Dissertations / Theses: 'Autism Spectrum Disorders (ASD)'

1

Homs, Raubert Aïda 1983. "Epigenetic alterations in autism spectrum disorders (ASD)." Doctoral thesis, Universitat Pompeu Fabra, 2015. http://hdl.handle.net/10803/403885.

Full text

Abstract:

The aetiology of autism spectrum disorders (ASD), a group of neurodevelopmental conditions with early onset, characterized by social and communication impairment and restricted interests, is unknown in about a third of the patients. The intense research done over the past decade has revealed a genetic contribution, while the epigenetic contribution barely begins to show. The epigenetic marks can exert an effect in gene expression without altering the underlying genetic sequence. In turn, these marks can be impaired by genetic mutations in their target sequence. Therefore, research in genomic, epigenomic and transcriptomic fields will provide convergent information to unravel the causes of ASD, necessary to establish improved diagnostic protocols and therapeutic strategies, allowing an earlier diagnosis and personalized treatment crucial for a better prognosis. Our data reveal variants associated to the phenotype which shows genetic-epigenetic interplay along with gene expression consequences. It also reveals region epigenetic variants, which follow a polygenic or complex model. Finally, we found ASD genotype-specific epigenetic marks. In the future, the progress in cost-efficiency technologies assessing epigenomics, and the availability of a reference epigenome in various tissues and cell types will provide the background to set a step-forward in establishing the developmental stage, cell types and tissues involved in the epigenetic mechanisms of the disorder.
L'etiologia dels trastorns de l'espectre autista (TEA), un grup de malalties del neurodesenvolupament d’aparició primerenca caracteritzades per problemes de comunicació, relació social, i per la presencia d’interessos restringits, és desconeguda per un terç dels individus afectats. La intensa investigació feta durant l'última dècada ha revelat una gran contribució genètica en aquesta malaltia, mentre que de l’epigenètica tot just es comença a evidenciar. Les marques epigenètiques, sense alterar la seqüència genètica subjacent, tenen un efecte en l'expressió dels gens. A la vegada, aquestes marques epigenètiques es poden veure afectades per mutacions genètiques a la seqüència. Així doncs, la recerca en genòmica, epigenòmica i transcriptòmica proporcionarà informació convergent per determinar les causes dels TEA, indispensable per establir millores en els protocols de diagnòstic i en estratègies terapèutiques, facilitant el diagnòstic precoç i el tractament personalitzat, crucial per a un millor pronòstic. Les nostres dades mostren que hi ha alteracions genètiques i epigenètiques associades al fenotip, que interactuen i tenen conseqüències sobre l’expressió gènica. També hem trobat regions amb alteracions epigenètiques, que sembla que contribueixen de manera additiva i seguint un model complex. Finalment, trobem marques epigenètiques específiques de grups de genotips TEA. En el futur, la millora de les tecnologies disponibles per avaluar l’epigenòmica, i la disponibilitat d'un epigenoma de referència en diversos teixits i tipus cel•lulars, serviran com a base per fer un pas cap endavant en l'establiment de l’etapa del desenvolupament, dels tipus cel•lulars i els teixits involucrats en els mecanismes epigenètics del trastorn.

APA, Harvard, Vancouver, ISO, and other styles

2

Pidruzny, Jacquelyn N. "Children with Autism Spectrum Disorders and Violent Media." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404317555.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

PISCIOTTA, LIVIA. "Autism Spectrum Disorder and other Neurodevelopmental Disorders: cytogenetic and genomic approaches." Doctoral thesis, Università degli studi di Genova, 2021. http://hdl.handle.net/11567/1057765.

Full text

Abstract:

Introduction: Neurodevelopmental disorders (NDDs) are a heterogeneous class of conditions involving the brain, including intellectual disability (ID) and autism spectrum disorder (ASD), that affect about 1%-3% of children (Miller et al., 2010). The genetics of NDDs is complex and include copy number variations (CNVs), pathogenetic mutations in single genes. To date, more than 1000 genes have been implicated in the etiopathogenesis of NNDs. Preliminary investigations have suggested that the majority of Developmental Disorders, in particular ASD, are actually polygenic; in addition, the genetic and environmental interplay in defining the phenotype clearly classifies NDDs such as ID and ASD as complex disorders. In this dissertation, I sought to explore the contribution of rare de novo and inherited coding variation in neurodevelopmental disorders and use these genetic variations to identify neurodevelopmental disorder associated genes and new/unknown oligogenic mechanisms. Methods: In a retrospective review of data, we re-evaluated all the results of diagnostic array-CGH tests on 700 cases with NDDs, focusing on variants previously interpreted as VOUS. Furthermore a series of 68 patients with autism spectrum disorder were recruited to perform whole exome sequencing and eventual whole genome sequencing. A deep analysis of VOUS, mainly consisting in a revision of gene expression/function annotation, and chromatine organization data, was performed. New candidate genes were analysed by GeneCodis4 to evidence enrichment for known NDD-associated GeneOntology terms and pathways. Whole exome sequencing was performed and potentially deleterious variants prioritized by custom filtering strategies including the use of ORVAL (Oligogenic Resource for Variant Analysis Platform) and enrichment analysis of candidate genes with GeneCodis4. Results: In about 42% of cases pathogenic CNVs were found, while in 58% identified CNVs remained initially VOUS. New potential genes and mechanisms such as double-hit mechanisms were found in our patients. In our 34 analysed ASD patients 11 cases showed possible deleterious rare variants, in different and, in the majority of cases, in multiple genes. The role of X chromosome and neurotransmitter pathways appears important. Conclusion: In our cohort of NDDs patients CNV-mediated double-hit mechanisms seem to play a relevant role in elucidate complex phenotypes. About 10% of patients from our ASD cohort also showed rare deleterious variants in multiple genes that seem to fully explain their complex phenotype.

APA, Harvard, Vancouver, ISO, and other styles

4

Snyder, MacKenzie Renee. "Symbolic Organization in Children with Autism Spectrum Disorders." Ohio University Honors Tutorial College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1367585378.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Mekki, Karim. "Stress and Coping in Mothers of Children with Autism Spectrum Disorders." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23589.

Full text

Abstract:

Heightened levels of stress are observed in mothers of children with autism spectrum disorders (ASD), yet little is known about the relationship between stress and coping in mothers of children recently diagnosed with an ASD. The objectives of this study were to determine the levels of maternal stress, identify coping strategies used by mothers, examine the relationship between stress and coping, and ascertain whether coping mediated the relationship between ASD symptom severity and subsequent maternal stress. Data on 128 mothers of children who had received a diagnosis of ASD in the last four months were examined. Results indicated that mothers presented with elevated levels of stress. With regards to coping, escape-avoidance and confrontive coping were positively correlated with stress, while seeking social support was negatively correlated with stress. Confrontive coping did not mediate the relationship between ASD symptom severity and maternal stress. Results confirm previous findings, while underscoring the importance of helping mothers understand the relationship between the coping strategies they adopt and the subsequent stress they experience.

APA, Harvard, Vancouver, ISO, and other styles

6

Hitt, Sara Beth, and false. "Autism Spectrum Disorder." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4068.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Urbach, Jonathan Aaron. "Autism or autisms? The clinical manifestations and classification of autism spectrum disorders." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12660.

Full text

Abstract:

Thesis (M.A.)--Boston University PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Individuals with Autism Spectrum Disorders (autistic disorder, Asperger's disorder, childhood disintegrative disorder, and pervasive developmental disorder - not otherwise specified) are a very heterogeneous group. The disorders on the spectrum are behaviorally defined (according to the American Psychiatric Association's Diagnostic and Statistical Manual-IV, Text Revision) with specific behaviors falling within categories. For autistic disorder, the categories reflect the core deficits of social interaction, communication, and restricted or repetitive behaviors or interests ("CDC- Autism Spectrum Disorder (ASDs)- NCBDDD," n.d.). The behaviors that fall within these categories have been carefully researched and described in order to allow for uniformity in diagnosis and the discussion of causality in research. The diagnosis of Autism Spectrum Disorders (ASD) relies on established thresholds within these categories, with the clinician responsible for characterizing and counting the number of behaviors that are present and in which category they fall. Other associated symptoms (low IQ, language impairments, epilepsy, and others) are often present, and while not diagnostic of ASD, can contribute much to the phenotypic heterogeneity. As a result, individuals who exhibit different behavioral symptoms might be diagnostically indistinguishable. This thesis is intended to be a critical review of the current state of autism research. In the different sections (Phenotype, Epidemiology, Genetics, Cellular/Molecular Mechanisms, Neural Circuits, and Therapeutics), the discussion is focused on what has been firmly established in the field. In many cases, what is known about autism leads to a better understanding of how to subdivide the population. Genetics, for instance, can divide autism into syndromic or idiopathic cases (those associated with a comorbid genetic condition such as Rett's Syndrome or Fragile X and those that have no apparent genetic etiology, respectively). Epidemiology research has shown that a host of chemical, social, and emotional exposures are correlated with varied risks of developing autism (leading to possible distinctions between autism caused by teratogens or autism caused by other mechanisms). Molecular research has revealed a subset of autistic individuals who have various causes of synaptic dysfunction, and within this group there have been certain proteins implicated, offering additional points of differentiation between individuals. The study of therapeutics, however, has largely left the population as a whole in research. As a result, the comparisons (based on mean differences between controls and ASD subjects) are not fine-grained enough to show benefits within certain subgroups of ASD individuals. What the research shows is that the autism spectrum can (and should) be subdivided. Establishing multiple well-defined "autisms" allows for much more targeted research. The first step is creating clear boundaries to the spectrum, and the proposed revisions to the Fifth Edition of the Diagnostic and Statistical Manual is intended to do just this (collapsing the spectrum disorders into one diagnosis with a streamlined set of common behavioral features). The answer to the "autism or autisms?" questions is both: once the spectrum is clearly distinguished from the non-spectrum, research will establish the points at which autism should be subdivided. Homogeneous subgroups (however they are defined) will allow for more robust study of the underlying pathophysiology and possible treatment options.

APA, Harvard, Vancouver, ISO, and other styles

8

Small, Stacey. "Autism Spectrum Disorders (ASD): Knowledge, Training, Roles and Responsibilities of School Psychologists." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4225.

Full text

Abstract:

The number of students with autism spectrum disorders (ASD) has increased over the years and therefore it seems inevitable that school psychologists will encounter these students as part of their roles in assessment, consultation, and/or intervention. There are a multitude of articles and books on the signs and symptoms of ASD, as well as suggestions for assessment and intervention, but there are no published data related to school psychologists' knowledge, training, and roles and responsibilities for students with ASD. Therefore, the current study sought to inform the field of school psychology with respect to these issues. One hundred members of the Massachusetts School Psychology Association (MSPA) completed an online survey that asked information pertaining to demographics, participants' experiences with the ASD population, participants' knowledge of ASD, as well as their use, competency, and feelings of usefulness of various assessment techniques and treatments/interventions. Results indicated that overall school psychologists demonstrated adequate knowledge of ASD. Most participants spend their time conducting assessments and reportedly follow best practice guidelines. Generally, school psychologists felt competent conducting assessments and felt that the assessment tools are useful. School psychologists spent less time on treatment/intervention and while they believe that many of the treatments/interventions are useful, they did not feel as competent implementing them. Therefore, these results suggest that school psychologists need more training in ASD, especially around treatments/interventions, at the pre-service level through graduate school training and experiences (i.e., practica and internships) as well as at the practitioner level through professional development opportunities.

APA, Harvard, Vancouver, ISO, and other styles

9

Shook, Torres Elizabeth. "Students with Autism Spectrum Disorders (ASD)| The First-Year Postsecondary Educational Experience." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609029.

Full text

Abstract:

This study utilized a qualitative case study interview methodology to explore the transition to postsecondary education and first-year postsecondary educational experiences of four students with Autism Spectrum Disorders (ASD). This research provided a comprehensive understanding of the first-year postsecondary educational experience of the students who were enrolled in a private, selective four-year postsecondary educational institution. It explored the ecological factors that impacted the students' first-year postsecondary experiences through analyzing the perspective of the students, the students' parents, and the students' disability resource and service (D/RS) provider. It also investigated how students' prior experience and perception of ASD influenced their first-year postsecondary experience.

Reviewed literature found that research focusing on postsecondary educational experiences was scarce and mainly consisted of anecdotal accounts of students with ASD and limited research on the experiences of students with ASD after their first year. There was no prior research focusing on the first-year postsecondary experiences of students with ASD.

The study's findings provide an analysis of each student's prior experience and first-year postsecondary educational experience and then present a cross-case analysis. The study revealed that the students' academic and transition services in high school and parental support were the most notable prior experiences that influenced the students' transition to postsecondary education. It also found that the students experienced academic and social successes and challenges. Internal attributes, including students' persistence and stress impacted their experience. Parental support and D/RS support were perceived to have positively impacted the students' experience. The study also found that the students perceived their diagnosis of ASD as both a positive asset and a hindrance to their experience.

The discussion provides an analysis of the factors within the postsecondary environment and from the students' prior experience that impacted their first-year and how these four students' experiences related to the previous literature. It also discusses the importance of implementing effective support services. Recommendations for policy, practice, and further research are also provided.

APA, Harvard, Vancouver, ISO, and other styles

10

Del, Villar Angelica. "EFFECTS OF AUTISM SPECTRUM DISORDER ON MOTHERS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/674.

Full text

Abstract:

As time keeps on passing, diagnosing a child with Autism keeps on expanding. The research study focuses on gathering data on the impact of mothers that have a child diagnosed on the Autism Spectrum Disorder (ASD). The members chose were from an online all mothers support group. The study was gathered utilizing the post positive approach. After fulfillment of the research the members will be able to view the results of this study by going to the California State University San Bernardino scholar works website. This research was conducted to share information to clinicians and any reader on the day by day battles and difficulties mothers face by caring for a child diagnosed with Autism.

APA, Harvard, Vancouver, ISO, and other styles

11

Cairns, James Maxwell. "The systems neurobiology of autism spectrum disorders (ASD) : a histological and functional approach." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52352.

Full text

Abstract:

Objective: To explore the relationship between cerebellar pathology and changes in neuronal activity in mouse models of autism-like phenotypes. Methods: We used the rotarod test as a measure of sensorimotor function in our mice and as a means to trigger neuronal activation. Following behavioural testing we obtained brain tissue from our ASD-like mouse models and used histology and microscopy to examine the expression of cFos (a reporter of neuronal activity) and several other structural and functional markers to evaluate cerebellar pathology. Finally, we looked at differences in the morphology, distribution and number of cerebellar glia in our ASD-like mouse models to determine if reactive gliosis contributes to further cerebellar pathology in adult mice. Results: Compared to wildtype littermates, Lc/+ mutant mice performed significantly worse on the rotarod assay of sensorimotor function (p<0.0001). In addition, Lc/+ mutants have significantly increased neuronal activity in the cerebellum and cortex at rest and following cerebellar rotarod activation as compared to wildtype littermates (p<0.05 for each group). Lurcher chimeras with the severest cerebellar pathology have increased neuronal activity in the GCL and CN neurons, but decreased neural activity in inhibitory PCs and they have increased numbers of activated microglia and Bergmann glia in the cerebellar cortex. Fmr1 KO mice have a slight decrease in PC numbers as compared to Fmr1 wildtypes (p=0.0862 n.s) with alterations in neuronal activity at rest in the cerebellar GCL and cortex. Conclusion: Variable cerebellar pathology seen in human cases of autism and in ASD-like mouse models in the form of neuron loss, microgliosis and astrogliosis leads to changes in excitatory and inhibitory activity in surviving cerebellar neurons. Structural and functional changes documented in Lc/+ mutants, chimeras and Fmr1 KO mice revealed neuroanatomical abnormalities and functional changes in cerebellar neural circuits which may lead to a better understanding of the neurobiological changes occurring in the cerebellum that contribute to ASD-like phenotypes. By identifying cerebellar neurons and glia that are involved in pathological processes in mouse models of neurodevelopmental disorders, it is hoped that these results will provide fresh insights into neurobiological changes underlying ASD-like phenotypes.
Medicine, Faculty of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

12

Atkins, Walter Earl Jr. "The History and Significance of the Autism Spectrum." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1309356473.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Robinson, Louise. "Screening for autism spectrum disorders and an examination of social cognition in prisoners." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/14223.

Full text

Abstract:

Prisoners have high rates of physical and mental morbidity and of re-offending. There have been concerns that autism spectrum disorders (ASDs) may be overrepresented and under-diagnosed in this population. The aims of this study were to examine the effectiveness of an instrument which was developed to screen for ASDs in prisons and to establish whether male Scottish prisoners differ from community controls with respect to facial emotion recognition, as measured by behavioural testing, and differ on a neural basis while performing complex social judgements, as measured using functional magnetic resonance imaging (fMRI). A total of 2458 prisoners (approximately 40% of the convicted prison population) were examined using the screening tool, of whom a further 127 were interviewed in depth and were assessed for facial emotion recognition ability. FMRI was used to examine haemodynamic changes in a small sample of liberated prisoners (9) during a social judgement (approachability) versus control (gender judgments) task. The screening tool had poor sensitivity (28.6%) and specificity (75.6%) and was not effective or useful in screening for ASDs in this population. Significant deficits in negative facial emotion recognition were found in the prisoner group in comparison with age- and sex-matched community controls. Region of interest analysis of fMRI data in the bilateral amygdala revealed significantly greater activation in the left amygdala in ex-prisoners versus controls during the social judgement task. The identification of these abnormalities in facial emotion recognition and social judgement are in keeping with current literature on antisocial populations. They may offer the opportunity for development of interventions aimed at reducing re-offending in the future.

APA, Harvard, Vancouver, ISO, and other styles

14

Oliver, Kimberly. "Visual, Motor, and Visual-Motor Integration Difficulties in Students with Autism Spectrum Disorders." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/cps_diss/89.

Full text

Abstract:

Autism spectrum disorders (ASDs) affect 1 in every 88 U.S. children. ASDs have been described as neurological and developmental disorders impacting visual, motor, and visual-motor integration (VMI) abilities that affect academic achievement (CDC, 2010). Forty-five participants (22 ASD and 23 Typically Developing [TD]) 8 to 14 years old completed the Bender-Gestalt Test, Second Edition (BG II), Beery-Buktenica Developmental Test of Visual-Motor Integration, 5th Edition (VMI-V), NEPSY Second Edition (NEPSY-II), Test of Visual Perceptual Skills-3 (TVPS-3), Navon Task, Kaufman Test of Educational Achievement, Second Edition, Kaufman Brief Intelligence Test, Second Edition, Behavior Assessment Scale for Children, Second Edition, and Autism Spectrum Screening Questionnaire. Three hypotheses examined whether students with ASDs were more likely than TD peers to have: (1) a visual processing bias; (2) fine motor difficulties; and (3) VMI difficulties. Additional hypotheses analyzed the relationship between (4) local processing bias and fine motor difficulties on VMI ability and (5) local processing bias, fine motor difficulties, and VMI difficulties on academic achievement. A series oft-tests indicated the TVPS-3 (p=.72), Navon Task (p= .78), BG-II (p = .39), and VMI-V (p = .14) were not significantly different between groups. Students with ASDs demonstrated increased difficulty compared to TD students on the NEPSY-II (p = .01) and slower completion time on the Navon Task (p = .01). Regression analyses for VMI indicated the best predictors for the BG-II (p < .001) were the TVPS-3 and Navon Completion Time; the best predictor for the VMI-V (p< .001) was the TVPS-3. Regression analyses indicated that VMI-V predicted all domains of academic achievement. In addition to VMI-V, fine motor skills related to writing achievement, and BG-II related to math achievement. Based on the results, the speed of processing plays an important role on VMI skills and academic achievement, more so than the local processing bias. Although this study may have been impacted by homogeneity in the participants, it investigates a relationship between visual processing biases, fine motor difficulties, visual-motor integration and academic achievement that has received little attention in the literature. Findings can inform the development of more effective interventions for academic functioning for students with ASDs.

APA, Harvard, Vancouver, ISO, and other styles

15

Wheeler, John J., Michael R. Mayton, and Stacy L. Carter. "Methods for Teaching Students with Autism Spectrum Disorders: Evidence-Based Practices." Digital Commons @ East Tennessee State University, 2014. https://www.amzn.com/0133833666.

Full text

Abstract:

Methods for Teaching Students with Autism Spectrum Disorders is the most comprehensive text available, aimed at helping pre-service and in-service teachers and related service professionals understand the importance of evidence-based practices in the education of learners with Autism Spectrum Disorders (ASD) from a family and longitudinal learning perspective. With its emphasis on the theme of family and professional partnerships and collaboration and consultation, the book includes learning aids such as suggested print and web-based resources, graphic organizers, and points for reflection; child and family vignettes, “Consider This” features, and examples of exemplary programs and practices; and the most up-to-date information and latest trends in the field.
https://dc.etsu.edu/etsu_books/1122/thumbnail.jpg

APA, Harvard, Vancouver, ISO, and other styles

16

Thompson, Sydney. "Teaching about Autism Spectrum Disorder (ASD)| University Student's Understanding of ASD." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10789824.

Full text

Abstract:

Limited research exists on what the general population knows about ASD. Previous research that does exist shows that there is variability in what people believe as symptoms, causes, and treatments of ASD. The purpose of this study was to examine the effect that ASD training has on university students’ general knowledge about ASD. One hundred two college-aged students were randomly assigned to one of three conditions: Myths and Facts condition, Myths condition, or Control condition. Pretest and posttest data were collected to examine the likeliness of participants correctly identifying general knowledge of ASD. A mixed-model ANOVA and independent samples t-tests showed that from pretest to posttest, an ASD Myths and Facts Presentation as well as an ASD Myths Presentation significantly increased the likelihood of participants correctly identifying knowledge about ASD. Qualitative data was also examined regarding the percentage of participants answering in agreement to each question from pretest to posttest.

APA, Harvard, Vancouver, ISO, and other styles

17

StrÃ¸mgren, BÃ¸rge. "Aggression replacement training and autism spectrum disorders." Thesis, University of Ulster, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445228.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Gallo, Roberta. "Epigenetic analyses in Autism Spectrum Disorders: gender differences and the contribution of maternal risk factors." Doctoral thesis, Università di Siena, 2021. http://hdl.handle.net/11365/1133352.

Full text

Abstract:

ASD are one of the largest groups of complex neurodevelopment disorders that affect about 1-2% of the population with a greater frequency in males, in a ratio of 4.5: 1. The diagnosis of ASD is made on the basis of the clinical observation of the subject and the use of standardized assessment scales, such as ADOS and ADI-R. In recent decades, the prevalence of this disorder has increased significantly and this is thought to be due to both a better understanding of the problem and an improvement in the process and diagnostic criteria. Although numerous studies carried out to date show a considerable variety of causes that can lead to the development of ASD, the aetiology of this disorder still remains unknown but it has been shown that environmental, genetic and epigenetic factors play an important role. In the present study we investigated, in a population of 42 girls affected by ASD, the correlation between the levels of methylation of genes associated with this disorder, maternal risk factors and symptomatological severity. To this end, the experimental protocols for the analysis of 7 genes, namely MECP2, OXTR, BDNF, 5-HTR1A, RELN, BCL-2, and EN2, were developed using the Methylation Sensitive-High Resolution Melting technique. The anamnestic data were collected through the administration of a questionnaire to the mothers on their lifestyle before and during pregnancy, while the symptomatological severity of the ASD girls were evaluated using the "gold standard" ADOS-2 psychodiagnostic tool. We also recruited 25 ASD boys as comparison population, in order to assess the presence of any differences between the two genders. The results obtained from the methylation analyses showed that, except for the MECP2 promoter, all the other investigated genes showed very low methylation levels, of about 1-2% in average. However, three of the analyzed genes, namely MECP2, OXTR and RELN, showed significant differences in mean methylation levels between males and females. The methylation levels found were subsequently correlated with maternal factors extrapolated from the questionnaire, and these correlations revealed a statistically significant association between BDNF gene methylation levels and weight gain in pregnancy. Finally, we made a correlation between maternal factors and symptomatological severity finding a statistically significant association between ASD severity and lack of folic acid intake during pregnancy. These results could suggest a role of epigenetic modifications and maternal factors in the aetiopathogenesis of ASD and therefore further studies in this sense could allow a better understanding of the importance of these factors in the pathogenesis of these disorders.

APA, Harvard, Vancouver, ISO, and other styles

19

Zhang, Jie, Erik Dobosz, and Michael R. Mayton. "Meta-Analysis of Video Modeling Interventions for Individuals with Autism Spectrum Disorders." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/277.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Constantakes, Arianna K. "Self-Compassion in Parents of Children with Autism Spectrum Disorders: A Mediation Study." Xavier University Psychology / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=xupsy1629806178154282.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Watkins, Pamela Lawrence. "Evaluating IEPs of Elementary School Students with Autism Spectrum Disorder." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82932.

Full text

Abstract:

The prevalence of Autism Spectrum Disorder (ASD) has increased 54.7% from 2000 to 2016 nationally (CDC, 2016), and comparably, 52.38% in the district where this program evaluation was conducted. This increase, paired with legislative requirements through the Individuals with Disabilities Education Act and recommendations from the National Research Council on educating students with ASD, has challenged school districts to develop programming targeting specific impairments characteristic of students with ASD. The purpose of this study was to evaluate programming through the evaluation of individualized education plans (IEPs) of students with ASD in kindergarten through third grade for the presence of Individuals with Disabilities Education Act requirements and National Research Council recommendations. Additionally, 13 special education teachers providing services to one or more students in the category of ASD completed a 30 item self-report questionnaire on their confidence in developing IEPs and programming for students with ASD. Sixty-three IEPs were evaluated in the study for IDEA and NRC indicator proficiency levels and cross-referenced with teacher confidence levels on developing IEPs and programming for students with ASD. The study concluded data analysis of IEPs and special education teacher confidence levels resulted in the identification of programming strengths and weakness that can be used by the district in this study to develop a structured plan for improvements in the development of IEPs specific to the identified areas of impairments for students with ASD (behavior, communication, socialization). Specific to the district in this study is a recommended focus on the development of IEP goals based on individual student needs and NRC recommendations for students with ASD, descriptions of student motivational systems when appropriate, specially designed instruction, educational placement and the relationship of teacher knowledge and confidence about ASD to IEP and program development.
Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

22

Doherty, Brianna Ruth. "Atypical attention and autism spectrum disorders (ASD) symptoms : development and interactions with learning and memory." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:594bd809-694c-4ba7-b936-4ada117579c7.

Full text

Abstract:

This thesis investigates the nature of atypical attention in relation to autism spectrum disorders (ASD) symptoms, as well as the mechanisms by which it may relate to social impairment. First, does atypical non-social attention predict social impairment over time in the context of ASD, suggestive of a causal relationship? Second, if atypical attention plays a role in social impairments in ASD, what is the mechanism? With regards to the first question, longitudinal data with children at familial risk for ASD demonstrated a unidirectional relationship between non-social attention and social functioning at the cognitive level: 2-year-old non-social attention predicted 3- year-old face recognition, but there was no relationship between 2-year-old face popout and 3-year-old visual search. Additionally, we examined the relationships between ASD and ADHD symptoms over three years in children at high risk for bothâchildren with fragile X syndrome. This allowed for investigating atypical non-social attention and social impairment at the symptoms level, again revealing a unidirectional relationship with ADHD symptoms predicting ASD symptoms over time but not the reverse. These findings suggest that atypical non-social attention may contribute to social impairment. With regards to the second question, a novel eye-tracking and visual search paradigm revealed how task irrelevant social stimuli in natural scenes can lead to poorer subsequent explicit spatial contextual memory and altered memory-guided attention orienting - effects that were moderated by autistic traits and social anxiety within a neurotypical population. Further, this research found cross-sectional development, comparing 6-10-year-old children to young adults, and investigated the neural markers of social stimuli's effect on memory. These studies suggest a possible mechanism whereby a reduced social attention bias could lead autistic individuals to learn and remember less about people and the social world and result in social impairment.

APA, Harvard, Vancouver, ISO, and other styles

23

Prickett, Megan M. "Success Indicators of College Students with Autism Spectrum Disorder." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1524.

Full text

Abstract:

This study examined the executive functioning skills as students with Autism Spectrum Disorder (ASD) entered college. The participants consisted of 95 college students with ASD who attended the Kelly Autism Program (KAP) on Western Kentucky University’s campus in Bowling Green, Kentucky. The individuals in the sample were categorized three groups: individuals who graduated from college, individuals who were still attending college, and individuals who dropped out of college. The results indicated that the executive functioning skills of inhibiting and initiation were statistically significantly different between the three groups and additional skills were significantly different when comparing only the group that graduated from college with the group that dropped out of college.

APA, Harvard, Vancouver, ISO, and other styles

24

Grondhuis, Sabrina N. "Overweight and Obesity in Children with Autism Spectrum Disorders: Findings Consistent with Typically Developing Children." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405968482.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Lai, Wing-yee Robby, and 黎詠儀. "Autism spectrum disorder (ASD) : a study of its clinical profile and parenting stress in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209667.

Full text

Abstract:

Objectives: There has been a significant increase in the incidence rates and public awareness of autism spectrum disorder (ASD) in recent years. The DSM-5’s latest modification of diagnostic criteria for ASD has also stimulated considerable debate. Despite the rising concerns, few studies have been conducted in the Chinese population of Hong Kong, especially among youth and adolescents. This study investigates the clinical profile of ASD in adolescents in Hong Kong. In addition to using screening instruments commonly used to assess specific ASD characteristics, other psychometric measures for internalizing and externalizing problems are employed to examine their associations with the ASD symptoms. It also assesses the extent to which different ASD symptoms and their associated features predict parenting stress. Methods: A total of 143 adolescents aged between 11 and 17 (M = 14.17; SD = 1.76) completed this study with their parents, including 71 adolescents with ASD and 72 typically developing adolescents. Adolescents completed two self-report measures of emotional symptoms: the Spence Children’s Anxiety Scale (SCAS) and Children’s Depression Inventory (CDI). Their parents completed the Autism Spectrum Screening Questionnaire (ASSQ), Child Behaviour Checklist (CBCL), and Spence Children’s Anxiety Scale – Parent version (SCAS-P) for evaluating their child’s characteristics. Parents also completed the Depression, Anxiety, and Stress Scale-21 (DASS-21) and Parenting Stress Index-Short Form (PSI-SF) for measuring their own parenting stress. Results: All measures showed good to excellent internal consistency. They were as reliable and internally consistent as the original English versions. Parent reports in the ASD group were significantly higher than in the control group on all measures. Mean ASSQ scores in the ASD group fell within the clinical range. Optimal ASSQ cutoff scores were estimated using receiver operating characteristics analysis. ASD symptoms, as well as internalizing and externalizing problems, were found to be significant discriminators between the ASD group and the controls. In addition, parents reported that their child’s emotional and behaviour problems were more distressing than the ASD symptoms. Discussion: This study highlights the importance of evaluating specific ASD characteristics and their associated symptoms of emotional and behavioural disturbances. This study suggests an optimal cutoff score of 9 for the ASSQ in Hong Kong. However, there is a need to assess its generalizability using large-scale community samples and other childhood clinical conditions. Although the findings appear to support the revised DSM-5 taxonomy of ASD, they must be interpreted with caution. Future treatments should provide parents with adequate professional support for reducing parenting stress and helping them cope with their child’s social, emotional, and behavioural impairments. Conclusions: This study documents preliminary norms for a broad range of measures for adolescents with ASD in Hong Kong. It also provides a useful empirical basis for future investigations of the interplay between specific ASD characteristics and their associated features. Regarding treatment planning, this study postulates a comprehensive treatment model for adolescents with ASD to guide treatment research.
published_or_final_version
Clinical Psychology
Doctoral
Doctor of Psychology

APA, Harvard, Vancouver, ISO, and other styles

26

Brown, Kirsten Ruth. "Institutional Practices that Support Students with Autism Spectrum Disorders in a Postsecondary Educational Setting." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332120965.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Henderson, DeAnna L. "A Phenomenological Case Study of the Impact of Autism Spectrum Disorders on the Sibling Relationship." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1273190650.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Paul, Marika Haritos. "Rural-Urban Disparities in the Diagnosis and Treatment of Children with Autism Spectrum Disorders (ASD)." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu149250986729511.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Hofvander, Björn. "AD/HD and autism spectrum disorders in adults." Malmö : Forensic Psychitry, Lund University, 2009. http://www.lu.se/o.o.i.s?id=12588&postid=1487259.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Williams, Katrina. "The epidemiology and classification of autism spectrum disorders." Thesis, The University of Sydney, 2004. https://hdl.handle.net/2123/28156.

Full text

Abstract:

Autism was first described in the 19403 as a disorder characterised by abnormal communication, behaviour and social interaction. Some children with autism spectrum disorders (ASD) have Autistic Disorder while others have fewer characteristics than is required for a diagnosis. There are still many unanswered questions about autism. Aims - To estimate the incidence of autism spectrum disorders in NSW and to use epidemiological methods to describe its risk factors, classification and clinical characteristics and outcome. - To explore the effectiveness of two treatments; auditory integration training and secretin.

APA, Harvard, Vancouver, ISO, and other styles

31

ANNUNZIATA, SILVIA. "Genetic and phenotypic characterization of Autism Spectrum Disorders." Doctoral thesis, Università degli studi di Pavia, 2022. http://hdl.handle.net/11571/1452943.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Sadreddini, Shireen. "Educational Psychologists' assessment practices for children with Autism Spectrum Disorder." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/educational-psychologists-assessment-practices-for-children-with-autism-spectrum-disorder(55a06a04-df32-4575-94c2-3612f845c8ee).html.

Full text

Abstract:

As the prevalence of Autism Spectrum Disorder (ASD) increases, School Psychologists (SPs) and Educational Psychologists (EPs) have an increasing role in assessing children with ASD. The systematic literature review aimed to provide an overview of the tools and processes EPs and SPs are using to assess children with ASD or possible ASD. Studies published between 1996-2016 were identified from four databases. Eight studies met the inclusion criteria, and were analysed using quality and relevance frameworks. Six studies were included in the final review. Commonly used tools are identified and discussed. The SLR drew some tentative conclusions around the range of tools used by SPs in the US. The small and dated UK sample means that limited conclusions can be drawn about current EP practice. Due to the gap in current knowledge around how EPs assess children with ASD or possible ASD, a questionnaire was developed and distributed to EP professionals in the UK and Ireland in order to gain an up to date picture. Data from 161 participants were used in the analysis. Analysis of the quantitative data involved descriptive statistics and content analysis was used to analyse the qualitative responses. Frequently used tools and the factors that seem to influence decision making around the choice of assessment are discussed. Implications for EPs' assessment practices and directions for future research are discussed. Having considered evidence based practice and practice based evidence, the final paper discusses dissemination of evidence to professional practice. A strategy for disseminating the findings of the empirical study to the profession is outlined.

APA, Harvard, Vancouver, ISO, and other styles

33

Koochek, Maryam. "Sub-microscopic chromosomal imbalances in idiopathic autism spectrum disorder (ASD)." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/5822.

Full text

Abstract:

Autism spectrum disorders (ASDs) are a group of neurodevelopmental conditions characterized by clinical variability, genetic heterogeneity and a male to female ratio of 4:1. The frequency of the disorders is approximately 1/150 (US Centre for Disease Control) and heritability in idiopathic autism is estimated at over 90%. Several genome wide linkage analyses support the hypothesis of complex inheritance with involvement of many genes of small effect. Further, numerical and structural chromosomal anomalies involving almost all of the chromosomes have been previously reported. One class of chromosomal abnormalities that may have a significant involvement in the aetiology of ASDs include sub-microscopic genomic deletions and duplications also known as DNA Copy Number Variations (CNV). In this study, nineteen probands with a confirmed diagnosis of nonsyndromic ASD and additional complex phenotypic features (dysmorphisms +/- intellectual disability (ID)) with normal karyotype/Fragile X screening were evaluated for submicroscopic genomic imbalances using a commercially available 1Mb BAC microarray platform (Spectral Genomics). Additionally, two probands with a confirmed diagnosis of ASD and a previously identified chromosomal abnormality were used as positive controls. Probands from three families were determined to have a pathogenic or potentially pathogenic CNV following confirmation of their array findings by a secondary independent method such as FISH and/or qPCR. In the first multiplex (MPX), multigenerational family two probands had array profiles which suggested a gain of proximal 15q11-13, loss of 14q11 and gain of 6q22. Extensive FISH analysis for these probands and their relatives revealed a balanced cryptic translocation t(14;15)(q11.2;q13.3) segregating within the maternal lineage that was expressed in an unbalanced form in the affected individuals. In two other families, the probands had single clone gains at 18p11 .3 (de novo) and 21 q22.12 (maternal) respectively. Overall 3/19 (16%) of families with ASD probands with a normal karyotype were found to harbour an autism-specific CNV or cryptic chromosomal rearrangement that plays a pathogenic or potentially pathogenic role in the aetiology of ASD.

APA, Harvard, Vancouver, ISO, and other styles

34

Whaley, Carol Hendrix. "Special Education Teachers' and Speech Therapists' Knowledge of Autism Spectrum Disorder." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/717.

Full text

Abstract:

The purpose of this study was to survey special education teachers and speech therapists in eleven school districts in Northeast Tennessee regarding their knowledge level (etiology and educational programming) of autism spectrum disorder (ASD). The primary focus of the study was to identify effective programs and methods used by special educators in this region, comparing them to the latest techniques and teaching methods prescribed by recent research. In addition, identified weaknesses were used to recommend future training and staff development to enable educators to provide the best possible programs for children with autism. Five hundred fifty-two surveys were disseminated to special education teachers and speech therapists in eleven school districts in Northeast Tennessee. Two hundred ninety-two professionals responded to the survey, resulting in a return rate of 52.9%. Educators were asked to respond to a total of 44 questions (28 true/false items and 16 multiple choice items). The multiple choice items were designed to obtain demographic information, job related characteristics, preparation and experience teaching students with ASD, and professional needs of special educators in this region. The 16 multiple choice items were categorized into knowledge of ASD etiology and ASD educational programming. The results of the study indicate that there were no marked deficits in special educators' knowledge levels (etiology and educational programming) of ASD. However, the scores on educational programming were consistently higher than scores on etiology. There is a need for further training because very few special educators have been trained in research based methods currently used with students diagnosed as ASD.

APA, Harvard, Vancouver, ISO, and other styles

35

Hassenfeldt, Tyler Anne. "Mother-Child Synchrony and Externalizing Behaviors in School-Aged Children with and without Autism Spectrum Disorders." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/42670.

Full text

Abstract:

Synchrony is a multi-faceted construct, defined here as the mutual warmth and responsiveness between a mother and her child. As children with Autism Spectrum Disorders (ASD) struggle to navigate various aspects of social life, we expected that impairments in synchrony would be seen, but that mothers would show adaptability. Twenty-five children (10 met ASD criteria on a gold standard autism assessment) completed a brief cognitive assessment and nine semi-structured play tasks with their mother, adapted from the Marschak Interaction Method. Synchrony was not found to moderate the relationship between ASD severity and externalizing behaviors, as hypothesized. ASD severity did predict externalizing behaviors. While children in the ASD group were more negative during the observed play tasks, there were no group differences on mother or dyad scores. Despite power limitations, our findings suggest important future directions for examination of mother and dyad mechanisms that better explain these differences.
Master of Science

APA, Harvard, Vancouver, ISO, and other styles

36

Tavassoli, Teresa. "Sensory perception in autism spectrum conditions." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610035.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Rybarczyk, Aubrey Rachel. "Weighting of Visual and Auditory Stimuli in Children with Autism Spectrum Disorders." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1459977848.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

劉健生 and Kin-sang Lau. "Identifying prenatal, perinatal and environmental risk factors for autistic spectrum disorders (ASD): a case-control study in Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40738838.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Lau, Kin-sang. "Identifying prenatal, perinatal and environmental risk factors for autistic spectrum disorders (ASD) a case-control study in Chinese children /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40738838.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Weaver, Charlene. "Characterization of Autism Spectrum Disorders in Children's Picture Books." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2336.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Brooks, Whitney T. "Assessing the Validity of the Social Communication Questionnaire in Adults with Autism Spectrum Disorders and Intellectual Disability." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282075552.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Bailey, Benjamin. "Effects of ABRACADABRA Literacy Instruction on Children with Autism Spectrum Disorder." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17073.

Full text

Abstract:

Emerging research suggests that children with ASD may be receptive to evidence-based literacy instruction designed for typically developing children. Evidence-based instruction delivered via computers is anticipated to be particularly beneficial as it appeals to the preferences of many children with ASD. For these reasons, the current research was designed to explore the effects of evidence-based instruction using the computer-assisted ABRACADABRA program on the literacy skills of children with ASD. Study 1 in this program of research investigated the effects of ABRACADABRA on the reading abilities of children with ASD. Children who received ABRACADABRA instruction achieved statistically significant, large gains in reading accuracy and comprehension relative to a wait-list control group of children with ASD. Study 2 examined the spelling profiles of children with ASD to determine whether ABRACADABRA might also improve aspects of spelling for these children. Children with ASD varied in their conventional spelling accuracy but produced spelling attempts which contained evidence of the same skills known to support spelling for typically developing children. This suggests that evidence-based literacy instruction designed for typically developing children may be effective in improving the spelling abilities of children with ASD. Study 3 therefore explored the effects of ABRACADABRA on the spelling abilities of children with ASD. ABRACADABRA was found to have no significant effects on children’s spelling accuracy but was highly effective in improving children’s ability to encode linguistic information in their spelling attempts. This research extends the existing literature by showing, for the first time, that ABRACADABRA can improve the reading accuracy, reading comprehension, and linguistic spelling accuracy of children with ASD.

APA, Harvard, Vancouver, ISO, and other styles

43

Benton, Laura. "Participatory design and autism : supporting the participation, contribution and collaboration of children with ASD during the technology design process." Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616877.

Full text

Abstract:

Child-computer interaction researchers are increasingly recognising the benefits of directly involving children in the design of new technology. This has resulted in the development of several design methods for involving children in the technology design process, using approaches such as Participatory Design (PD). More recently there has been a greater focus on involving children with diverse needs, as technology can often be particularly beneficial within the education of these children. One such group is children with Autism Spectrum Disorders (ASD) and in recent years there has been a sharp rise in the amount of technology being developed specifically for this population. However, the needs and preferences of this user group can differ from the general child population due to the specific characteristics of ASD, with these differences making it more challenging for adult designers to develop appropriate technologies. This thesis therefore seeks to establish the potential of using PD to involve children with ASD within the technology design process through the development of a new PD method, which aims to support the typical difficulties of children with ASD at the same time as utilising their characteristic strengths. A qualitative approach has been followed in order to understand firstly the ability of children with ASD to undertake typical design tasks; secondly the degree children with ASD are able to participate in the design process; and thirdly the ability of children with ASD to collaborate within a design team. The results reveal that children with ASD can undertake typical design tasks, but some children may require additional support to generate and communicate their design ideas. It is shown that a flexible approach should be taken with regard to the involvement of children with ASD within the technology design process, and the importance of the adaptability of the adult’s role in supporting the children’s participation and collaboration is additionally highlighted. This research has led to the development of a new PD method, IDEAS, which is tailored to the specific needs of children with ASD through the incorporation of flexible structured and supportive features.

APA, Harvard, Vancouver, ISO, and other styles

44

Ravindran, Neeraja. "Perspectives of Parents from India on Autism Spectrum Disorders." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd_retro/125.

Full text

Abstract:

Cultural beliefs and practices affect factors associated with early diagnosis of developmental disorders, parents' understanding of the disorder, beliefs about causes, and choice of treatment procedures. Currently, most research regarding autism emanates from Western cultural perspectives. However, the notion that treatment methods are universal and that they can simply be developed in the West and exported elsewhere is inherently flawed. The purpose of this qualitative study was to examine the experience of parents from India now living in the US or other countries outside India who have a child with an autism spectrum disorder, and explore the unique contributions of the Indian culture in parents' understanding and acceptance of a childhood disability like autism. Specific cross-cultural variables measured in the study included what symptoms the parents first recognized in their child, parents' beliefs about causes, choice of treatment procedures, roles of grandparents in the child's life, availability of community resources, parent-professional interactions, and acculturation. Twenty seven parents of children with autism (24 mothers, 3 fathers) participated in the study; all but 3 of them now lived outside India. All 27 participants and their spouses were Indian in ethnicity and were born and raised in India. Most parents endorsed the western beliefs in a combination of genetics, environmental toxins, and biological factors; a substantial number also endorsed a belief that immunizations were a direct cause. A significant minority of our parents also called upon traditional Indian beliefs in karma, destiny or fate, and parental mistakes in present or past life. Most of these parents were far from their own parents and in-laws and thus removed from the high level of grandparental involvement that would be typical if they had stayed at home; however, despite the long distance separating them, a majority of the families consider their parents and in-laws as important sources of emotional support. Although a majority of parents reported that they currently do not use any treatment that came from their Indian culture, about half reported that they would prefer to use a combination of both western and Indian medicine and educational practices, if it is made available. A majority of parents in the study appear to be well integrated with their host culture. These parents have become bicultural by maintaining characteristics of their own natal culture, while selectively acquiring those of their host culture.

APA, Harvard, Vancouver, ISO, and other styles

45

Pittenger, Alexis A. "Exploring the Demographic and Clinical Characteristics of a Sample of Children Referred for Suspected Autism Spectrum Disorders (ASD)." Xavier University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396374490.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Turner, Maribeth Lynn. "What AAC interventions best provide functional communication for preschoolers with autism spectrum disorders?" The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531761926504047.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Long, Emily Ann. "Classroom lighting design for students with autism spectrum disorders." Kansas State University, 2010. http://hdl.handle.net/2097/6915.

Full text

Abstract:

Master of Science
Department of Architectural Engineering and Construction Science
Raphael A. Yunk
Autism Spectrum Disorders, (ASD) are being diagnosed at an alarming rate. Students with ASD face many challenges in educational environments and struggle to overcome daily distractions. Students with ASD have variances in neuron connections that cause them to receive and understand their environment differently than a student without special needs. In the educational classrooms, fluorescent lighting is a significant source of extraneous stimuli that not only a source of annoyance but can also trigger common symptoms of ASD. Fluorescent fixtures economically provide an acceptable uniformity and quality of illumination, but also have disadvantages that can aggravate symptoms in students with ASD. Ballasts are required for the operation of fluorescent fixtures. These ballasts, especially if not replaced at the end of their usable life, can generate an audible hum and cyclical flickering of light. Alternative light sources, such as incandescent lamps and fixtures should be evaluated and installed not only in special needs classrooms but standard group classrooms as well. Providing additional sources or quality sources of light may help students with ASD focus on the information presented in the classroom. Traditional classroom design needs to be re-evaluated to accommodate the needs of those students with ASD to better provide a comfortable and less distracting learning environment. It is difficult to establish rigid standards for lighting designs sensitive to individuals and special needs occupants'. By understanding the symptoms of ASD and taking into account the occupants needs lighting designers will be better able to design an environment that is both comfortable and educational. This report will address the classroom environment and student considerations in order to develop parameters and design practices that will assist new lighting designers.

APA, Harvard, Vancouver, ISO, and other styles

48

Kaat, Aaron J. "Reliability of Anxiety Symptoms in Youth with Autism Spectrum Disorder." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1417702042.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Miranda-Linné, Fredrika. "Individuals with autism spectrum disorders : teaching, language, and screening." Doctoral thesis, Uppsala universitet, Institutionen för psykologi, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-677.

Full text

Abstract:

The present dissertation on autism spectrum disorders (ASD) addressed several questions. First, the behavioral symptoms of speaking and mute individuals with ASD were compared on the Autism Behavior Checklist (ABC), a commonly used diagnostic instrument. In addition, questions about the construction of the ABC were investigated. In Study I it was found that although the two groups did not significantly differ on the total ABC score, the mute group demonstrated significantly more pathology on 21 of 57 items and 3 of 5 subscales. The speaking group obtained significantly higher scores on only 8 items and 1 subscale (Language). The appropriateness of providing greater pathology scores to speaking, rather than mute, individuals with ASD was called into question. In addition, it was speculated that the expressive language items are weighted too heavily, on both the Language subscale and the total score. Second, because the 57 items of the ABC were categorized into 5 subscales on a subjective basis, an empirical investigation of the factor structure of the ABC was performed. In Study II, a 5-factor model that contained 39 of the items accounted for 80% of the total variance in the checklist. No support was found for classifying the 57 items into the existing 5 subscales. Finally, the two most common forms of instruction to teach children with ASD, discrete-trial teaching and incidental teaching, were assessed. In Study III it was ascertained that discrete-trial teaching was more efficient and produced faster acquisition and initially, greater generalization. However, by follow-up, the incidental teaching methods resulted in equal retention, greater generalization, and equal or greater spontaneous usage. The findings indicate that although it takes a longer time for children with autism to learn with incidental teaching procedures, once they have acquired an ability, it may be more permanent.

APA, Harvard, Vancouver, ISO, and other styles

50

Kuusikko-Gauffin, S. (Sanna). "Social anxiety and emotion recognition in autism spectrum disorders." Doctoral thesis, Oulun yliopisto, 2011. http://urn.fi/urn:isbn:9789514293344.

Full text

Abstract:

Abstract The primary aim of the current study was to examine social anxiety symptoms in high-functioning children and adolescents, ages eight to 17 years old with autism (HFA) or Asperger syndrome (AS). The second aim was to study emotion recognition skills in children and adolescents with HFA/AS. In addition, two internationally used social anxiety questionnaires (The Social Phobia and Anxiety Inventory for Children and; The Social Anxiety Scale for Children -revised) were translated into Finnish, and psychometric analyses were performed in order assess the research and clinical utility of these measures as novel tools for the study of child social anxiety in Finland. Results suggest that adolescents, in particular, with HFA/AS experience a greater number of social anxiety symptoms and have increased rates of clinically relevant social anxiety disorder (SAD) than do their control counterparts. Parents reported higher levels of anxiety symptoms in their children with HFA/AS regardless of the child’s age; however, individuals with HFA/AS self-reported anxiety symptoms increased later in their development (i.e., adolescence). In addition, overall facial emotion recognition increased with age in the HFA/AS group. Despite this, the HFA/AS group did not reach the higher ability level attained by the typically developing adolescents regardless of age. Specifically, when the facial emotion expressed a combination of both surprise and fear, participants with HFA/AS labelled the facial expression as “fear” statistically significantly more often than did controls. Moreover, control participants interpreted faces which blended sadness and neutral emotions as neutral more often than HFA/AS participants. Results suggest that social anxiety is clinically important to assess in children and adolescents with HFA/AS. Clinical interventions which enhance emotion recognition skills and reduce social anxiety symptoms in individuals with HFA/AS may be warranted
Tiivistelmä Tutkimuksen päätarkoituksena oli selvittää sosiaalista ahdistuneisuutta 8–17-vuotiailla hyvätasoisilla lapsilla ja nuorilla, joilla on autismi (HFA) tai Aspergerin oireyhtymä (AS). Tutkimuksen toinen tarkoitus oli selvittää, miten HFA- ja AS-lapset ja nuoret kykenevät tunnistamaan tunteita kasvonilmeistä. Tutkimus arvioi myös kahden kansainvälisesti tunnetun, sosiaalista ahdistuneisuutta mittaavan kyselylomakkeen (The Social Phobia and Anxiety Inventory for Children ja The Social Anxiety Scale for Children -revised) toimivuutta suomalaisessa väestössä. Tavoitteena oli antaa uusia työvälineitä suomalaiselle lastenpsykiatrialle tutkimus- ja kliiniseen työhön. Tutkimustulokset osoittivat HFA- ja AS-nuorten kokevan muita nuoria useammin sosiaalista ahdistuneisuutta. Vanhemmat havaitsevat HFA- ja AS-lastensa sosiaalisen ahdistuneisuuden oireet lapsen iästä riippumatta, kun lapset itse kertoivat oireistaan vasta nuoruusiässä. Tutkimus osoitti myös, että HFA:ta tai AS:ää sairastavien kyky tunnistaa tunteita paranee iän myötä. Se ei kuitenkaan saavuta tavalliseen tapaan kehittyvien lasten taitotasoa nuoruusikään mennessä. HFA- ja AS-lapset ja nuoret tulkitsevat ikätovereitaan useammin kasvojen ilmeen peloksi silloin, kun kasvojenilme on sekoitus pelko-yllättyneisyyttä. Tavalliseen tapaan kehittyneet lapset ja nuoret tulkitsevat kasvojenilmeen useammin neutraaliksi kuin HFA tai AS diagnoosin saaneet, jos kasvojenilme on sekoitus surullinen-neutraalia. Tutkimustulosten perusteella tulee HFA:ta tai AS:ää sairastavia lapsia ja nuoria hoidettaessa ottaa huomioon sosiaalinen ahdistuneisuus. Heille tulisi nykyistä useammin tarjota tilaisuus myös kuntouttaa kykyä tunnistaa toisten ihmisten tunteita

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Autism Spectrum Disorders (ASD)'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles