. "Evidence-based Probiotic Intervention for Behavioral and Social Deficits in Autism Spectrum Disorder." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1343.

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Autism Spectrum Disorder (ASD) refers to a heterogeneous neurological condition characterized by repetitive and restrictive behaviors and social communication deficits. ASD diagnoses are at a record high, at approximately 1 in 59 children according to the US Center for Disease Control. Currently, there are no available interventions that effectively treat the core symptoms of ASD. All pharmaceutical options address comorbid side effects of ASD but not core deficits and are particularly associated with negative side effects. Additionally, there are economic and geographic barriers that can prev

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Bartlett, Kristin. "Speaking for ourselves: autism and barriers to early intervention services in Cape Town." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31553.

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There is limited knowledge about autism as a disability in Africa: thus far, most autism research studies have been limited to families in high-income western countries, resulting in a gap in research regarding studies from low-income countries. Despite their vulnerability, people with disabilities have been largely unnoticed as a goal of development work despite disability’s economic impact on families and communities, and the associated discrimination, stigmatisation and exclusion. Education has been identified as an essential building block of human and economic development, yet children wi

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Doernberg, Ellen Ann. "A PLAY INTERVENTION FOR SCHOOL-AGED CHILDREN WITH HIGH-FUNCTIONING AUTISM SPECTRUM DISORDER." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1575652159344106.

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McGregor, Evelyn. "Developing a cognitive intervention programme to help people with autism learn about belief." Thesis, University of Dundee, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302596.

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Shier, Ashley C. "Combining Multiple Assessments to Develop Function-based InterventionsFor Children with Autism." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406809871.

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Nilsson, Inger. "Forskningsöversikt över resultaten av pedagogiska insatser för skolbarn med autism : ett systemteoretiskt perspektiv." Thesis, Mälardalen University, School of Education, Culture and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-5747.

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<p>Forskning på resultat av pedagogiska insatser för skolbarn med diagnos inom autismspektrum (ASD) insatt i ett multifaktoriellt helhetssammanhang är inte vanligt förekommande. Det över gripande syftet är att ge en översikt över pedagogisk forskning som innefattar redovisning av resultat av pedagogiska insatser för skolbarn med diagnos inom autismspektrum och att koppla denna forskning till systemteori och ICF (International Classification of Functioning, Disability and Health, WHO, (www.socialstyrelsen.se, ICF- CY, (www.who). Forskningsfrågorna är vilka pedagogiska strategier är relaterade t

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Hansen, Sarah. "Pivotal Play: Peer Mediated Intervention in the Preschool Classroom." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20688.

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Inclusive preschool settings often provide benefits for children with special needs. Children with autism spectrum disorders (ASD) are at risk for isolation from peers and have benefited from a range of social communication interventions. Joint attention is a pivotal skill under researched in natural settings. Research is needed on joint attention within natural settings and with naturally occurring partners such as parents or peers. The proposed study uses an interventionist and peer delivered joint attention intervention in a multiple baseline design across child-peer dyads in inclusive pres

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Charleson, Jane Louise. "Effectiveness of weighted blankets as an intervention for sleep problems in children with autism." Thesis, University of Canterbury. Health Sciences, 2014. http://hdl.handle.net/10092/9515.

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Sleep problems are common in children with ASD. Despite this, evidence for interventions, particularly alternative approaches such as weighted blankets is limited. Aims. The aims of the study were to examine weighted blankets for: (1) their effectiveness as an intervention for sleep problems; (2) their impact on sleep state organisation; (3) their impact on night-time movement; (4) the sensory characteristics of children responding to the intervention; (5) parent’s perceptions of the intervention; (6) behavioural interventions as a second intervention if required. Method. Using a non-concurren

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Richey, Stacey Marie. "Social Engagement Behaviors of Two Children with ASD in Intervention Sessions Using a Robot." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2886.

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This study focuses on the use of a humanoid robot to facilitate the initiation of social engagement behaviors in two children with Autism Spectrum Disorder (ASD). Approximately 10 minutes of a 50-minute treatment session were devoted to interaction using a humanoid robot, Troy, to facilitate interactions with a graduate clinician or caretaker. These interactions were recorded, analyzed, and coded in 5 s intervals. This study focused specifically on the children's initiations of social engagement behaviors. Results suggested that the robot had potential to facilitate social engagement between t

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Orton, Melanie. "Class-wide Respect and Social Support Skill Training to Increase Peer Interactions of Students with Autism Spectrum Disorders." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1071.

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The demand for effective social skills interventions for children with autism spectrum disorders is a pertinent issue for school-based professionals. One approach to increase appropriate social skills is to involve peer support by training a few socially competent children to positively interact with a student with an ASD. Potentially, training larger groups of children could result in increasing the number of different peers who would actively support positive interactions with their classmates with ASD. Thus, the present study investigated the effect of a class-wide peer-training strategy on

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Mahomed, Ramona. "Training comprehension of object names by behavioral intervention for children with autism using clinician or computer instruction." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279307.

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Thesis (B.Sc)--University of Hong Kong, 2005.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.

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Harpster, Karen. "Sensory processing function and early intervention programs for toddlers with early signs of autism." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313534816.

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Carey, Lucy Jane. "Narrative, autism and mainstream secondary schooling in England : issues in assessment, inclusion and intervention." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2844/.

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Narrative research has been the focus of investigation for many years and has provided insights in to communication, the development of society, individual identity, and psycholinguistics. In recent years, interest in the narrative abilities of individuals with autism spectrum disorders (ASD) has developed and the field has advanced rapidly. This thesis investigates the abilities of high-functioning individuals with ASD with regard to narrative structure in the context of inclusive practice within mainstream schooling in England. It is motivated by the implementation of inclusive education pol

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Gonzalez, Martha Citlaly. "Evaluation of family functioning following parent participation in recreational intervention for children with autism." Thesis, Adler School of Professional Psychology, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3662134.

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<p> The purpose of this study was to better understand the parenting experience Latino parents of children with autism before and after participating in an 8-week family recreational pilot intervention program which was facilitated by behavior therapists and framed using Nintendo's Wii gaming console. Archival data from this pilot program was utilized to assess the impact of the intervention. The sample consisted of eleven parents with a child between the ages of five and nine who had been diagnosed with an autism spectrum disorder and at least one neurotypical sibling. Families were all enrol

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Day, Amanda S. "Social Skills Intervention for Students with Autism Spectrum Disorders: A Survey of School Psychologists." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/6139.

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Social skills interventions for students with autism spectrum disorders (ASD) are needed as the number of students with ASD are increasing in educational settings. The purpose of this study was to investigate school psychologists ' perceptions on the effectiveness and generalization of social skills interventions for students with ASD. Training and confidence of providing services to students with ASD was also examined in the study. A survey was administered to a sample of school psychologists from the National Association of School Psychologists (NASP). In total, 221 responses were received a

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